Vol 27, No 2 (2023)

Introduction. In the modern world, there is a global transition to a new value paradigm of education, upbringing, and professional self-determination. Therefore, the study of educational and professional attitudes of young people gains prominence. The aim of the research is to identify the factors influencing the formation of a system of value trajectories and attitudes of young people in Russia and Kazakhstan and to predict social scenarios for their development.

Materials and Methods. To study the educational and professional value trajectories and attitudes of young people in Russia and Kazakhstan, the authors conducted an international empirical sociological study in 2021. The data collection method is a survey of young people aged 14–35 years living in Russia and Kazakhstan.

Results. The analysis revealed a high level of socio-cultural, value potential of young people in Russia and Kazakhstan in the educational space. Young people from both countries point out the importance of higher education in personal and professional career growth and self-realization. The professional attitudes and desired professional orientations of the Russian and Kazakh youth are heterogeneous. The main factors in choosing a profession are the interest of the profession, it`s financially rewarding, and prestige of the educational institution. Risk factors include low demand for the profession in the labor market, lack of personal interest in the profession, and low income. As a possible scenario have been identified the demand for IT competencies in the Russian and Kazakhstan labor markets, the transformation of value-professional attitudes towards greater freedom and creativity, socio-professional mobility and flexibility of young people.

Discussion and Conclusion. The obtained data and recommendations can be used by educational organizations, authorities implementing state policy in the field of education to improve the work on the formation and development of value trajectories and attitudes of young people in Russia and Kazakhstan in the educational space and in the field of professional self-determination.

Introduction. The relevance of the topic relies on the fact that until now, within the Russian psychological discourse, the problem of gender characteristics of university students’ resentment did not have an autonomous status. The problem of ressentiment in the student environment is poorly developed both at the theoretical and empirical levels. The researchers usually confine themselves to analyzing its individual components (aggression, revenge, resentment, jealousy and envy) and without précising the gender specification of their severity. The purpose of the article is a theoretical and empirical study of the ressentiment constructs characteristic for university students: resentment, revenge, envy, jealousy and aggression, as well as fixing the degree of their manifestation and relationship in the gender projection.

Materials and Methods. The empirical part of the article demonstrates the results of a study on measuring the declared constructs of ressentiment among university students (aggression, revenge, resentment, jealousy and envy) using the following standardized methods: “Buss-Durkee Hostility Inventory (BDHI)” (A. Bass, A. Durkee), “Scales of resentment and vindictiveness” (E. P. Ilyin, P. A. Kovalev), “Multidimensional scale of jealousy” (S. Pfeiffer, P. Wong) and “Methodology for the study of personality envy” (T. V. Beskova). Diagnostic procedures covered 93 people. The questionnaire “Buss-Durkee Hostility Inventory (BDHI)” involves the definition of aggression through the following scales: physical aggression, indirect aggression, irritation and verbal aggression.

Results. Based on the results of an empirical study, the presence of gender characteristics of ressentiment in university students was revealed by fixing differences in the manifestation of the declared constructs: aggression, revenge, resentment, jealousy and envy. It has been established that the dominant constructs of ressentiment among male students are revenge and aggression; while for female students are resentment, jealousy and envy. Ressentiment among students is ambiguous. On the one hand, it has a detrimental effect on the spiritual dimension of the personality and its creative development; on the other hand, it plays the role of a psychological defense mechanism for the individual.

Discussion and Conclusion. The data obtained contribute to the development of scientific ideas about the ressentiment determination in the student environment and the gender characteristics of its manifestation, enrich the psychological and pedagogical knowledge with the methodology for identifying the functional constructs of ressentiment as a destructive form of protecting an individual in an alienated reality. The materials of the article can be useful to specialists in the field of social psychology, preventive pedagogy, deviantology, genderology, enriching them with an understanding of the mechanisms of formation of resentment and gender specificity of its manifestation in the student environment.

Introduction. Blended learning has gained prominence due to increased technological inclusion in the wake of post-Covid era. It comprises hybrid learning strategies where in-campus and online learning mediums are used. However, the students’ satisfaction has become the most significant concern of the researchers in the context of the adoption of blended learning in the educational domain. The purpose of this article is to present the results of a study on the effectiveness of blended and distance learning in terms of student satisfaction.

Materials and Methods. The study is quantitative in nature and purposively recruits 200 study participants who were either undergraduate students or diploma holders studying at a university. An online survey form was designed to collect data from the participants. The data collected was analyzed using Statistical Package of Social Sciences version 23.0. Descriptive Statistical Analysis using frequencies and percentages were used. Moreover, to find the association between students’ satisfaction and blended and distance learning, ANOVA test was conducted.

Results. The study shows that students’ satisfaction had been greatly acknowledged as a significant factor in recognizing the courseʼs effectiveness, especially the blended learning course. In conclusion, this study provided positive feedback about hybrid learning methods and distance learning and their effect on studentsʼ satisfaction, leading to better learning and academic performance.

Discussion and Conclusion. The findings of this study are significant for the teachers as they will be coordinating with the students and will be able to assist them in learning and management issues.

Introduction. Rapid social changes and new challenges are increasingly transforming all spheres of human life. These factors affect not only the labor market and the general nature of professional activities, but also educational approaches to training specialists in the higher education system. Modern university graduates should possess competencies that meet diverse employer expectations. At the same time, universities are becoming “factories” for the production of graduates focused on precarious employment, since the uncertainty in the type of employment caused by global transformations in the labor market is reorienting the higher education system, thereby changing the vector of educational activity. Aim – analysis of studentsʼ orientations towards precarious employment and identification of the role of universities in their development.

Materials and Methods. In 2021, an empirical sociological survey was conducted. The survey sample included 716 learners studying at Yekaterinburg universities, who were interviewed using a questionnaire. In order to elucidate the process of forming studentsʼ orientation towards precarious employment and the role of universities therein, we used semi-formalized interviews with young people whose activities in the labor market could be characterized as atypical employment, as well as with heads of educational programs and curators of projectoriented programs at the Ural Federal University. In addition, the results of a study conducted in 2020–2021 among university graduates in the Ural region were used.

Results. Uncertainty in the labor market, secondary employment and involvement of university students in project-oriented activities form their following work preferences: the desire for atypical forms of employment, irregular working hours, and free work schedules.

Discussion and Conclusion. The conclusions made by the authors expand the understanding of the needs of young people in the labor market and the transformation of university education in conditions of uncertainty. The materials of the article contribute to the development of sociological knowledge and can be useful to management and administrative structures of Russian universities.

Introduction. People in helping professions are more prone to emotional burnout and depression. Even at the university level, future physicians experience an increase in depressed mood. Despite the fact that this problem has been studied quite extensively, the role of socio-cognitive factors has not yet been studied enough. The purpose of this research is to fill this gap and explore the relationship between career anchors and the level of depressed mood among Russian medical students.

Materials and Methods. The survey was conducted in 2020 and 2021. The sample of the survey included 864 students of the SSMU named after V. I. Razumovsky. Methods used in the survey: the Zung Self-Rating Depression Scale (SDS), adapted by T. I. Balashova and the diagnosis of career anchors, using Schein’s Career Orientations Inventory (COI) in the adaptation of V. A. Chiker. Data analysis methods: Shapiro‒Wilk and Fligner‒Killeen tests, Wilcoxon‒Mann‒Whitney and Nemenyi tests, and biweightmidcorrelation analysis. The search for predictors of depressed mood was carried out using the method of generalized additive models.

Results. Career anchors are predictors of depressed mood. Service orientation and professional competence reduce the severity of depressed mood, while the relationship is non-linear. The desire of students to integrate different areas of their lives and organize the activities of other people is negatively associated with depressed mood, but the relationship is linear. The severity of depressed mood is exacerbated by career anchoring on autonomy.

Discussion and Conclusion. The results of the study contribute to the understanding of the complex relationship between depressiveness and socio-cognitive factors. The results of this study can be instrumental in the development of a set of measures reducing the risk of depression in medical professionals by studying at a university.