The attitude of students to the study of social disciplines. The program of sociological research on the topic: 'The attitude of students to educational activities'

Studying the student audience in order to understand what young people think about working in their specialty after graduation. Identification of the attitude of young people to work in their specialty. Attitude of students to the chosen profession. The influence of wages on job choice.

By clicking on the "Download archive" button, you will download the file you need for free.
Before downloading this file, remember those good essays, control, term papers, theses, articles and other documents that are unclaimed on your computer. This is your work, it should participate in the development of society and benefit people. Find these works and send them to the knowledge base.
We and all students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

To download an archive with a document, enter a five-digit number in the field below and click the "Download archive" button

Similar Documents

Goals and objectives of the study of the main problems of employment of young professionals and students in the specialty. Training of highly qualified personnel adapted to the conditions of a market economy. The process of socialization of modern Russian youth.

term paper, added 05/19/2014


The labor market and labor socialization of modern student youth. Employment prospects for graduates of sociological faculties. Preparation of research and study of the employment prospects of students, taking into account their future specialty.

term paper, added 07/28/2010


Everyone knows that young people do not want to serve in the ranks of the Russian Army. The purpose of this sociological study is to identify the main causes of evasion from service, the attitude of young people towards the army. The central question of the problem of this study.

practical work, added 07/11/2008


Revealing the attitude of young people to family traditions. The study of the activities of urban organizations to work with the family. The attitude of religious denominations to marriage. The role of activities to promote family values ​​in shaping the attitude of young people to the family.

presentation, added 12/22/2016


Study of the position of a young family in modern Russian society. Clarification of the basic values ​​of student youth. Identification of students' views on the institutional problems of a young family. Review of the readiness of student youth to create families.

practical work, added 04/19/2015


The concept, goals and objectives of social work as a type of scientific activity. Areas of professional activity of a social work specialist. The knowledge that students receive during training and internships in the specialty "Social Work".

presentation, added 11/27/2014


Socio-demographic portrait of student youth. Methods of sociological study of the attitude of the youth of Krasnoyarsk to art. The level of awareness of SibFU students about contemporary art, trends and projects created in this area.

thesis, added 12/10/2015

Introduction

Practice plays a very important role in the entire educational process. This is an important and integral part of higher professional education, which gives the student the opportunity to acquire new, as well as develop the knowledge, skills and abilities already acquired in the learning process, which are necessary for further professional growth and improvement.

Practice is one of the effective ways to become an expert in your field and perhaps even get to know your future job in a company.

The purpose of the practice: Formation of professional skills based on the consolidation of previously acquired theoretical knowledge, a more detailed acquaintance with the methodology of conducting sociological research and gaining experience in the study of social problems.

Practice objectives:

Identification of an existing social problem and determination of methods for its further study.

Development of a sociological research program on the problem of students' attitude to educational activities.

Conducting research using sociological methods.

Application and consolidation of the received theoretical knowledge in practice.

Acquisition of research experience.

Terms of educational practice: from 06.07 - 18.07.2015

Place of internship: Federal State Budgetary Educational Institution of Higher Professional Education "Tyumen State University".

Practice leader from Tyumen State University: Batyreva Maria Vladimirovna.

Education helps to acquire certain skills and abilities in order to become a highly qualified specialist.

Education is a “social “elevator” that allows a person to rise from the very bottom to higher positions and achieve a certain social status.

The need to study the value attitude of students to education is determined by the relationship of this attitude with the formation and implementation of the needs of future specialists in any field.

During the practice, the following types of work were done:

Compilation of a questionnaire for sociological research.

Survey of respondents.

Collection of questionnaires and analysis of the results of the study.

Preparing of report.

Chapter 1. Activities of the Tyumen State University. Description of the problem under study

The Federal State Budgetary Educational Institution of Higher Education "Tyumen State University" was established on January 1, 1973 by the Decree of the Council of Ministers of the USSR of March 23, 1972 No. 199, the Decree of the Council of Ministers of the RSFSR of April 10, 1972 No. 222 and

by order of the Minister of Higher and Secondary Specialized Education of the RSFSR dated May 10, 1972 No. 237 on the basis of the Tyumen Pedagogical Institute of the Ministry of Education of the RSFSR as Tyumen State University.

Tyumen State University is a unitary non-profit organization established to carry out educational, scientific, social and cultural functions.

The main activities of the University, including those carried out as part of the implementation of the state assignment for the provision of public educational services, formed by the Founder, are:

) educational activities in educational programs of higher education, secondary vocational education, secondary general education, additional professional programs (programs for advanced training and professional retraining programs), additional general educational programs;

) scientific activity;

) organization of socially significant events in the field of education and science .

Today there is a problem of the attitude of modern students to education. Many students do not attach too much importance to getting an education. For everyone, only a diploma is important, and the disciplines taught and the knowledge gained do not matter at all. They do not prepare well for classes, they skip classes, everyone wants to have good grades, while spending a minimum of effort.

Many have absolutely no desire to learn, learn something new and develop. Due to this attitude to learning, academic performance decreases accordingly, which is the main criterion for assessing the quality of training of specialists in any educational institution.

The current control of the progress of students of the University is an objective assessment of the degree of mastering the programs of study courses by students; their efforts, perseverance, results in acquiring knowledge, skills, skills (competencies); their observance of academic discipline. Its goals are to ensure maximum efficiency of the educational process, increase motivation for learning and conscious academic discipline of students.

To organize the current monitoring and management of the educational process in institutes for full-time students studying undergraduate and specialist programs, a rating system for assessing progress is used, provided for by the Regulations on the rating system for assessing student progress in the Federal State Educational Institution of Higher Professional Education "Tyumen State University", approved by the decision of the Academic Council dated 31.03.2014. The main task of the rating system is to increase the motivation of University students to master educational programs through a higher differentiation in the assessment of their academic work.

The explanatory function is to explain to students the significance of education, that is, what opportunities will be provided to them as educated people.

The emotional function is to perceive the content through the emotional sphere, that is, students experience an emotional shock, for example, when they are presented with the lifestyle of uneducated people in a vivid form and they see what consequences can be due to ignorance.

A professional function is the orientation of students towards a future profession.

Very often, students do not have any interest in disciplines that are not related to their specialization, so students do not attend classes and do not succeed in these disciplines. Therefore, it is necessary to orient students to the fact that knowledge in a particular discipline will be useful in their future profession, and, of course, if possible, include in the material the information that is related to the students' profession.

The creative function is realized due to the fact that education helps to create products of creativity. Students gain knowledge and, thus, they themselves can create completely new objects for society.

The social function is provided by education as a socially significant value, that is, education contributes to the integration of students into the social space. Thus, students get their roles in society through education.

A visual function is a demonstration of the results of people's education and the possession of a value attitude towards education.

motivational function. Speaking about the influence of motivation on the educational activity of students, it should be noted that the higher the motivation, the more effective the educational activity. Thus, in order to develop a positive attitude towards education, it is important that students have motivation for educational activities, namely: motivation to attend classes, to gain knowledge, both in major and non-core subjects, to achieve results in this activity, to application of acquired knowledge in practice, etc. Satisfying a certain need of students encourages them to perform some activity in the educational process, which in turn helps to increase motivation. The main needs of students in the educational process are the need to obtain a diploma, the need to obtain a profession, in general, the need for education.

To improve the attitude of students to education, interactive teaching methods are being actively introduced at Tyumen State University. The purpose of this program is to increase motivation to study disciplines, develop professional skills, develop communication skills and much more. A feature of interactive learning is that almost everyone is involved in this process, there is an exchange of knowledge, ideas, and everyone contributes to joint activities.

All this is implemented in the form of interactive lectures, presentations using multimedia tools, debates, round tables, trainings, forums and other various forms of conducting classes.

Interactive methods of education will help students to better master the disciplines and, along with traditional methods of educational activity, will achieve higher efficiency in the training of specialists. .

Tyumen State University also has a career, practice and employment center that helps students adapt to the labor market and employment. This center is part of the structure of the educational and methodological management of the University.

The main tasks of the center are:

employment of students, graduates (including temporary ones) and their adaptation to the labor market;

coordination and control of the activities of departments, institutes for

organization of all types of practices, employment of students, graduates of the University;

maintaining a positive image of the University, participation in maintaining public relations.

The main functions of the center include:

Conclusion of long-term cooperation agreements with organizations.

Systematic analysis of market needs in University graduates.

Analysis of the effectiveness of employment of graduates.

Keeping records of graduating young professionals.

Interaction with local authorities, including with territorial authorities, public organizations and associations.

Studying the needs of enterprises and organizations in qualified personnel, informing about the submitted applications those responsible for employment in the institutes of the University. .

Undoubtedly, one of the important problems faced by students and graduates is the problem of employment. Not everyone can find a decent job after graduating from the University, and one of the main tasks of the center is to help specialists find a job to implement their professional skills and abilities.

Chapter 2

The relevance of this study lies in the fact that in our time there is a loss of interest in educational activities among students. Students lose their desire to gain some knowledge, acquire skills in order to become good specialists in the future. Most students attend educational institutions in order to just spend time, chat with friends, and not learn something new for themselves, develop and improve themselves. Many students often skip couples, which then causes problems with their studies, everyone begins to hand over accumulated debts and go to retakes to close the session. Students are looking for their teachers, handing over some work, control and term papers to them. Teachers go to meet students, assigning them a certain time for the delivery of all academic debts in order to avoid expulsion from the institute. And all this happens all the time, and the situation does not change. Most of the students study on a contractual basis and their parents pay money for them, they have to deny themselves many things in order to give their children an education. Money comes with great difficulty, but children, unfortunately, do not appreciate this and take everything for granted. Of course, not all parents have the opportunity to educate their children and children are forced to get a job in order to pay for their own education. Some students simply do not want to be dependent on their parents and earn money themselves. Very few people take education seriously, attend classes and prepare systematically. Unfortunately, not everyone now understands that without education, without a good knowledge base, you can’t get a job anywhere, you can’t become a sought-after and good specialist in your field. An educated person will always be respected, will always find his place in life, because he knows what he wants to achieve and confidently goes to his goal. Education is one of the main channels of social mobility, which makes it possible to achieve a high social status in society. Higher education has ceased to be one of the most important values ​​in life for modern students. Ignoring this problem can lead to serious consequences in society.

Degree of development: The attitude of students to educational activities is one of the main topics. A fairly large number of studies have been carried out. This topic is very relevant in our time. Ponomareva E.P. studied the factors influencing the development of the value attitude of students to education. In her research, she touched upon such aspects as:

Functions contributing to the education of a value attitude to education

Educational and pedagogical interaction of students and teachers

conditions of the educational process.

The article by Yu. A. Zubok and V. I. Chuprov “Attitude of young people to education as a factor in increasing highly qualified personnel” compares the basic characteristics of young people to education for different years, which are expressed through social indicators: the level of education and its dynamics, changes in the values ​​of education.

It also considers the socio-situational aspect that determines the attitude to education, its various factors: belonging to various social groups, financial situation, modernization of the education system.

The problem of the research is the need to study the role of education in the life of students, attitudes towards educational activities and the development of recommendations aimed at increasing interest in education among the youth.

The dynamics of such a factor as the education of parents, which directly affects the formation of the value of education, is monitored. The material wealth of various families is considered, which is formed from various life situations, significantly changing the characteristics of attitudes towards education.

The article also focuses on further employment. Compliance with the specialty of the work performed. Is the acquired knowledge applied in practice, or is the student employed in some similar specialty.

The percentage of working students and factors that are decisive in finding a job are also identified. Among the undeveloped aspects, it should be noted the poor knowledge of material security, housing.

The object of the study is students of the Tyumen State University, studying in the 1st-4th year of the full-time department.

The subject of the study is the attitude of students to educational activities and factors influencing the development of the value attitude of students to education.

The purpose of the study is to identify the main factors influencing the value attitude of students towards education.

Determine the place of education in the value system of students

Analyze what values ​​dominate modern students sociological student education

Assess the importance of education and profession for students

Analyze the level of educational activity of students

Assess the level of attendance and academic performance

Identify the most typical strategies for students in preparing for classes

Find out what forms of participation in the work in the classroom are typical for students

Find out the main forms of student participation in scientific and extracurricular activities at the university

To study the level of student satisfaction with the educational process as a whole and for its individual components

To identify whether such factors as gender, course, level of material security, place of residence influence the attitude of students to educational activities.

Theoretical interpretation

The central concept of our study is education. It can be interpreted in different ways:

Education is a purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement of the achievement by a student of a citizen of educational levels established by the state (educational qualifications).

The concept of "Education" can be divided into 2 components:

Education as a social institution.

Education as a process.

Satisfaction with the educational process is formed by the following components:

Curricula and work programs

Compliance with curricula and programs of the State

educational standards

Provision of educational materials

Staffing

Ability of the teacher to work with modern computer programs

The presence of an academic degree and title

Availability of methodological developments in their discipline

Creative potential

Leadership

Learning technologies

The quality of lectures

The quality of laboratory and practical classes

Quality of testing and control works

Technical equipment of the Institute

Equipment of computer classes and lecture halls with modern equipment and software

Availability of local and global computer network

Cost of education

Opportunities for further employment

Empirical interpretation

(Structural interpretation)

Place of education in the system of values

Health

Love, family, children

Chat with friends

Education

Creation

Level of educational activity

Attendance rate

I never miss class

Sometimes I skip

often skip

I hardly go to class

Achievement rate

Study on 5

Study on 4and 5

I study mainly 4

Study on 3and 4

I study mainly 3

I have academic debt

Preparing for classes

Repetition of lecture material

Visiting libraries to search for necessary literature

Not getting ready for work

Time to prepare for classes

Weekdays Weekends

No more than 1 hour

More than 6 hours

Forms of student participation in the classroom

Making presentations

Active participation in the discussion

Answers to the teacher's questions

I take no part

Participation in scientific activities

Speaking at conferences

Internship

Preparation of articles and participation in research

Participation in extracurricular activities

Participation in the student asset

Participation in student spring

Participation in the KVN team

Assessment of the level of satisfaction by components

Tuition feesOrganization of the educational process Quality of servicesTechnical equipment TeachersCompletely satisfiedRather yesDifficult to answer Rather noCompletely. Not satisfied

(Factor interpretation)

Objective factors

Level of material security:

Above average

Below the average

Living conditions:

Hostel

Rental apartment

With parents

Separate from parents

Subjective factors

Male; Female

Hypotheses

Recently, the attitude of students towards education has changed, it has become more and more irresponsible.

1 Education for today's students is not one of the important life values.

The educational activity of students is falling, students are increasingly skipping couples, which affects their academic performance.

Most students do not thoroughly prepare for classes and spend very little time on it.

Most often, the main form of activity in the classroom is making presentations and discussing a topic.

Only a few students actively participate in scientific activities, prepare articles and materials for various events.

Most of all students are attracted by various extracurricular activities, they always try to take part in them.

Most students are not satisfied with the cost of education, as it is too high.

Students are satisfied with the organization of the educational process.

Students are satisfied with the quality of the services provided, but remain dissatisfied with the technical equipment of the institute.

Most students are satisfied with their teacher. His teaching style and high qualifications.

In many ways, the attitude of students to education is determined by a complex of objective and subjective factors, such as: the level of material security, living conditions, gender, course.

The higher the level of material security of a student, the more opportunities he has to receive a quality education, and the more he is satisfied with the education he received.

The place of residence contributes to the formation of students' attitudes towards education. The further a student lives, the more difficult and longer it takes him to get to the institute.

From course to course, the attitude of students to education changes. Students are aware of the importance of education and are more conscientious about their studies.

Girls are more responsible in their studies than boys.

Justification of the sampling system of units of observation

In the course of a sociological study, a sociological survey of students of the Tyumen State University was conducted using random selection of respondents (N=8315).

Sample type: random stratified sample with proportional distribution by institutions and courses. Initially, the given total sample size for Tyumen State University (N=8306) was distributed according to the available statistical data among students of the financial and economic institute, and then by courses from 1-4. To determine the ratio of quota features, the data of the Tyumen State University on the contingent of full-time education for 01.10.2014 were used.

Table 1. Distribution of the general population by institutions and courses

ИНСТИТУТЫКУРСЫВСЕГО1234ИГИП4684041992081279ИИПН1421169784439ИМиКН3652692321391005ИНБИО16214010173476ИНЗЕМ222170177134703ИНХИМ831045644287ИПиП27018111667634ИФиЖ265214187132798ИФК1001297867374ФТИ1431025952365ФЭИ5515274764011955N= 8315

Table 2. Distribution of the sample by institutes and courses

Institute of Curvyevo1234igip4337181911717IPN13109840IMIKN

Chapter 3. Analysis of the results of the study

For our study, one of the quantitative methods in sociology, the survey method, was used. The questionnaire included 28 questions (Appendix 1). A total of 20 people were interviewed.

As the results of the study showed, the majority of respondents are satisfied with the quality of educational services provided by Tyumen State University. But there are respondents who were not satisfied with the quality of educational services, in particular, they explain this by the fact that some teachers are poorly prepared in their disciplines, the curriculum is drawn up incorrectly (the logical sequence of the disciplines taught is violated), teachers are incompetent in some matters, educational the material given to students is outdated, according to students, there is a complete lack of educational process in education, no need for theoretical practice, outdated furniture in the lecture hall, poor multimedia equipment.

Among the most important student problems, respondents noted: Unsatisfactory organization of the educational process, unsatisfactory teaching in some subjects, high prices in the canteen and buffets, and the most important for students is the issue of finding a job in the learning process and further employment in their specialty.

To the question: What problems do you see in the organization of the educational process? The following answers were noted by many: the discrepancy between the studied disciplines and the received specialty, outdated teaching methods, teaching quality, organization of examinations and tests, insufficient number of hours for more significant subjects.

For the majority of respondents, the quality of education is primarily good material and technical equipment, full-fledged information support, the correspondence of the curriculum and disciplines to their specialty, and the possibility of further employment.

Thus, in order to change the attitude of students to obtaining education, it is necessary to increase interest in their specialty, improve the material and technical base of the institute, competently organize the educational process, create comfortable conditions for obtaining the necessary knowledge and skills, as well as realizing one's abilities.

Conclusion

The study "Students' attitude to educational activities" was organized at Tyumen State University.

In general, if we sum up the results of this study, then based on the data of the questionnaire survey, it can be argued that students take their education quite seriously. They spend the necessary amount of time preparing for the classes, attracting various additional literature, take part in the discussion and speak in the classroom. They conduct quite active educational and extracurricular activities. When analyzing the results of the study, the main problems that students have to face in the learning process were identified.

In the course of my internship, I gained experience in drawing up a program of sociological research, as well as studying social problems using a quantitative method in sociology, in this case, a questionnaire survey.

The internship helped me consolidate my existing knowledge and skills in the field of methodology and methodology of sociological research, which I acquired during my studies. Through practice, I gained experience in communicating with respondents, experience in processing questionnaires and research activities. I acquired a lot of new knowledge and skills that will help me in my professional activities in the future.

Bibliography

Dobrenkov V. I., Kravchenko A. I. Sociology: Textbook. - M.: INFRA-M, 2001. - 624 p. - (Series Higher education ).

Zubok Yu.A., Chuprov V.I. The attitude of young people to education as a factor in increasing the efficiency of training highly qualified personnel / Yu. A. Zubok, V. I. Chuprov // Sociological research. -2012.- No. 8.- S. 102 - 111.

Official site of Tyumen State University URL: #"justify">Pisareva, Т.А. General foundations of pedagogy: lecture notes / edited by T. A. Pisarev. - M.: EKSMO, 2008. - 33 p.

Regulations "On the Center for Career, Practice and Employment of the Educational and Methodological Department". URL: #"justify">Ponomareva, E.P. Factors influencing the development of students' value attitude to education / E.P. Ponomareva // Bulletin of SUSU. Ser. "Education. Pedagogical Sciences. - 2013. - Issue. 5. - No. 2. - C. 111-115.

Order No. 628 dated October 25, 2012 “On the approval of guidelines for teachers on conducting classes using interactive forms of education at FGBOU HPE “Tyumen State University”. URL: #"justify">Order of the Ministry of Education and Science of Russia No. 185 dated April 1, 2014 “On approval of the Regulations on the current monitoring of progress and intermediate certification of students of the Federal State Budgetary Educational Institution of Higher Professional Education “Tyumen State University”. URL: #"justify">Order of the Ministry of Education and Science of Russia No. 723 dated July 16, 2015. "On the Federal State Budgetary Educational Institution of Higher Professional Education "Tyumen State University". URL: #"justify">Rysina, T.V. The attitude of young people to higher education (based on a sociological survey of students of the Moscow State Technical University named after N.E. Bauman) / T. V. Rysina // Humanitarian Bulletin of the Moscow State Technical University. N.E. Bauman - 2013. - No. 9(11)

Tikhonova EV Methodology and methods of sociological research: textbook for students. institutions of higher prof. education / ed. E. V. Tikhonova. - M.: Publishing Center "Academy", 2012. - 368 p.

Yadov V. A. Strategy of sociological research. Description, explanation, understanding of social reality / ed. V.A. Poisons. - 3rd ed., Rev. - Moscow: Omega-L, 2007. - 567 p.

Appendix 1

Dear students!

We ask you to take part in a sociological study, the purpose of which is to identify the attitude of modern students to educational activities, to find the necessary conditions to improve the level of student achievement. This questionnaire is anonymous. Thank you for participating in our survey!

What life values ​​are most important to you?

(Please select no more than 3 options).

Health

Education

Entertainment

Self-realization

Do you like to study?

Rather yes than no

Difficult to answer

More likely no than yes

No (Write why) ___________

Why did you choose Tyumen State University?

Good reviews about the university from graduates

Opportunity to get a quality education

Possibility of further employment

Possibility of obtaining several educations

University fame

Availability of hostels at the university

Availability of distance education

Other __________

Are you satisfied with the quality of educational services provided by Tyumen State University?

Yes, completely satisfied

Rather yes than no

Difficult to answer

Completely dissatisfied

Do you like your specialty?

Rather yes than no

Difficult to answer

More likely no than yes

No (Write why) _____________

Why did you choose your specialty?

prestige, demand

Further prospects in the future

Low Tuition

She is interesting to me

Friends study in this specialty

Parents insisted on this specialty

Other___________

Are you satisfied with your student life?

Completely satisfied

Difficult to answer

Rather no than yes (Write why) ____________

Completely dissatisfied

How many pairs do you have per day?

How often do you miss classes?

Two times per week

2 times a month

More than 1-2 times a month

I don't skip at all

How do you usually prepare for classes?

I repeat lecture material

I visit libraries and look for the necessary literature

I visit various electronic portals (biblioclub, znanium, etc.)

I don't get ready for work.

How much time do you usually spend preparing for classes?

More than 6 hours

How do you participate in classes?

I make presentations

I take an active part in the discussion

Answering teacher's questions

I take no part

How much free time do you have per day?

More than 6 hours

How do you rate your performance?

Excellent

Satisfactory

Not always satisfactory

Are you satisfied with the technical equipment of the Institute?

Completely satisfied

Rather yes than no

Difficult to answer

Rather no than yes (Write why) ___________

Completely dissatisfied

What is the most acceptable cost of education for you?

From 74 - 94 thousand rubles

From 94 - 114 thousand rubles

From 114 - 134 thousand rubles

From 134 - 154 thousand rubles

Other______________

When problems arise, who do you contact first? (Please select no more than 3 options).

To parents, relatives

To friends, classmates

To the student council

To curators

To teachers

To the administration of the Institute

Other___________

What student issues are you most concerned about? (Please select no more than 3 options).

Poor organization of the educational process

Poor teaching in some subjects

High prices in the student canteen and buffets

High prices for accommodation in a hostel

Unsatisfactory living conditions in the hostel

Searching for a future job while studying

Postgraduate employment in the specialty

Other ____________

No problem

What problems do you see in the organization of the educational process? (Please select no more than 3 options).

Inconsistency of the studied disciplines with the received specialty

Classroom overload

Teaching quality

Organization of examinations and tests

Outdated knowledge acquisition system

Outdated Teaching Method

Other______

How satisfied are you with the material base of our university?

Fully satisfied Partially satisfied Completely dissatisfied Difficult to answer 1 Availability of necessary literature in the library12342 Availability of computers used in the educational process12343 Availability of educational and scientific equipment12344 Availability of laboratories and specialized classrooms12345 Availability of seats in the reading room1234

How do you participate in the scientific activities of the Institute?

I speak at conferences

I'm doing an internship

I write articles and participate in research

I take no part

How do you participate in extracurricular activities of the Institute?

Participate in student activities

Participate in student spring

I am a member of the KVN team

I am an event organizer

I take no part

you reside

With parents

One (one)

With friends (girlfriends)

Other (write in):_________

What type of housing do you live in?

Private house

Flat

Hostel

Other (other):____________

Male

Female

Your age

From 16-18 years old

From 18-20 years old

From 20 -22 years old

From 22 -24 years old

Your course

Your specialty

Economy

Management

Personnel Management

Sociology

economic security

Thank you for your participation!!

Similar works to - The program of sociological research on the topic: "The attitude of students to educational activities"

S. P. Ivanenkov A. Zh. Kuszhanova

S. P. Ivanenkov A. J. Kusjanova

The attitude of students of St. Petersburg to public life

The Attitude of Students of Saint-Petersburg to Social Life

Ivanenkov Sergey Petrovich

State Institute of Psychology and Social Work (St. Petersburg) Professor of the Department of Theory and Technology of Social Work

Doctor of Philosophical Sciences, Professor [email protected]

Kuszhanova Azhar Zhalelevna

North-Western Institute of Management - branch of the RANEPA (St. Petersburg) Professor of the Department of Philosophy Doctor of Philosophical Sciences, Professor [email protected]

KEYWORDS

students, attitude, social life, socialization, social adaptation KEY WORDS

students, attitude, social life, socialization, social adaptation. ESSAY

The article analyzes the results of a study of students' attitudes towards public life. The factors influencing the processes of socialization and adaptation of student youth in society are highlighted.

In this article the research results of the attitude of students to social life are analyzed. The factors influencing processes of their socialization and adaptation in a society are allocated.

Ivanenkov Sergey Petrovich

State University of Psychology and Social Work (Saint-Petersburg)

Professor of the Chair of Theory and Technology of Social work

Doctor of Science (Philosophy), Professor [email protected]

Kusjanova Ajar Jalelevna

North-West Institute of Management - branch of the Russian Presidential Academy of National Economy and Public Administration (Saint-Petersburg) Professor of the Chair of Philosophy Doctor of Science (Philosophy), Professor [email protected]

The future social, civic, professional orientation of the personality, its value orientations and subsequent actions are formed in the process of socialization. The main goals of this process are, on the one hand, ensuring the conflict-free entry of the younger generation into an already established and equipped society (social adaptation), and on the other hand, the development of social space, social institutions and cultural objects as conditions, means and resources of its life activity. The content and effectiveness of socialization determine the future social, civil and professional

the central position of young people who will have to take responsibility for the state and development of the country, society and culture in due time. Even now, the success of the reforms currently being carried out in Russia has been made dependent on the participation of young people in solving today's urgent national problems.

However, the participation of young people in public life depends, firstly, on the objective presence of institutional conditions and forms that allow young people to be included in social processes; and secondly, from a combination of subjective factors, including

acceptance, trust and satisfaction with the real state of affairs and emerging social relations. The degree of satisfaction, in turn, determines the various strategies of people's behavior - passive, creative, defensive, protest, etc. .

Thus, the detachment of young people from participating in the management of the country, region, municipality and the vast majority of institutions, weak social security gave rise to her confidence in the futility of civic activity, apathy, anti-patriotism, withdrawal into personal problems, privatization of social values, a massive desire to go abroad and protest moods, sometimes acquiring aggressive forms of expression.

It is no coincidence that the Strategy of State Youth Policy approved in 2006 by the Government of the Russian Federation, calculated until 2016, defines the involvement of young people in public life and informing them about potential development opportunities in Russia as one of the main directions. The systematic involvement of young people in public life, the development of management skills, independent living, instilling a culture of using the opportunities available in society for personal and social development should contribute to a more complete realization of their potential by young people, strengthening their confidence in their future.

Students have long been singled out as a special social group of young people, since their main activity is to receive higher professional education, and it is with them that both the possible potential and the vector of the future development of countries and the world as a whole are associated. As sociological studies show, most of the characteristics of Russian youth are inherent in students. For example, detachment from the political and, in general, from the public life of the country

continues to be a characteristic feature of that significant part of Russian students. At the same time, it also has its own specifics. So, material well-being provided by parents, getting a higher education and hope for a future prestigious and well-paid job ^ contribute to the fact that student youth have a better social well-being, less critically assesses the situation in country and builds its life strategies more optimistically.

Therefore, the study of social well-being, value orientations, the attitude of students to public life is relevant for an adequate understanding of both the current state of society and its future development, and is also an essential condition for the effectiveness of managing social processes and the activities of structures that are somehow connected with youth and its socialization. The study of students' attitude to social life is also extremely important because the processes of social and professional adaptation are inseparable and proceed together.

For many years, research on this topic has been regularly conducted by the State Employment and Career Guidance Center for Youth "Vektor". This article presents the results of research conducted in 2011-2012.

The presented sociological analysis is based on the results of a questionnaire survey of students of educational institutions of higher professional education (academies, institutes, universities) in St. Petersburg in 2012, in which 197 students took part (52 boys and 145 girls, which is 26.3% and 73.7%, respectively) from 10 universities in St. Petersburg, including: St. Petersburg State University of Culture and Arts, Russian State Hydrometeorological University, University of Management and Economics, St. Petersburg State

s Marine Technical University, International Banking Institute, St. Petersburg State Technological University of Plant ^ Polymers, St. Petersburg State University of Technology and Design, Russian State Pedagogical University. AI Ger-sh price, St. Petersburg State University of Telecommunications. prof. M.A. Bonch-Bruevich, Baltic Institute for Ecology of Politics and Law.

The study of the attitude of students of higher educational institutions in St. Petersburg was carried out on the basis of information obtained as a result of processing respondents' answers to several questions. The question of how confident university students feel in the modern world makes it possible to assess the effectiveness and problems of socialization and social adaptation of modern student youth in such a Russian metropolis as St. Petersburg.

The state of social opportunities for the inclusion of students in the processes taking place in the environment of their life, and the reflection of this state in their minds, brought to their feelings, which determines the realities of their socialization, allow us to evaluate the questions: “Do you think you can influence your personal activity what is happening in society, in your city, in an educational institution?” and “How do you take part in the social life of the educational institution?”.

Since any actions of people in society are institutionally conditioned and organizationally formalized, youth organizations perform an important function in society, helping the younger generation in the process of socialization and social adaptation. The assessment of their role in the life of the studied group of young people is facilitated by the question: “What youth organizations, associations, institutions do you know?”

And, finally, the way of spending free time, which is an indicator of interests and value orientations.

attitudes of young people is characterized by answers to the question: "How do you spend your free time?".

Let's turn to an integral question - about how students of higher educational institutions in St. Petersburg feel in modern life.

As can be seen from the distribution of answers presented in Table. 1, the majority of university students feel confident in modern life (44.14%). The answer option “rather confidently” was chosen by another 41.38% of respondents.

7.59% of students of educational institutions of higher professional education feel insecure in modern life, and 6.21% of respondents chose the answer option “in a different way”. Of course, these groups of young people need support from the family and other institutions of society in order for these young people to gain greater confidence in themselves and their abilities. Such support will enable these groups of young people to overcome the difficulties of social adaptation and it will be easier for them to adapt also in the professional sphere.

In general, it can be stated that the vast majority of the young people surveyed (85.52%) feel quite confident in modern society. This fact gives grounds to assume that the majority of St. Petersburg students will have enough strength to undergo social and professional adaptation.

Self-confidence will subsequently have to turn into deeds and deeds that make up both a person's life and the fabric of social life. Studying at a university should provide active social lifts and platforms that allow a young person to try his hand, to master the forms of realization of his life position offered by society, that is, showing and teaching young people how people's intentions develop into their activities.

Distribution of answers to the question: "How do you feel in modern life?" (only one option can be selected)

Confident 64 44.14

Rather confident 60 41.38

Unsure 11 7.59

Different 9 6.21

table 2

Distribution of answers to the question: “Do you think you can influence what is happening in society, in your city, in an educational institution with your personal activity?” (only one option can be selected)

Answer option Number of answers %

Difficult to answer 45 31.03

Therefore, let us turn to questions that show the level of social activity of the young people surveyed. First - to the respondents' opinion about the possibility of their influence on public life.

Most of the respondents who answered the question believe (Table 2) that they can influence the events taking place in the city, educational institution and society through their personal activity (48.97%).

The group of respondents with a directly opposite opinion (negative answer) is 17.24%. 31.03% of respondents found it difficult to answer. This is rather a passive part of the youth, which either already has a negative experience of trying to realize their intentions, or has not yet made such attempts. The opinion of the first group signals that the existing set of social structures, forms and relations is not yet sufficient to involve young people in public life, the second - about a certain abstraction of a fairly large group of young people from social activity. The causal series of this position may include disbelief in one's own strengths, and social infantilism,

and distrust of social structures, etc., which, in general, can be attributed both to the shortcomings of education and socialization, and to the insufficiency of the existing social space to include the activity of a young person in it.

The fact is that the number of respondents who consider themselves capable of influencing by their personal activity the processes taking place in society, their hometown, educational institution, and respondents who do not think so, were distributed approximately equally (48.97% and 48.27%, respectively), speaks of a certain half-heartedness of the social opportunities available today (objective and subjective) for the self-realization of young people. Therefore, a socially positive future lies in the improvement of both educational means and the development of the social infrastructure of youth activities.

Today in Russia, a lot is being done in the direction of creating opportunities for involving young people in public life - from the election of young people as deputies to the highest representative body of the state, the State Duma, and ending with their

participation in school or student self-government. This is reflected in the opinion of almost half of the respondents £ as confidence in their own ability to influence public life. ° At the same time, apparently, either the existing forms are not enough, or there are not enough individual impulses for the formation of an active and optimistic life position in almost half of the students surveyed.

It should be noted that recently a rather high positive trend in this position has been given by the development of formal and informal volunteering (volunteering). Given that this movement is now rapidly gaining momentum and participants in a variety of activities, we can conclude that the potential for activity among Russian youth is very high, it remains only to give it a value-ideological and structural design. This will increase the social activity of young people, give them self-confidence, increase satisfaction and faith in the possibilities of society, thereby strengthening both the potential for socialization and the activity potential of Russian society.

Let us now concretize this question by turning it to real activity, i.e., let us analyze the respondents' answers about their participation in the social life of their educational institution. The participation of students in the social life of the educational institution characterizes them as young people with an active life position. Involvement in the social life of an educational institution allows young people to acquire communication skills, organizational activities, planning, develop a responsible attitude to business, which together allows them to prepare for adulthood. The process of social adaptation in such young people will also be more successful and purposeful.

So, the majority of respondents (59.32%) participate in the life of the university, attending various events (Table 3). At the same time, a significant part

of respondents, such inclusion occurs sporadically (44.83%). This testifies to the absence of a systemic, systematic, organized public work in universities and an insufficient system for attracting students to public work.

The most popular public events in which university students regularly take part are sports events and holidays (13.79% of responses each).

The third place is occupied by participation in the work of the student council (11.72%).

5.52% of respondents answered that they participate in the work of public associations.

Thus, the largest part of young people studying at universities are involved in the social life of the educational institution, participating in leisure and entertainment activities - such answers were given most often. The organization of leisure and entertainment is also necessary to fill the space for the life of young people (more on that below), but this vector of public life does not reflect the specifics of a higher educational institution. This moment is especially emphasized by another factor - participation in scientific and practical conferences, which was noted only once and gave a modest figure of 0.69% of the total number of answers. This obligatory direction in the activity of an institution of higher professional education, oddly enough, has not yet found its proper place in the system of educational and socializing means of modern students, even in St. Petersburg universities.

17.24% of respondents gave answers indicating their work in public associations and membership in student councils. It can be argued that it is this group of respondents, engaged in a more serious social

Distribution of answers to the question: “How do you take part in the social life of the educational institution?” (multiple options can be selected)

How do you participate in the social life of the school? Number of responses %

I am a student council member 17 11.72

I take part in organizing events 7 4.83

I participate in events:

Total of them: 86 59.32

excursions, hiking trips 13 8.97

holidays (New Year, memorable dates) 20 13.79

contests 14 9.66

discos 13 8.97

sports competitions 20 13.79

scientific and practical conferences 1 0.69

I take part in the work of public associations 8 5.52

I take part in events occasionally 65 44.83

Table 4

Distribution of answers to the question: “What youth organizations, associations, institutions do you know?” (open question, multiple answers possible)

Youth organizations, associations, institutions Number of responses %

City Student Council 82 56.55

Trade union committee 15 10.34

Youth House 8 5.52

"Youth Apple" 8 5.52

Our Choice 7 4.83

"Ours" 5 3.45

12 colleges 3 2.07

Young Guard 3 2.07

Clubs 2 1.38

Union of Welders 2 1.38

"Right of the Young" 1 0.69

Business Youth 1 0.69

"Ethnos" 1 0.69

"Young Russia" 1 0.69

Green peace 1 0.69

"Atmosphere" 1 0.69

Seliger 1 0.69

Sects 1 0.69

Young Guard 1 0.69

natural activity, has the possibility of acquiring experience that is very useful for further social £ and professional adaptation. ^ The next question is about youth ° organizations. By being present and participating in the lives of young people, such organizations support young people in their formative years, playing a dual role. On the one hand, they institutionalize public representation and social protection of the interests of young people, and on the other hand, they provide them with a public (and even political) platform for self-realization and gaining social experience of inclusion in social processes and relations.

This question was open, the respondents were not offered answers. This made it possible to see the number of known and named youth organizations among the youth. As can be seen from Table. 4, students of St. Petersburg universities noted 20 organizations whose activities are related to youth.

So, the first place in this list is occupied by the City Student Council (56.55%). In second place are trade union committees (10.34%).

The Youth House and the Youth Apple organization shared third place, each of which was marked by 5.52% of the survey participants. The fourth place is occupied by the organization "Our Choice", which was named by 4.83% of respondents. The organization Nashi closes the top five with 3.45% of respondents.

The group of youth organizations, associations and institutions, each of which was named by 2.07% of students, includes "Young Guard" and "12 Colleges". Even less well-known among St. Petersburg students are the "Clubs" and the "Union of Welders", with which 1.38% of respondents are familiar. And the least mentioned youth organizations were Right of the Young, Seliger, Green peace and some others, closing the table.

In general, it can be noted that the level of awareness of university students about youth organizations operating in the city of St. Petersburg is very low. Respondents often named non-specialized organizations as youth organizations, not accurately defining the type of their activity. Consequently, for the majority of the surveyed participants, youth organizations do not play an important role in life, they are not present in the system of social space, they are not considered either as a platform or resource for self-realization, or as a platform for upholding social group interests. Accordingly, they are absent in the process of socialization and social adaptation.

Finally, we turn to the question of how university students spend their free time. It is known that leisure, provided it is properly organized, is an invaluable factor in the functioning, perception and appropriation by young people of the values ​​of spiritual culture. It is also a powerful criminogenic factor in conditions when the socio-cultural space is empty, and a person, especially a young person, has nowhere to go and nothing to do. Therefore, the problem of leisure is not only and not so much a problem of free time, its use or spending, but the problem of development, reproduction and development, even just filling, cultural space, the formation of positive activity of the youth part of the population. It is also a question about the possibilities of its creative implementation.

The question was asked open-ended, the respondents were not offered answers.

As can be seen from Table. 5, the majority of respondents give their free time to friends (15.17%). In second place in the priority ways of spending free time among students of St. Petersburg universities are sports (14.48%).

The third place in the distribution of answers to this question is occupied by work (13.10%). In fourth place,

I relied on the general answer - I walk (13.10%). Such a way of spending free time as reading was in fifth place (11.72%).

The five priority ways of spending free time allow us to conclude that most of the respondents spend their time usefully, devoting it to activities that develop spiritual and intellectual abilities. At the same time, this part of the respondents does not forget about entertainment (choosing “walking”).

Engaged in music and devote time to hiking for 4.14% of university students, respectively. Training takes up free time for 3.45% of respondents. The Internet was preferred by 2.76% of respondents. And, finally, such leisure activities as snowboarding, self-knowledge and trainings are mentioned sporadically.

In general, it is possible to identify leisure options that contribute to the socialization, social and professional adaptation of young people, and note the degree of involvement of St. Petersburg students in them: sports - 14.48%, reading - 11.72%, work - 13.10%, cultural events, exhibitions - 7.3%, music classes - 4.14%, theater, museums, cinema - 6.90%, hiking - 4.14%, self-knowledge, training - 0.69%. As can be seen from the distribution of answers to this question, a significant part of St. Petersburg students chooses leisure activities that contribute to successful socialization and social and professional adaptation as priority activities in their free time.

At the same time, taking into account the specifics of the university, i.e. the most intellectual, students, coupled with such a feature as staying in the city of St. Petersburg, the cultural capital of Russia, with its fantastically developed infrastructure

culture, these figures at the level of 7-14% of university youth who have shared in its spiritual wealth, frankly, cause some disappointment and great concern. It turns out that the treasures of the cultural capital and its most "cultivated" youth coexist to a large extent as if in parallel worlds, while cultural socialization with its huge potential in the city of St. Petersburg remains, by and large, only a potential opportunity. . Consequently, one of the main directions of the State Youth Policy Strategy, approved by the Government of the Russian Federation in 2006 for the period up to 2016, to involve and inform young people about the possibilities of self-realization in Russia, has not lost its relevance today.

Summarizing the results of the study, it can be stated that the student youth of St. Petersburg is little involved in the public life of the city and the country as a whole, and most importantly, they do not really strive to take an active part in it. At the same time, the potential for activity among Russian youth is very high, as evidenced by the rapid growth in the popularity of volunteerism. However, despite the fact that today in Russia there are serious achievements in the direction of creating opportunities for involving young people in public life, nevertheless, it still lacks value-ideological and structural design.

The level of awareness of university students about youth organizations operating in the city of St. Petersburg is very low. The culture of using youth organizations as tools to protect their social group interests and platforms for self-realization is poorly visible.

In the social activity of the students of the city, the predominance of leisure and entertainment forms is noticeable. The inclusion of students in the public life of universities is mostly episodic.

Distribution of answers to the question: "How do you spend your free time?" (open question, multiple answers possible)

How do you spend your free time? Number of responses %

With friends 22 15.17

I go in for sports 21 14.48

At work 19 13.10

Walking 19 13.10

I read books 17 11.72

Resting 13 8.97

Theatre/Museums/Cinema 10 6.90

Resting in nature 8 5.52

Hiking 6 4.14

Music 6 4.14

Workouts 5 3.45

Internet 4 2.76

Snowboarding 1 0.69

Self-knowledge 1 0.69

Trainings 1 0.69

chesky character. Among the events marked by the greatest popularity and attendance, there are practically no university-specific, scientific events designed to stimulate the intellectual activity of future specialists with higher education, the development of culture and forms of intellectual activity, which means that, in general, the provision of social and intellectual socialization of university youth is lame.

St. Petersburg students, unfortunately, make little use of the enormous spiritual potential of the cultural capital of the country.

These factors can adversely affect the social adaptation of university graduates after the student bench, their prospects for personal and professional growth and success in life. Therefore, the task of involving young people in public life and informing them about the potential development opportunities in Russia, set in the State Youth Policy Strategy,

today has not yet been resolved and has not lost its relevance.

Nevertheless, the level and quality of the social well-being of St. Petersburg students inspire optimism, while at the same time giving a generally positive assessment of the existing socialization environment. A significant part of the future intellectual and professional elite of the country, on which hopes and responsibility for its future are pinned, feels quite confident in modern society. This is not just a positive indicator of the social climate, showing the current level of objective conditions and opportunities created by society for the socialization and social adaptation of its younger generation. But this fact also, on the one hand, indicates the direction and degree of relevance of the further work of public structures to ensure the success of the socialization of Russian youth. On the other hand, it makes it possible to believe that the majority of Petersburg

students will have enough strength for sional adaptation and gaining their own

for further social and professional place in society. cl

Literature

1. Hegel L. A., Zubkov V. I., Nikolaev G. G. Value orientations of Russian student youth: socio-political and educational aspects (report on the All-Russian study). M .: Printing house "Paradise", 2008. sh

2. Lisovsky V. T. Soviet students: Sociological essays. M .: Higher school, 1990. about

3. Lisovsky V. T. Social changes in the youth environment // Credo new. 2002. No. 1.

4. Sazonov I. E., Nikiforova E. E. Formation of professional plans of graduates of general educational institutions of St. Petersburg (based on sociological research materials) // Credo new. 2012. No. 2.

5. Sazonov I. E., Nikiforova E. E. Formation of professional plans of graduates of general educational institutions of St. Petersburg (based on sociological research) (continued) // Credo new. 2012. No. 3.

1. Gegel L. A., Zubkov V. I., Nikolaev G. G. Valuable orientations of the Russian student's youth: socio-political and educational aspects (report on the Russian research). M .: JSC Printing House Paradiz, 2008.

2. Lisovsky V. T. Soviet students: Sociological sketches. M.: Higher school, 1990.

3. Lisovsky V. T. Social changes in the youth environment // Credo new. 2002. No. 1.

4. Sazonov I. E., Nikiforova E. E. Formation of professional plans of graduates of educational institutions of Saint-Petersburg (on materials of sociological researches) // Credo new. 2012. N 2.

5. Sazonov I. E., Nikiforova E. E. Formation of professional plans of graduates of educational institutions of Saint-Petersburg (on materials of sociological researches) // Credo new. 2012. N 3.

Ministry of Education and Science of the Russian Federation
Kazan State University of Architecture and Civil Engineering

Department of Sociology

Sociological research

"The attitude of students to the chosen profession"

Completed by: Sitdikova E.R.

st.gr.3AD-103

Checked by: Abdrakhmanova L.V.

Kazan 2014

Research program

Relevance of the problem

Modern youth is often irresponsible about such an important step as choosing a specialty. Yesterday's schoolchildren enter universities, guided not by their talents or knowledge of the profession, but by considerations of the complexity and quality of education. Having entered, they consider their task completed and relax - they gradually push their studies into the background and complain about the excessive workload in specialized subjects. As a result, they leave educational institutions as undereducated specialists who are not ready for professional activity - and the fault lies not with the teachers, but with the students themselves because of the irresponsible attitude to their specialty.

Subject of study

The attitude of students to their chosen specialty.

Object of study

KSUAE students enrolled in relatively “young” rapidly developing specialties that require more responsible training.

Purpose of the study

To understand what factors are determining in relation to students to the chosen profession, to establish the relationship between various factors. Assess the attitude towards the chosen specialties of students in general.

Research objectives

• Highlight the main motives for choosing a profession;
• Determine the criteria that students use when choosing a specialty;
• Explore the influence of the social environment on their choice;
• To analyze the plans of students to realize their abilities in their future profession.

Hypothesis

In the process of logical analysis of the problem, a set of hypotheses was put forward regarding what can influence the attitude to the specialty:

• Misconceptions about specialty
• Inadequate (too strong or too weak) workload in specialized subjects
• The quality of teaching at the university
• Attitude to independent work, improvement of their skills in the specialty
• Expectations from future work in the specialty
• Misconceptions about the labor market and real requirements for a specialist

In accordance with the hypotheses put forward, a list of questions for the survey was formulated.

Questionnaire

Note: only subjects in your specialty are taken.

1. Male
2. Female

IN 2. Age

1. 18 or less
2. 19-20
3. Over 20

IN 3. Did you have any work experience before entering the university?

1. Yes, had enough experience
2. Yes, I have some experience
3. Had a general idea
4. No, I didn't have any experience.

1. Do you regret choosing your profession?

1. No, I don't regret at all

1. In general, I do not regret it, but I would like a slightly different specialization
2. I'm sorry, but I would still like to do something related
3. I'm sorry, it's not mine at all.
4. I'm sorry, but I'll finish my studies and I'll get a second education

1. If you answered “c” or “d” to the previous question: If possible, would you transfer to another specialty (to another university) without losing your course?
1. Only for another specialty within my faculty
2. I would like to change my occupation altogether, even if I have to catch up
3. Only if it will not be necessary to hand over the difference in programs

1. Have your ideas about the chosen specialty changed during your studies at the university?

1. radically for the better

1. Yes, some things turned out better than I expected.
2. No, it hasn't changed
3. Yes, some things turned out to be worse than I expected.
4. Yes, for the worse
5. Yes, I'm just disappointed

1. Is the study of subjects in the specialty a difficult (burdensome) task for you?

1. Yes, I am not able to keep up with the curriculum

1. Yes, it's interesting, but rather difficult.
2. Yes, but sometimes it's hard
3. No, it's not difficult, everything fits into my time frame
4. No, I even have free time
5. It is not a difficult task, but there is a lot of burdensome routine

1. In your opinion, does the qualification obtained correspond to the requirements of the market?
1. Yes, the acquired knowledge is quite enough to ensure competitiveness
2. Yes, knowledge is enough to get a job
3. Yes, but you will need to gain additional knowledge directly in the profession
4. No, a sufficient amount of additional practice is required before getting a job
5. No, for this you need to study beyond the program, mastering the most relevant areas
6. No, the qualification is absolutely not in line with the requirements of the market

1. Do you study additionally (do you read additional literature) in your specialty?

1. Only when it is necessary to master the planned curriculum
2. Yes, if it is not difficult and time consuming
3. Yes, in order to improve the quality of my work
4. Yes, even if it takes time and effort

1. Do classes in your specialty bring you joy, or is it just a means of future earnings?

1. Yes, I like these activities, this is my hobby

1. Depending on the mood, sometimes there is simply no desire to do anything.
2. Depending on the specific direction of the task
3. This is purely a means of income.
4. Work can't be fun

1. What is the most important thing for you in your future profession? (Prioritize from 1 to 5)

1. Working conditions

1. The salary
2. Job satisfaction
3. Opportunity to be in a team
4. Self improvement

1. Are you ready to continuously learn and develop in your specialty after graduation?

1. Yes, this is an indispensable attribute of my profession.
2. Yes, if my salary depends on it
3. Only as a last resort
4. No, everything you need must be given at the university

1. Are you ready to do part of the work at home (outside working hours) in the future?

1. Yes, if they are interesting projects

1. Yes, to save time at work
2. Yes, if it will be paid extra
3. When the opportunity arises, I can think about work matters
4. No, I don't want to do work at home

1. Do you think you can improve the curriculum (specialization subjects only)?

1. Yes, it does not meet current market needs
2. Yes, a little adjustment wouldn't hurt.
3. Yes, we do a lot of unnecessary work, some can be removed
4. It is worth redistributing the load across semesters
5. Yes, it is necessary to add subjects that we do not study
6. Yes, teachers do not have enough time to adequately evaluate the work of all students
7. Yes, the program needs reworking, but I don't know which one.

(Only subjects in the specialty are taken)

0 - Curriculum is easy to learn

5 - With proper application of strength, you can pass everything on time, there is no need to study at night / on holidays

10 - The complexity of the program does not allow you to understand it fully

0 - I am already familiar with the material taught, there is no need to study it

5 – The difficulty is moderate, I manage to turn in most of the material on time, and I do not have to study at night / on holidays.

10 - I am not able to complete the curriculum on my own

0 - The quality of teaching and / or the assigned tasks do not correspond to a reasonable framework, there is technical incompetence.

5 - The program is quite adequate, the teachers know their field, the quality of education is at the level.

10 – With each completed assignment, I understand how I can use the acquired skills in my work, teachers can answer most of the questions that arise

0 - The labor market is practically not developing, what was relevant when I entered will remain relevant after graduation

5 - The labor market is no different from other young industries, all innovations in my specialty can be mastered without problems

10 - the labor market is actively developing, it is impossible to cover all the innovations within the framework of my specialization.

Korovyakovskaya Natalya Vyacheslavovna
SOF MGRI-RGGRU named after Sergo Ordzhonikidze (SPO)

Annotation: Questions about how the choice of a specialty takes place, what criteria the guys are guided by in this case, how their ideas are transformed in the process of training, internship, have always worried me. The sociological study referred to in the article was carried out in order to clarify the determining factors in relation to students to the chosen profession, the relationship between them.

Based on my personal experience of working in a secondary school (as a teacher and class teacher), as well as many years of observation of students in various specialties, I came to the following conclusion: today's youth are often irresponsible about such an important step as choosing a specialty. Yesterday's schoolchildren enter colleges and universities, guided not by their talents or knowledge of the profession, but by considerations of the complexity and quality of education, prestige.

Having entered, they gradually relax, push their studies into the background, complain about the excessive workload in specialized subjects. What is the result? They leave educational institutions undereducated, specialists not ready for professional activity. And they themselves are to blame for this, their irresponsible attitude to the chosen specialty.

By the nature of my professional activity, I have to carry out career guidance work with students of schools in the city and the district, take part in holding an open day, a job fair, and then work with students of all four courses of secondary vocational education. Of course, I cannot but be interested in the question of how the choice of a specialty takes place, what criteria and ideas are guided by students who choose geology as their field of activity, how their ideas are transformed in the process of training and practice.

I have always analyzed information of this kind in my groups, tracing, among other things, the work activity of graduates working both in their specialty and those who have chosen another field of activity. This year, as part of the work with first-year students (involving them in research activities), I decided to conduct a sociological study on this issue. What is its purpose? First of all, we wanted to understand what factors are determining in the attitude of students to the chosen profession, to establish the relationship between various factors, and also to assess the attitude of students towards the chosen specialties in general. Subject of research: the attitude of students to their chosen specialty. Object of study: 3-4 year students of SOF MGRI-RGGRU, studying under the program of secondary vocational education of the geological exploration and hydrogeophysical department. The total number of respondents is 200 people.

What can influence the attitude to the specialty? In an attempt to find an answer to this question, several hypotheses were put forward, in accordance with which a list of questions for conducting a sociological survey was formulated. These are: erroneous ideas about the specialty; the quality of teaching in an educational institution; inadequate (too strong or too weak) workload in specialized subjects; expectations from future work in the specialty; attitude to independent work, improvement of their skills in the specialty; misconceptions about the labor market and real requirements for a specialist.

The questionnaire used for the written survey consisted of three parts: introductory, main and additional. In the introductory part, there were questions about the gender, age of the respondents and whether they (or their family members) have any work experience in their specialty. The main part of the questionnaire consisted of ten multiple-choice questions:

1) Do you regret choosing your profession?;

2) If “yes”, would you transfer if possible to another specialty (to another educational institution) without losing the course?;

3) Have your ideas about the chosen specialty changed during your studies?;

4) Is studying subjects in your specialty a difficult (burdensome) task for you?;

5) In your opinion, does the qualification obtained correspond to the requirements of the market?;

6) Are you additionally engaged in your specialty?;

7) Do classes in your specialty bring you joy, or is it just a means of future earnings?;

8) Are you ready to continuously study and improve in your specialty after graduation?;

9) Do you agree to do part of the work at home?;

10) What is the most important thing for you in your future profession? (Prioritize from 1 to 5: working conditions, salary, pleasure from work, the opportunity to be in a team, self-improvement).

In the additional part of the questionnaire, students had to evaluate on a 10-point scale the proposed statements regarding the complexity of the curriculum as a whole, for themselves personally, the adequacy of the program, the possibility of changing it (meaning only special subjects), as well as assess the dynamics of the labor market development in the specialty .

What are the results of the survey? Expectations about the specialty were justified by 72% of respondents, and not justified by 28%. How did students rate the complexity of the curriculum? 37% of students consider it difficult, 39% - normal, 24% - easy. 77% of respondents believe that the specialty training program corresponds to the situation on the labor market, and 23% noted its insufficient adequacy. How do students feel about independent work in their specialty and self-improvement? 62% believe that all knowledge should be provided by an educational institution, and 38% argue that self-improvement is necessary. 74% of respondents are indifferent to their specialty, 17% consider it their hobby, and 9% think that there is nothing more boring.

In the course of processing the results of the survey, it was noted that the respondents were divided into three groups, within which the sets of answers practically coincided. The first group includes students who are personally interested in really becoming experts in their field. Most of them were interested in the specialty long before entering. They are ready to study additionally, believe that the curriculum provides only a basic level of knowledge and understand the need for continuous learning. In the first place in the question of "expectations from future work" such students put "self-improvement". This group makes up 26% of the sample.

Students of the second group consider the training program to be normal (or with an above average workload) and believe that the university will be able to provide all the knowledge necessary for successful work in their specialty. Most of this group is indifferent to their specialty and does not express much desire to work independently (although about half are aware of the need for this). There were 55% of such students.

The third group consists of people who consider the curriculum to be excessively complex (both in general and for them personally, which indicates the subjectivity of the assessment). As a rule, they do not want to do extra work and do not see the need for it. Almost all said that their expectations from the specialty were not met.

It should be noted that the lower the initial knowledge in the specialty was, the more difficult and inadequate the training program is assessed, such students experience great difficulties in studying, which does not bring them joy. Among students dissatisfied with their chosen profession, a necessary condition for the transition to another specialty was the opportunity not to pass the difference in programs. However, obviously, this will lead to unsatisfactory results of studying at the “new” place and, as a result, another disappointment.

According to the survey, a little more than a quarter of students treat their training in their specialty responsibly, about the same number make mistakes with the choice of an educational institution or specialty and experience great difficulties in learning.

The topic of professional development of students is also very interesting to me, because, being a class teacher, I have already released several groups and I am very interested in their professional goals being successfully realized. Professional goals are an ideal mental anticipation of the result of an activity. Purpose directs and regulates human activity. However, in my opinion, students often idealize their goals too much, and they become more like dreams.

Teachers do their best to transfer their knowledge to students, but along with theory, it is necessary to give the opportunity to apply it in practice, or at least explain how it can be used. Employers, on the other hand, want to get first-class specialists, without giving them the opportunity to get an internship, they require work experience of at least two years. Students find themselves in a vicious circle: on the one hand, studying and obtaining a diploma, on the other, professional realization, work that requires special attention, which, in turn, has to be taken away from study.

Professional goals are guidelines that a student must adhere to. Professional intentions are a clear idea of ​​what a person wants. Personal and physical qualities are what he represents as a professional. The requirements imposed by the activity, the professional group - what is required of him. All these are components of professional identity.

With the acquisition of experience, professional self-awareness expands by including new signs of a developed profession that makes new demands on a person. The criteria for evaluating oneself as a specialist are also changing. The expansion of professional self-awareness is expressed in an increase in the number of signs of professional activity reflected in the mind of a specialist, in overcoming stereotypes of the image of a professional, in a holistic vision of oneself in the context of all professional activity.

What is the dynamics of professional self-knowledge of students?
Student age is the beginning of the transition from youth to adulthood, the most important period in the development of self-awareness and mature self-esteem. Phenomenally, this manifests itself in the awareness of one's individuality, originality, motives for behavior and activity, intimization of inner life. The professional self-determination of students is also in the final stage. This makes it necessary to carry out special work to manage the process of the student's professional self-awareness and the formation of his professional concept.

Very often, young specialists face such problems as a complete discrepancy between the requirements that the employer makes and the knowledge that they received during their studies at the secondary and higher education institutions; unwillingness to start working after receiving a diploma if he does not have any work experience in the desired position. Here, again, there is a contradiction: if young specialists are reluctantly hired, then where to get this experience?

Students are forced to choose: education or career. But how can you decide? No one needs a student without a completed secondary specialized or higher education, as well as without work experience. Therefore, most of the values ​​formed by students are in a state of internal conflict.

An analysis of the students' survey suggests that the first positions in terms of the degree of internal conflict are the values ​​associated not with professional expectations, but with the formal characteristics of the organization (salary and career growth). Then come the values ​​associated with the schedule of the labor process and with the work schedule. This explains that even before the crisis of professional expectations begins, there is a crisis of formal expectations.

The data obtained indicate that in the educational process it is necessary to pay more attention to professional ethics. It is also necessary to organize the educational process in accordance with the requirements of the market, that is, to be more practice-oriented. In this case, education will become more competitive, and students will have less internal conflicts.

Students, noting the high level of basic theoretical education, consider poor preparation for real professional activity as a serious drawback. The essence of the problem is that students are not given the opportunity to gain experience on their own in solving real professional problems (even in a model version) and, accordingly, experience in applying the acquired theoretical knowledge to solving these problems.

Unfortunately, during the training, students cannot carry out adequate professional self-identification in order to understand whether their personal qualities and psychological data correspond to the requirements of the chosen specialty. Such self-identification is largely based only on intuitive self-assessment.

Students are forced to first acquire knowledge that they will never put into practice, just like schoolchildren are forced to be torn between the school curriculum and the requirements of the universities they want to enter. This is the main problem - inconsistency and inconsistency of what is required from a person (schoolchild, student, employee) to what is given to him.

However, the student who has set a goal for himself will achieve it with all his might. If some organizations do not give the opportunity to train with them, he will search, try, try and, finally, find what he needs. And although most companies do not seek to take on young people, there are those that create special programs for students, offer internships as assistants to some specialists.

These programs are created in order to find young talents who have the qualities that are needed in the modern world - this is the desire to change, first of all, their lives for the better, the ability to quickly adapt to equally rapidly changing conditions, mobility, communication skills, etc. .d. If these qualities are not developed enough, then such internship programs help to develop them, or the student, having tried himself in this role, realizes that such work is not for him and begins to look for something else.

A young specialist must be sensitive to the changing economic, political, social situation in society, take into account many factors that can affect his career, more precisely, its success, and the teaching staff of the educational institution must help him learn how to do this.