DOI: 10.25136/2409-8701.2024.3.70328

Abstract: The relevance of the study is due to the following factors: research is needed that would allow us to understand the origins of changes in values and motives, their psychological nature. Despite the fact that in psychological science there is a large number of studies studying the values, motives, and self-esteem of students, there are not enough studies devoted to the study of differences in the value-motivational sphere of students with different levels of self-esteem. The object of the research is the value-motivational sphere and self-assessment of the personality of students. The subject of the research is the peculiarities of the value-motivational sphere of students with different levels of self-esteem. Research hypothesis: there are differences in the indicators of the value-motivational sphere of students with different levels of self-esteem. Special attention is paid to the analysis of differences in the value-motivational sphere of students with different levels of self-esteem. Research methods: theoretical: analysis and generalization of theoretical sources on the research problem; empirical, methods of mathematical data processing H – Kraskel-Wallis criterion. Research methods: "Diagnosis of self-esteem" Dembo-Rubinstein; "Value questionnaire" Sh. Schwartz; "Diagnosis of components of the motivational structure of personality" V.K. Gerbachevsky. The main conclusions of the study are: the value of "Achievement" among students with an adequate level of self-esteem is higher than in groups of students with an underestimated and overestimated level of self-esteem. Students with a low level of self-esteem are less focused on achieving results, and poorly demonstrate social competence in terms of public standards. The value of "Conformity" and "Hedonism" among students with low self-esteem is higher than among students with adequate and overestimated self-esteem, i.e. students are focused on personal pleasure and comfort. The value of "Independence" is higher for students with an adequate level of self-esteem. The motive of "Avoiding failure" of students with low self-esteem is higher than of students with adequate and overestimated self-esteem. The motive of "Evaluation of achieved results" is higher among students with an adequate level of self-esteem than among students with an underestimated and overestimated level of self-esteem. The motive of "Evaluating one's potential" is lower for students with an underestimated level of self-esteem than for students with an adequate and overestimated level of self-esteem.

DOI: 10.25136/2409-8701.2023.1.39811

Abstract: The purpose of the study is to determine the features of the motivational and value sphere of students of different courses of study. It was suggested that: 1. there are specific features of the motivational-value sphere of students studying at different courses; 2. there is a relationship between the course of study and motivational-value indicators of students. Research methods: "Study of motives of students' educational activity" modified by A.A. Rean, V.A. Yakunin, "Morphological test of life values" by V. F. Sopov, L. V. Karpushina, "Anchors of career" adaptation by V.A. Chiker, V.E. Vinokurova. The study was attended by students of 1-4 courses of the FSUE VO "ZabGU", in the direction of training 44.03.02 Psychological and pedagogical education. 75 people participated in the study. As a result of the study, it was found that the majority of students, regardless of the course of study, have formed spiritual, moral and altruistic values of their future profession. The educational motivation of first and second year students is more focused on the successful implementation of educational and cognitive activities. External motivations of educational motivation, such as social approval/ punishment for senior students are non-priority and ineffective in the process of educational activity. The career orientations of junior students are of a mixed nature. For senior students, the nature of career orientations becomes more differentiated, a limited number of orientations dominate. A special contribution of the authors to the study of the topic is the established relationship between the course of study and indicators of the motivational and value sphere, such as: to ensure the success of future professional activity, one's own prestige, high financial status and the preservation of one's own individuality, as well as the establishment of an inverse relationship between the course of study and the indicator of successfully studying, passing exams with excellent and good grades.

DOI: 10.7256/2454-0722.2022.4.39305

Abstract: The purpose of the study is to conduct a comparative analysis and identify differences in the system of value orientations of students – ethnic migrants and students – representatives of the indigenous population. The subject of the study: the features of the value orientations of students – ethnic migrants and students – representatives of the indigenous population. Research methods: 1. Theoretical: analysis of psychological literature on the problem of research. 2. Empirical: testing. Research methods: "Life-meaning orientations", D. Crambo and L. Maholika; "Diagnostics of the real structure of value orientations of personality" S. S. Bubnov; "Value orientations", M. Rokich. Methods of mathematical statistics: Mann-Whitney U-test. The differences in the value orientations of indigenous students and indigenous students are expressed in the following: 1.Attitude to life, to oneself and other people: the attitude to life of indigenous students has a meaningful and conscious character. In relation to the shortcomings in themselves and other people, they are strict. The process of life for ethnic migrant students is characterized as uninteresting and unfilled with meaning. They doubt the possibility of independent control of the events of their own lives. For ethnic migrant students, altruism is significant, which is expressed in the significance of the values of "Help and mercy to other people", "Happiness of others". 2. Indigenous students are focused on a happy family life as one of the significant values. Ethnic migrant students are more focused on culture and compliance with the rules and norms of behavior adopted in the society, which is reflected in the value of "Education". But at the same time, the value of self-affirmation is significant for them.