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Социальное научение и его роль в разрешении конфликтов между сверстниками в подростковом возрасте
The article is devoted to the role of social learning in a situation of solving of conflicts between peers at teenage age. The following hypothesis has been verified in the research: social learning increases probability of change of behaviour strategy in solving interpersonal conflicts between teenagers. 124 subjects, 70 men and 54 women (at the age from 13 till 14) have participated in the experiments. In our research K.Tomas's technique for diagnostics the personality’s style of behaviour in the conflict and D.Moreno's sociometric technique have been also used. Our results testifies that at the teenage age presence of the positive example for imitation - «significant other», using cooperation strategy for solving conflicts, increases probability of change of behaviour strategy for more constructive results of a conflict situation solving. The positive example for imitation is the most significant and is the most used in a case of recurrent occurrence of an interpersonal conflict. At the same time, «significant other», using confrontation strategy, does not provoke teenagers to use negative model of behaviour that is to choose rivalry and ignoring strategy in solving interpersonal conflicts with their peers.