Until I entered my senior year of college, I did not really think about whether I would continue to study. My parents said that I would. “Well, they probably know better,” I thought. And I was wrong. Parents advised what was true in the USSR, that is: the main thing is to have a higher education, and what is not important, and the quality of knowledge is not paramount, the main thing is a diploma! And today, knowledge is paramount. And although they sent me to the right place, when asked why, they answered incorrectly.

When I realized that I had missed the mark with my secondary specialized education, I began to pin some of my hopes on higher education. However, the thought in my head was this: “And without him I can perfectly earn money.” When I entered, I was satisfied: the budget, and even the correspondence one. Cool.

By the age of 20, teaching is already rather boring, and if I were a full-time student, I would have quit at the first session. But I also got pretty nervous at the back-office, and quit as much as I wanted to. And it was not in vain that I wanted to: I understood that they would not teach me anything here, and I would spend a lot of time and energy. Already solved sessions I bought in a stall, which stood in front of the university. A complete set of solved problems, written abstracts, etc. It was much easier to pass with such help, but I still didn’t want to study. Here are the thoughts that visited me then: “I am ALREADY 20, and I earn money myself, I myself know that I am better, I will not need this diploma, I will do business, and if I suddenly need it, I will go and buy it.”

Relatives pressed from all sides: do not quit, study, then you will say thank you. Well, adults couldn’t convince me, because at the age of 20 you believe in yourself like never before. And the people who teach me about life were born under socialism, in the age of industry, and even in the last millennium. And the fact that I did not quit my studies in the 2nd year is an accident. After the third semester, which I did not completely close, I decided: EVERYTHING! I won't go to the next session. Let them deduct. And in these half a year that passed between 2 sessions, life shook me so much that I realized: I need a tower! In addition, I understood what kind of profession I need. And the fact that I saved a year or two by deciding to transfer, instead of quitting and doing it again, was obvious.

By chance, I ended up in a strange city, in the middle of autumn. And having a foreign passport, he was forced to work where they arranged unofficially. In general, he became a guest worker. For 6 months, I managed to work at two car washes, two tire shops, a framing workshop, and a construction site. I worked at that time for a penny, but even this did not make a big impression on me. And the people who worked there are the lowest class of people. And that's when I realized that you can live life without a diploma and education, and you can more or less provide for yourself. But this life will be spent in dirty hard work, surrounded by failed people.

I don't see a college degree as a prerequisite for success. In the profession that I have chosen, a diploma is required, in many others it is possible without it. Self-education is what matters.

The age of entering a university is the age when the rebellious character wakes up. And with this rebellious attitude, making the right choice is much more difficult.

This article was written by me for parents, so that when they guide their children, they understand what they are facing, how they perceive everything. And so that they try, on the one hand, to refrain from imposing a choice, and on the other hand, they would not let everything take its course.

annotation

The article is devoted to one of the most important resources for the innovative development of our society - the motivation of young people for education, their aspiration to educational institutions. The analysis is carried out on the materials of the project "Education, labor market and social behavior of young people in the current economic situation." Data are presented on what kind of education young people consider necessary for life success what level of education they prefer; the motivation for preferring the level of education and educational institutions. The ideas of young people about the world of professions are discussed: about the prestige, social significance and profitability of various occupations; the ratio of estimates according to these criteria is analyzed. The results of the study of choice future profession young people leaving school; the motives of choice are described and analyzed. Data on confidence in the correct choice of profession and the lack of a decision regarding the future of a significant part of school graduates are analyzed. The differentiation of preferences of the level of education, assessments of professions and the choice of a further path by young people from settlements with different levels urbanization, as well as depending on the status of the family. In conclusion, attention is drawn to the importance of young people's orientation towards education. The mass desire for high level education is of great value in today's world.

Keywords:

education labor market youth career choice social behavior educational and professional trajectories education labor youth choice of profession career choice social behavior educational and professional trajectories

Headings:

Sociology of Education

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• D. L. Konstantinovskii & E. S. Popova (2016) Youth, the Labor Market, and the Expansion of Higher Education. Sociological Research 55:4, 245-261.
• 
  The legacy of Professor Shubkin // Facets of Russian Education. Moscow: Center for Sociological Research, 2015, pp. 261 - 278.

Like other students of sociological faculties, students of the Institute of Psychology, Sociology and Social Relations of the Moscow State Pedagogical University regularly participate in sociological surveys. As a rule, they independently compose questions for the survey, which are then subjected to editing them. scientific supervisors. The following are sample questionnaires, compiled by teachers and students of IPSS.

An example of a questionnaire No. 1 on the topic "The attitude of modern youth to religion and morality"

Dear survey participant, please answer the following questions. Your answers will help organize international conference"Psychology of Morality and Religion: XXI Century". The survey is anonymous and the data collected will only be used in aggregate form. For each question, choose one answer (unless otherwise stated in the wording of the question).

• 1. What's your gender:
  • a) male;
  • b) female.
• 2. Your age:
  • a) under 17 years of age;
  • b) 17–22 years old;
  • c) 23–27 years old;
  • d) over 27 years old.
• 3. Your education:
  • a) incomplete secondary;
  • b) average;
  • c) incomplete higher education;
  • d) higher.
• 4. What religion do you profess?
• a) Orthodoxy;
• b) non-Orthodox Christianity (Catholicism, Protestantism);
• c) Judaism;
• d) Islam;
• e) another (non-Abrahamic) religion;
• c) I don't believe.
• 5. To what extent do you consider yourself a religious person?

Mark one of the 10 points on the scale, where the numbers increase in ascending order of religious feeling:

I do not believe 12 3 456789 10 I believe

• 6. Does your family have any religious traditions or customs (going to church, performing rituals, reading religious literature, etc.)?
• a) yes;
• b) yes, such traditions exist, but we do not attach much importance to them;
• c) no.
• 7. How often do you attend religious services?
• a) never;
• b) once a year or less;
• c) once a month or once every six months;
• d) once a week or more.
• 8. Do you celebrate religious holidays?
• a) yes, all the time, we have a calendar where all the holidays of our faith are marked;
• b) yes, but only the most famous ones;
• c) rarely, when it happens;
• d) no, in our circle this is not accepted.
• 9. If you have ever taken part in religious ceremonies, why?
• a) because it is necessary for the believer;
• b) because it looks beautiful from the outside;
• c) participated out of simple curiosity;
• d) went out for a company with friends (relatives);
• e) I do not take part in such rituals.
• 10. When choosing clothes (jewelry) are you guided by the preferences of your religion?
• a) yes, I always choose clothes that do not contradict religious norms;
• b) usually yes, but if I really like the thing, then despite the discrepancy with the norms of my religion, I will buy it;
• c) religious symbols in clothes (jewelry) are just part of my style;
• d) no, my appearance is not connected with religion.
• 11. Does religion influence your professional (educational) activities?
• a) yes, I have chosen a profession (specialty) that does not contradict ethical standards my religion;
• b) in part, it rather concerns relationships with employees (classmates). We selflessly help each other and congratulate each other on religious holidays;
• c) no, religion has no effect on my work (study).
• 12. Does religion influence your behavior (lifestyle)?
• a) yes, I always live according to the prescriptions of my religion and renounce everything that falls under the religious prohibition;
• b) I try to comply with religious ethical standards (I try not to come into conflict with people, I don’t swear, I don’t intentionally deceive);
• c) my way of life does not depend on religious beliefs. I myself decide how I live.
• 13. What actions would you justify?

Please tick the answers that are closest to you.

deeds	I justify	I'm at a loss reply	I don't make excuses
Acquisition of money and property at the earliest opportunity
Frequent drinking for pleasure
adultery
Disdainful attitude towards people who are not able to achieve success in life
Rejection of friendship with a person who is getting rich and does not want to share
A rude response to injustice
Suicide after a long streak of life failures

14. Which of the 10 biblical commandments do you consider the most important to fulfill?

Please tick the answers that are close to you.

Commandments		I'm at a loss reply
Honor the One God
Don't make yourself an idol
Don't take the name of God in vain
Work six days, and dedicate the seventh day to God
Honor your father and your mother
Dont kill
Don't commit adultery
Do not bear false witness against your neighbor
Do not covet your neighbor's house

• 15. Do you trust the modern clergy?
• a) yes;
• b) no.
• 16. Are you capable of committing an act that is unacceptable from the position of your religion, but is not condemned, and maybe even approved by society?
• a) definitely not
• b) why not? After all, a lot of things are accepted in society now that are not approved from the point of view of religion;
• c) Religion cannot influence my actions.
• 17. Indicate your attitude towards persons who act immorally, but only in those cases when there is no harm to others in the deviation from morality?
• a) tolerant (with understanding);
• b) indifferent;
• c) strongly negative.
• 18. Why do some people disregard moral standards?
• a) people sincerely do not realize their importance to society;
• b) people are just trying to assert themselves;
• c) people are used to not following the rules set by others;
• d) people are sure that they will not be punished;
• e) moral standards are too difficult to comply with;
• e) other.
• 19. How do you think immoral acts can be justified?
• a) young age
• b) the insignificance of the moral or material damage caused to people;
• c) action in a state of extreme vital necessity;
• d) ignorance of moral standards;
• l) nothing;
• e) other.
• 20. Do you agree with the statement that the modern way of life and the secular system of values ​​contribute to the spread of immoral acts?
• a) yes;
• b) no.
• 21. How, in your opinion, can the spread of immorality in society be prevented?
• a) explaining the practical importance of observing moral standards;
• b) tougher punishment for various offenses;
• c) personal example;
• d) propaganda of religious moral values;
• e) other.
• 22. Do I need to enter in schools and universities academic discipline, which would introduce students to the main provisions of religious doctrines?
• a) yes, "Fundamentals of Religious Knowledge" should be introduced as a compulsory subject, and it is desirable that the classes be taught by a clergyman;
• b) it is possible to introduce only a purely introductory course like "History of Religions" or "Religious Studies";
• c) any such discipline can be taught only optionally, at the request of students;
• d) we have a secular state, and any propaganda of religion should be taken out of educational institutions.

Thank you for participating!

An example of a questionnaire No. 2 on the topic "The attitude of Moscow youth to the ideas of feminism"

Hello! We invite you to take part in a sociological survey of young people. Please answer 20 questions. The questionnaire is anonymous, and the data obtained will be used for scientific and practical purposes.

• 1. What's your gender:
  • a) female;
  • b) male.
• 2. Your age:
  • a) 18–21 years old;
  • b) 22–25 years old;
  • c) 26–29 years old.
• 3. Your education:
  • a) below average;
  • b) average;
  • c) specialized secondary;
  • d) incomplete higher education;
  • d) higher.
• 4. Your marital status:
  • a) not married / not married;
  • b) married / married;
  • c) civil marriage.
• 5. Do you think feminism is:
  • a) the struggle of discriminated women for equality with men in social rights;
  • b) the desire of women to dominate men;
  • c) a political movement whose goal is to give women the right to vote;
• 6. How do you feel about feminist ideas?
• a) fully approve;
• b) partially approve;
• c) categorically deny;
• d) I am indifferent.
• 7. Has feminism survived to the present day?
• a) yes, of course;
• b) yes, but it has changed a lot in recent years;
• c) no.
• 8. Today in Russia there are a number of women's social movements. Do you think their actions demonstrate feminist ideas?
• a) yes, because the women in them defend the rights of women;
• b) it is possible, but it does not make sense in Russia;
• c) no, because they do not have a specific ideology;
• d) other (write what exactly);
• e) find it difficult to answer.
• 9. Are the rights of women in Russia currently infringed?
• a) yes;
• b) yes, in some matters;
• c) no.
• 10. Equality between men and women is:
  • a) equal social rights;
  • b) equal rights and obligations;

η) something from the realm of fantasy;

• d) other (write what exactly).
• 11. Can a man and a woman change social roles?
• a) yes, of course: a man can perform the duties of a woman, and a woman – the duties of a man;
• b) yes, they can, but not in all areas of activity;
• c) yes, they can, but this, as a rule, does not lead to anything good;
• d) No, it's unnatural.
• 12. If a woman occupies a "ruling" position in the family, then this:
  • a) is unacceptable;
  • b) normal;
  • c) is permissible if she uses this position for the benefit of the family and without belittling her husband;
  • d) other (write what exactly).
• 13. Would you be put off by the opposite sex trying to dominate you?
• a) yes, in any case;
• b) no, at a moderate level it is acceptable;
• c) No, I take it easy.
• 14. How can girls' fascination with feminism affect their communication with young people?
• a) no way;
• b) most of these girls will be single;
• c) young people will be motivated to take matters into their own hands in the relationship;
• d) young people "sit on the neck" of such girls;
• e) there will be constant quarrels about who is in charge in the relationship;
• g) difficult to answer.
• 15. What can lead young man to agree with the ideas of feminism?
• a) fundamental support for the idea of ​​social equality;
• b) the influence of the social circle in which there are feminist girls;
• c) the influence of gender stereotypes formed in the family;
• d) love for a feminist girl;
• k) the influence of propaganda;
• e) other (write what exactly);
• g) difficult to answer.
• 16. How easy is it for a young man to communicate with a girl who recognizes the ideas of feminism?
• a) quite easily;
• b) difficult;
• c) simply impossible;
• d) find it difficult to answer.
• 17. What are the main problems that can arise when a young man communicates with a feminist girl?
• a) conflict due to the mutual desire for leadership;
• b) mutual misunderstanding;
• c) the desire to communicate less with each other;
• d) conflict over a young man's desire to "re-educate" his girlfriend;
• e) ridicule and insults from the partner;
• e) there should be no problems;
• g) other (write what exactly);
• h) find it difficult to answer.
• 18. What feelings does the image of a feminist girl evoke in you?
• a) attracts
• b) arouses curiosity;
• c) causes laughter;
• d) repels;
• e) causes indifference;
• e) other (write what exactly).
• 19. Would you date a feminist girl?
• a) yes, since I also adhere to the ideas of feminism;
• b) yes, because ideological differences are not so important for me;
• c) yes, but with great care;
• d) no, by no means;
• e) find it difficult to answer.
• 20. Are there any feminists among your acquaintances?
• a) yes, I communicate with such a person (people);
• b) no;
• c) find it difficult to answer.

Thank you!

Sample questionnaire No. 3 on the topic "The problem of unemployment of young professionals"

Dear respondent!

We ask you to take part in a sociological study conducted to clarify the attitude of Moscow youth to the problem of unemployment of young professionals. You will be asked several questions. Choose the answer that best matches your opinion. We guarantee the anonymity and confidentiality of the information received.

• 1. Do you think unemployment is:
  • a) a generally positive phenomenon in the country's economy (an incentive to improve the skills and activity of the population);
  • b) natural reality (the costs of a market economy, without which it cannot work);
  • c) a negative phenomenon (the cause of social conflicts and an increase in crime).
• 2. What do you think, what is the level of unemployment in Moscow today?
• a) high;
• b) normal (natural);
• c) low.
• 3. What, in your opinion, are the main causes of unemployment in Moscow?
• a) reduction of industrial production;
• b) the influx of migrants from neighboring countries;
• c) the emergence of completely new sectors of the economy, for which it is difficult to find personnel;
• d) other (write) ____________________________.
• 4. What categories of people, in your opinion, are most vulnerable to unemployment today?
• a) young people
• b) middle-aged people (from 30 to 40 years old);
• c) older people (from 40 to 55 years);
• d) pensioners;
• e) other (specify) ______________________________.
• 5. What are your plans after graduation?
• a) go to work
• b) I will continue my studies at my university (master's degree, postgraduate studies);
• c) I am going to get a new education at another university;
• d) go to serve in the army;
• e) your choice of _________________________________.
• 6. When applying for a job, you expect:
  • a) assistance of relatives and friends;
  • b) assistance from an educational institution;
  • c) employment service;
  • d) employment agencies;
  • e) own abilities;
  • e) a favorable combination of circumstances;
  • g) other (specify) ______________________________.
• 7. What reasons, in your opinion, may affect the refusal to employ a young specialist?
• a) lack of practical experience;
• b) personal qualities of the candidate that do not appeal to the employer;
• c) unfavorable marital status;
• d) lack of education;
• e) lack of vacancies;
• f) prejudice of the administration against "green" employees;
• g) other reasons __________________________________.
• 8. Would you like to take a "postgraduate" internship at the enterprise with the possibility of further employment?
• a) yes;
• b) no;
• c) find it difficult to answer.
• 9. Have you ever tried to get a job?
• a) yes;
• b) no.
• 10. Do you have an urgent need to get a job?
• a) yes;
• b) no.
• 11. What is paramount for you when choosing a place of work?
• a) the level of salary offered;
• b) the prestige of the company;
• c) socio-psychological climate in the organization;
• d) field of activity;
• e) the possibility of self-expression;
• f) the possibility of professional growth;
• g) gaining practical experience;
• h) flexible working hours;
• and other___________________________________.
• 12. Do you consider doing business as an alternative for yourself in case of impossibility to find a job?
• a) yes;
• b) no;
• c) find it difficult to answer.
• 13. If you were to start your own business, what would you do?
• 14. Why are you personally unhappy with unemployment?
• a) downgrade social status;
• b) lack of money;
• c) a narrow circle of communication;
• d) inability to realize oneself;
• e) financial dependence on parents;
• e) nothing;
• g) other ____________________________________.
• 15. What reasons, in your opinion, contribute to the unemployment of young specialists in Moscow?
• a) excessive claims of the young people themselves to the desired place of work;
• b) the lack of desire of employers in the employment of young professionals;
• c) the lack of attention of the local administration to the employment of young people in Moscow;
• d) unwillingness of young people themselves to work;
• e) other ______________________________________.
• 16. In your opinion, is it easier to find a job in Moscow than in other cities?
• a) yes;
• b) no;
• c) find it difficult to answer.
• 17. The situation when a young specialist with a higher education does not work is due to:
  • a) the inability to find a job;
  • b) unwillingness to work;
  • c) unsatisfactory working conditions.
• 18. Do you think it is possible to fight the problem of unemployment?
• a) yes;
• b) no;
• c) find it difficult to answer.
• 19. What do you think are the ways to combat unemployment?
• a) creation of new jobs;
• b) creation of labor exchanges and other types of employment services;
• c) professional development of employees;
• d) support for the development of small and medium-sized businesses;
• e) redistribution of jobs in favor of the local population over visitors;
• d) other ___________________________________.
• 20. Do you think that enterprises should prepare specialists for themselves in advance by concluding agreements with educational institutions on the employment of their graduates?
• a) yes;
• b) no;
• c) find it difficult to answer.
• 21. What kind of help would you like to receive from a professional consultant of the employment service?
• a) find out which professions are in demand in the labor market;
• b) pass a test for the purpose of professional self-determination;
• c) choose an educational institution for subsequent admission;
• d) find a job;
• e) none;
• e) other assistance __________________________________.
• 22. Who do you think is to blame for the current situation with the unemployment of young professionals?
• a) the state;
• b) labor exchanges;
• c) youth;
• d) employers;
• e) enterprises;
• f) educational institutions;
• 23. Are there unemployed people in your family today?
• a) yes;
• b) no.
• 24. In your opinion, in what form could the state support young professionals looking for work? (Check a few items);
• a) organization of advanced training courses (or retraining);
• b) distribution of university graduates to work in their specialty;
• c) financial support for starting your own business;
• d) creation of jobs;
• e) development of youth labor exchanges;
• f) creation of centers for social and psychological adaptation of graduates;
• g) other (write) _________________________________.
• 25. How do you feel about cases of refusal to hire women?
• a) in my opinion, this is a far-fetched problem;
• b) with understanding - there are professions intended only for men;
• in) negative - gender discrimination is unacceptable. Please provide some information about yourself.
• 26. Your age?
• a) less than 20 years old;
• b) from 20 to 25 years;
• c) 25 to 30 years old.
• 27. What's your gender?
• a) male;
• b) female.
• 28. What's your education?
• a) average general;
• b) primary vocational;
• c) vocational secondary;
• d) higher;
• e) unfinished higher education.

Thank you! Success in employment!

Sample questionnaire No. 4 on the topic "Causes of conflicts in a young family"

• 1. What's your gender?
• a) male;
• b) female.
• 2. Your age?
• a) under the age of 21;
• b) 21–25 years old;
• c) 26–30 lay down;
• d) 31–35 years old.
• 3. Your education?
• a) average;
• b) secondary special;
• c) incomplete higher education;
• d) higher.
• 4. Is your marriage officially registered?
• a) yes, our marriage is registered in the registry office;
• b) no, we live in a "civil marriage";
• c) I am not married.
• 5. Please indicate the length of your marriage:
  • a) up to 1 year;
  • b) 1–3 years;
  • c) 4–6 years;
  • d) 7–9 years old;
  • e) more than 9 years;
  • e) I am not married.
• 6. Do you have any children?
• a) yes, one child;
• b) yes, two children;
• c) three or more children;
• d) no children, but we are planning to have a child;
• e) no children, and so far we do not plan to give birth to them.
• 7. Are you satisfied with your family's income?
• a) yes, completely;
• b) rather yes;
• c) not quite;
• d) No, not at all satisfied.
• 8. Specify your living conditions:
  • a) we have our own housing;
  • b) live with parents (other relatives);
  • c) rent a house;
  • d) took housing on a mortgage loan;
  • d) live in a hostel.
• 9. How satisfied are you with your living conditions?
• a) are completely satisfied;
• b) satisfied, but not quite;
• c) not satisfied at all.
• 10. How do you assess the psychological situation in your family?
• a) favorable;
• b) satisfactory;
• c) uncomfortable;
• d) conflict.
• 11. Do you have serious family conflicts?
• a) yes, often
• b) yes, from time to time;
• c) no.
• 12. What are the main causes of conflict in your family? You can select multiple answers:
  • a) housing issue, household disorder;
  • b) lack of financial resources, low level of income;
  • c) problems with employment;
  • d) problems with placing children in a (pre-)school institution;
  • e) problems in relationships with parents of one or both spouses;
  • f) bad habits (alcoholism, smoking, gambling);
  • g) lack of warmth in relationships, communication problems;
  • h) adultery, jealousy;
  • i) lack of common interests, difference in education;
  • j) rudeness, violence on the part of the spouse (s);
  • k) lack of common views, beliefs (political, religious);
  • l) the desire of the spouse (s) to pursue a career;
  • m) problems with the birth, upbringing of the child;
  • n) payment of a debt (loan);
  • n) there are no conflicts in our family;
  • p) other (write what exactly) __________________________.
• 13. What, in your opinion, are the main problems of young families in our country? You can select multiple answers:
  • a) housing problems;
  • b) low wages;
  • c) unemployment;
  • d) the need to combine work with study;
  • e) lack of support from the state;
  • f) problems in the personal relationships of the spouses;
  • g) conflicts between parents and children;
  • h) unpreparedness of young people to make responsible decisions;
  • i) other (write what exactly) ____________________________.
• 14. What often leads to the creation conflict situations in family?
• a) social problems (domestic disorder, lack of money);
• b) psychological problems(lack of understanding, difference in characters);
• c) value differences (different beliefs and interests);
• d) find it difficult to answer.
• 15. Does the social and economic situation in the country influence the conflicts in your family?
• a) yes, and very strongly;
• b) yes, but not much;
• c) no, it does not affect;
• d) find it difficult to answer.
• 16. How seriously can the different ethnic (or religious) affiliation of spouses affect family conflicts?
• a) has a huge impact
• b) influences, but only if there is no love between the spouses;
• c) practically does not affect;
• d) find it difficult to answer.
• 17. Is there a direct relationship between family conflicts and the level of education of spouses?
• a) yes, of course;
• b) yes, but it rarely appears;
• c) no;
• d) find it difficult to answer.
• 18. Who do you think should solve the problems of young families?
• a) the spouses themselves;
• b) spouses with the help of relatives and friends;
• c) the state;
• d) other (write what exactly) ___________________________
• 19. How do you feel about public policy young family support?
• a) consider it effective;
• b) I consider it ineffective;
• c) find it difficult to answer.
• 20. Do you participate in any government programs to support young families?
• a) no;
• b) no, but would like to;
• c) yes, we participate (specify in which ones) ______________________

Sociology of Youth

Yu.A. ZUBOK, V.I. CHUPROV

YOUTH ATTITUDE TO EDUCATION AS A FACTOR OF INCREASING THE EFFICIENCY OF TRAINING HIGHLY QUALIFIED PERSONNEL

ZUBOK Yuliya Albertovna - Doctor of Sciences in Sociology, Professor, Head of the Department of Youth Sociology of the Institute for Socio-Political Research of the Russian Academy of Sciences (E-mail: [email protected]). CHUPROV Vladimir Ilyich - Doctor of Sociological Sciences, Professor, Chief Researcher the same Institute.

Annotation. The training of highly qualified personnel is directly related to improving the quality of education for young people. However, in modern Russian society, the contradiction between the social need for the training of professional personnel that meets modern standards and the attitude of young people to education that has formed in recent decades is aggravated. The possibility of overcoming this contradiction is considered through a change in the attitude of young people to education as an object of social reality.

Keywords: youth education phenomenology

Attitude to education in the paradigm of the phenomenology of knowledge. The specificity of education as a phenomenon of social reality is connected, on the one hand, with its special role in spiritual production, and, on the other hand, with its function of a "social lift" that ensures upward mobility in society. The production of both scientific and ordinary knowledge contributes to the expansion of the possibilities of cognition of social reality. And ensuring upward mobility is a qualitative change in the social interactions of people.

From the standpoint of the phenomenological approach, the term "social reality" is understood as "the totality of objects and events in the sociocultural world as an object of everyday consciousness of people living their daily lives, among their own kind and interacting with them in various ways" [Shutz, 1994]. That is, social reality is considered not as objective conditions of being, but as people's knowledge of these conditions acquired in the process of everyday interactions, emphasis is placed on everyday knowledge as a result of life experience.

Cognition by an individual of the essence of this or that object of social reality is carried out in interaction with other people. Accordingly, the attitude towards education on the part of the individual is also a function of social interactions. This is explained, first of all, by the fact that the whole variety of internal and external connections that mediate the phenomenon of education cannot be captured by individual consciousness except through the perception of these connections in interaction with others. A subjective attitude to education arises in the comparison (evaluation) of its characteristics, mediated by the consciousness of other people.

These may be the basic characteristics of the attitude towards education, reflecting the understanding of its role and functions in the social life of society, the impact on the life of various social groups (the basic aspect of the attitude). The formation of the basic aspect is a product of the historically conditioned development of society. Basic characteristics can be refracted and transformed depending on the specific conditions of life, under the influence of the needs and interests that arise in different life situations. Then the attitude towards them acquires a socio-situational (opportunistic) character [Romanovich, 2009:16]. Both aspects are interrelated and result in a holistic form.

In the process of "intersubjective interactions" (E. Husserl's term), knowledge about the specific characteristics of education as a subjective reality is reduced into a system of meanings and meanings. As they are realized in relation to needs and interests, they acquire a value form. Thus, the attitude to education (meaning, meaning, value) for a young person determines his behavior in this area, his development as a specialist.

The effectiveness of the training and further use of qualified personnel is evaluated at the empirical level through indicators of the correspondence of the acquired specialty to the actual work performed, the value of knowledge and the value of labor, and the harmonization of these values ​​in professional activities.

Basic characteristics of young people's attitude to education. The basic characteristics reflect young people's awareness of the essence and social functions of education in the specific conditions of society, as well as changes in the education system. The attitude towards it is expressed in value orientations and in the direction of social behavior, which is objectified in the achieved level of education. Therefore, the social indicators of the basic characteristics of the relationship are: the level of education and its dynamics, changes in the values ​​of education (cognitive and values ​​of education itself).

Based on the research results1, the level of education of young people (completed education at the time of the study) changed as follows (Table 1). In 2011, compared to 2002, the proportion of young people with incomplete secondary education decreased significantly, and the number of young people who received secondary specialized, incomplete higher and higher education increased. It should be noted that the number of young people choosing secondary specialized education has increased (in 1997, the share of this was 29.4%). This ensures the qualitative growth of the contingent of university entrants. There is a noticeable trend of "rejuvenation" of the group receiving higher education: people under the age of 24 are twice as likely to acquire it. This is partly due to measures to defer students from military service. Moreover, the army also benefited from this, having received the opportunity to expand the contingent of young people with higher education in its ranks.

The positive direction of the identified trend is especially noticeable against the background of the educational structure in other age groups. As follows from Table. 2, the level of education achieved by the current young generation by the age of 29 allows us to consider it as a significant potential for the growth of qualified personnel in the country. The current generation of young people compares favorably with the previous ones, one in four aged 25-29 years (23.5%) continues their studies in secondary specialized educational institutions, and 58.8% - in universities.

1 Hereinafter, we use the results of a study conducted by the Department of Sociology of Youth of the Institute for Social Studies of the Russian Academy of Sciences in 2011 on the basis of sex and age quotas representing the Russian population, taking into account regional characteristics in 6b settlements in 13 constituent entities of the Russian Federation, N = 1301. The survey was conducted by the method of personal interview. For a comparative analysis, we used data from studies conducted on a representative sample of young people - aged 15-29 years - in 12 regions of the Russian Federation in 2002. N = 2012.; in 2006 N = 2500; in 2008 N = 730. Research leaders prof. IN AND. Chuprov and prof. Yu.A. Zubok.

Change in the level of education of young people in 2002-2011 by age groups

(in % of respondents)

Level of education 2002 2006 2011

18-24 25-29 18-24 25-29 18-24 25-29

Partial secondary (up to 8.6 5.6 8.8 8.5 4.4 0.7

Complete secondary 41.1 19.7 37.3 15.5 34.4 13.6

Secondary special 32.1 46.1 35.6 39.8 36.1 48.6

Higher and incomplete. 18.2 28.3 18.3 35.6 24.6 36.4

Other species 0 0.3 0 0.6 0.5 0.7

table 2

Level of education by age groups, 2011

(in % of respondents)

The level of education

Age Incomplete Complete Secondary Higher, Scientific

avg. secondary special higher degree

18-24 4,4 34,4 36,1 24,6

25-29 0,7 13,6 48,6 36,4 0,7

30-39 3,4 14 47,9 33,9 0,8

40-49 3 12,3 53 31 0,8

50-59 5,6 19,7 53,6 20,2 0,9

60 and older 23.1 18.7 44.3 13.6 0.4

If in 2002 39.5% of young people living in regional centers studied at universities, 10.8% - living in cities of district significance and 7% - in rural areas, then in 2011 28% live in regional centers, 45% - in the district and 26.9% - in the village. As can be seen, the proportion of student youth among residents of regional centers has decreased markedly, most likely due to admission to Moscow universities, but at the same time it has increased 4 times among young people living in small towns and rural areas. In this trend, firstly, a stable attitude of this part of young people to higher education was manifested as a way to overcome the routine. rural life; secondly, the influence of the Unified State Examination, which significantly expanded the opportunities for young people from the "outback" to enter universities.

However, the level of education only indirectly indicates its quality. Much in the process of training highly qualified personnel depends on the value component of the basic characteristics of young people's attitude to education. The quality of education is largely determined by the motives for acquiring it, by the place in them that the values ​​of education and acquired knowledge occupy.

Distribution of answers to the question "What is the meaning of education for you?" allows us to draw a conclusion about the attitude towards it as a terminal or instrumental value. The terminal value of education was determined by a set of the following semantic meanings: development of abilities, need for knowledge, general culture. According to these semantic meanings in 2011, in the age group of 18-24 year olds, the attitude towards education as a terminal value was at the level of 41%, and in the group of 25-29 year olds - 36.4%. For comparison, in 2002 among 25-29-year-olds its value was

higher - 59.4%, i.e. there is a downward trend in the share of terminal values. Instrumental values ​​that characterize the attitude to education as a means of achieving other goals in 2011 amounted to 59% in the group of 18-24-year-olds, and 63.6% in the group of 25-29-year-olds. It can be stated that the level of instrumental values ​​of education increases with age; against the background of constant instrumentalization of education, noted in the post-Soviet period [Chuprov, Zubok, 1997: 120-125; Chuprov et al., 2009; Gorshkov and Sheregi, 2010; Konstantinovsky et al., 2011], in 2011 there was a sharp jump in this trend. Such a "splash" indicates the presence of an influential negative factor, apparently associated with the next stage of modernization of the system

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ZUBOK YULIA ALBERTOVNA, CHUPROV VLADIMIR ILYICH - 2012

Ministry of Science and Education of the Russian Federation

Federal Education Agency

NOVOSIBIRSK STATE UNIVERSITY OF ECONOMICS AND MANAGEMENT

EMPIRICAL RESEARCH PROGRAM

on the topic: The attitude of students to education

Performed:

student

group №7044

Maslova Tatyana Andreevna

Supervisor:

Strahova Irina Borisovna

Novosibirsk 2009

I. Methodological section

1. Description scientific problem.

Rationale for relevance:

The need for a special study of the value attitude of students to higher education is determined by the connection of this attitude with the formation and implementation of the need of future specialists in this form of special education.

A student is a maturing person who is determined professionally and potentially included in the social division of labor of a particular cultural and historical era. These factors determine the specifics of the student's mentality and distinguish it from others.

· Students are the future labor force, society is interested in its quality. Higher educational institutions directly graduate specialists.

An important place in the motivation of students is given to hope in the future to find Good work. This orientation is most pronounced among lawyers, somewhat less among economists, and among students of other universities this figure ranges from 20% to 28%.

· Students are a rather mobile social group, its composition changes every year, so it is necessary to identify the attitude of students to education every year.

Higher educational institutions of the Russian Federation (thousand people).

2006-2007	2007-2008
Number of higher education institutions - total	1090	1108
including:
state and municipal	660	658
non-state	430	450
Number of students - total, thousand people	7310	7461
including in educational institutions:
state and municipal	6133	6208
face-to-face	3251	3241
part-time (evening)	291	280
correspondence	2443	2532
external student	147	155
non-state	1177	1253
of them studied at the departments:
face-to-face	331	331
part-time (evening)	81	72
correspondence	753	835
external student	12	14
There were students of higher educational institutions per 10,000 people, people	514	525
including state and municipal	431	437

The gender distribution of students has remained almost unchanged for many years. In this study, 43% are boys and 57% are girls: this is their share in the university on average. Naturally, the predominance of young men in technical universities and girls among future humanities students.

2. Purpose of the study

· To study the attitude of students to education.

3. Research objectives.

· Identify the needs of students in education.

· Determine the place of education in the value system of students.

· To study the factors of socialization of students in relation to education.

· Differentiate students in relation to education.

4. Object of study.

· Students.

5. Subject of research.

· Student behavior in relation to education.

6. Integration of basic concepts.

· Students - a special social group of society, a reserve of intelligentsia - unites in its ranks young people of approximately the same age, educational level - representatives of all classes, social strata and population groups.

· Distinctive features students as a social group are: the nature of the work of students, which consists in the systematic accumulation, assimilation, in the mastery of scientific knowledge, and its main social roles, determined by the position of students as a reserve of the intelligentsia and their belonging to the younger generation - youth.

The problems of only students of higher educational institutions are considered, since when studying the characteristics of students of secondary specialized educational institutions, many difficulties would arise when comparing them learning activities, leisure, worldview and assessment of one’s future role in the life of society as a specialist.

7. Hypothesis.

The student body, being integral part youth, is a specific social group characterized by special conditions of life, work and life, social behavior and psychology, a system of value orientations, with certain socially significant aspirations and tasks, which has its own characteristics.

For its representatives, preparation for future activity in the chosen sphere of material or spiritual production is the main, although not the only occupation.

Common goals in obtaining higher education, the unified nature of work - study, lifestyle, active participation in the public affairs of the university contributes to the development of cohesion among students. This is manifested in the variety of forms of collectivist activity of students.

Another important feature is that active interaction with various social formations of society, as well as the specifics of studying at a university, lead students to a great opportunity for communication. Therefore, a rather high intensity of communication is a specific feature of students.

II. Methodical section

Construction of a sampling set.

General population: students of Novosibirsk.

Sample set:

Stage 1 - selection of large and prestigious universities in Novosibirsk.

These are NGUEiU, NSU, NSTU.

Stage 2 - selection of students by gender, course of study, level of progress.

III. Organization section

The connection of the need for education with the need to change the social status, that is, education is not an end in itself, but a means that provides the individual with a certain social status, prestige in society, a certain level of material security.

The need for education is organically intertwined with the need for work. Both of these needs complement each other: there is no internal need for work precisely as the first vital need, if it is not organically supplemented by the need to master science, replenish knowledge, skills and abilities. On the other hand, the acquisition of knowledge requires their application in practice, that is, in labor activity.

The need for education is the need for the development and self-education of the individual. And in this case, it includes cognitive needs, education is not only a process of acquiring knowledge, but also skills and practical skills.

It follows from this that the listed connections of the need for higher education with other needs follow from the fundamental functions high school: social, professional and general cultural.

Comparative materials of sociological surveys show that among the values ​​associated with social function education, the most significant for students is the opportunity obtained as a result of education to bring great benefits to people with their work. This point of view was shared by 75.8% of the respondents in 1995, 78.6% in 2000 and 63.6% in 2002.

The possibility of education as a means of achieving a high position in society and high material security was rated much lower. Thus, in 1995, 22.4% of the students surveyed considered it possible to achieve a high social status, in 2000 - 34.3%, and in 2002 this figure was 30.3%. In 1995, 14.9% considered it possible to achieve material security, in 2000 - 40%, in 2002 - 12.1% of the respondents.

When students assess the general cultural function of education, that is, education makes it possible to improve their general cultural level, the number of those who gave a positive answer in 1995 was 73.1%. However, in 2000 this point of view was already shared by 57%, and in 2002 by 42.4% of the respondents.

The professional function of education opens up opportunities for students to engage in interesting professional activity. From 54.5 to 81.1% of the students surveyed different years consider this possibility quite real.

The general cultural function of higher education is largely revealed in the sphere of student leisure. The results of the survey showed that students in free time they prefer playing sports, communicating with friends and communicating with a loved one. Activities such as: watching TV, listening to radio, music recordings, going to the cinema, as well as visiting theaters, concerts, exhibitions, reading fiction not popular among the surveyed students. To confirm the above, we note that if in 1995 attending theaters, concerts and reading fiction was a favorite pastime for 22.2% of respondents, then in 2000 this figure was equal to only 3.1%.

The value attitude of the subject to higher education ensures the transformation of the ability, readiness for learning into a real learning process. The internal condition for the emergence of an individual's need for education is the availability of knowledge, skills and abilities that correspond to the conditions of study at a university. By the degree of their development, one can judge the level of development of the need for education.

Professional plans for young people arise under the influence various means influences - the opinions of parents, teachers, friends, books, programs, etc.

More active role of parents in the life of students. Parents, as never before, take care of their grown-up children: they rent for them admission documents, bargain for benefits, fill out registration forms and take care of their child in every possible way, interfering in the learning process.

On the other hand, the mass desire for higher education and secondary special education leads to the fact that one’s own capabilities, inclinations and abilities are sometimes evaluated not in accordance with the chosen profession, but according to the principle “if only with a diploma”. And where is there to think about making the chosen profession correspond to your inclinations and abilities, when the main and determining principle becomes: “It doesn’t matter which university to enter, just to enter.”

For the sociology of education, it is also important to study the student's personality itself. The nature of the future profession largely determines the behavior of the student. Students in this respect can be divided into 3 groups:

1) Students oriented towards education, because it provides an opportunity to get a profession. They want to work in this specialty, they have an interest in the work, the desire to realize themselves in it.

2) Business oriented students. Their attitude to education is already different - for them, study acts as a tool, a possible starting step.

3) Undecided. All parameters of their attitude to studies and professions are blurred; their assessments and positions lack clarity and certainty of the first two groups.

Types of culture, behavior and the whole way of life of students:

1) Colleagues - social activists who are active in student life and spend a lot of their time on it.

2) Professionals - for whom the future work, profession is the most important thing, and all of their student life.

3) Academicians - future university professors.

4) Nonconformists - aristocratic bohemia, golden youth who study for the sake of a diploma, prestige, in order to please their parents.

Modern students are characterized by:

Consumer attitude to life (immediate satisfaction of their desires, the most profitable deals, the tendency to bargain. Students believe that they have the right to receive a product (course credit or even a diploma) simply because they paid for education), the tendency to bargain, orientation to entertainment (performance that learning should be fun, easy and enjoyable is not well combined with the diligence and painstaking work necessary for obtaining a serious higher education, students want to get good grades with a minimum of effort), unrestrained desires, scrupulous attitude to personal needs, adaptability, high self-esteem, they know what they want, lack of upbringing and responsiveness, intellectual indifference (for many, the goal is not to acquire knowledge at all - only subjects that are directly related to future earnings receive attention. Modern youth has access to an unprecedentedly wide amount of information , but does not have the ability to distinguish the important from the secondary. They are only interested in what material will be included in the exam tickets and what it takes to get a good grade), a more active role of parents in their lives, sophistication in technology (modern young people are well versed in new technologies and are intolerant of the technical incompetence of others).

In an effort to complete their studies at a university and thus realize their dream of getting a higher education, most students realize that a university is one of the means of social advancement of young people, and this serves as an objective prerequisite for shaping the psychology of social advancement.