Reflective-role model for diagnosing the social maturity of subjects of the educational process

Abstract

The author's approach in measuring social maturity according to the reflexive-role model is offered. The conditionality of the main components of this model is proved, the interrelationships of reflection types with role positions in accord with the correspondence of social maturity / immaturity are determined. Based on the empirical material, the author tests the model proposed and identifies three levels of reflection: a positive reflection, introspection and quasireflection in accordance with the role positions.