The concept of personality is used to emphasize the social essence of a person and an individual. A person is not born, but becomes one in society through interactions with other people through the acquisition of various social qualities. Thus, personality is a social characteristic of a person and an individual, which is based on and interconnected with his biological and genetic inclinations. Personality can be defined as a relatively stable system of social qualities acquired and developed in the process of interaction with other people in society.

The most important social qualities of a person: self-awareness, self-esteem, social identification, activity, interests, beliefs, life goals. Self-awareness is the ability, unique to humans, to recognize oneself in the system of social relations. Social identification is the result of conscious and emotional self-identification with other people, with another community; activity - the ability to perform socially significant actions that manifest themselves in interaction with other people; interests are a constant source of activity based on needs; beliefs - socio-psychological assessments and perceptions of the world around them, they can be moral, ideological, scientific, religious, etc. Having life goals and the desire to realize them is the most important characteristic of a mature personality.

Life goals are differentiated into four main groups:

1) material goods;
2) knowledge and creativity;
3) power, prestige, authority;
4) spiritual perfection.

Personality can be considered as the result of a variety of behavior patterns that are characteristic of any individual in a particular social group and society as a whole. A model of behavior, called a social role, is inherent in a particular individual in accordance with his social status, i.e. position in society, social group. All social statuses can be divided into two main types: those that are prescribed to an individual by society or a group, regardless of his abilities and efforts, and those that an individual achieves through his own efforts.

Each person in the social system occupies several positions. Therefore, sociologists use the concept of a status set, i.e. the totality of all social statuses of a given individual. But more often than not, only one status determines one’s position in society. This status is called main, or integral. It often happens that the main (integral) status is determined by the position (for example, rector, economist, etc.). The set of roles arising from a given status set is called a role set.

A social role contains two main elements: role expectations - what is expected from a particular role, and role behavior - what a person actually performs within the framework of his role. Any social role, according to Talcott Parsons, can be described using five main characteristics: emotionality, method of obtaining, scale, formalization and motivation.

Sociologists note the fundamental role that interests play in the behavior of an individual. In turn, the interests of the individual are based on needs. Need can be defined as a need, a person’s need for something.

The most famous is the classification proposed by Abraham Maslow. He identified five groups of needs:

1) physiological (life activities);
2) safety;
3) involvement and belonging (to a team, society);
4) recognition (respect and love);
5) self-actualization (self-realization, self-expression).

According to Maslow, the needs of the first two groups are innate, i.e. biological, and from the third group acquired needs begin, i.e. social. Human behavior is driven not by the need itself, but, first of all, by the degree of its dissatisfaction. The true essence of a person, the deep meaning of his life, is most consistent with social needs, the main one among which is the need for self-realization.

There are three main levels of satisfying the needs of existence:

1) minimal;
2) normal;
3) level of luxury.

The minimum level of satisfaction of the needs of existence ensures human survival. A normal level provides the opportunity for the emergence of significant intellectual and spiritual needs. It is proposed to consider the level of luxury to be one at which satisfaction of the needs of existence becomes an end in itself and (or) a means of demonstrating high social status.

Socially significant personality traits of modern students

1. Theoretical foundations for the formation of socially significant personality traits in the conditions of modern Russia

1.1 The concept of personality. Its properties and characteristics

Currently, in modern society, interest in the problems of the capabilities of the human personality is so great that almost all social sciences turn to this subject of research: the problem of personality is at the center of philosophical, psychological, sociological knowledge; it is dealt with by ethics, pedagogy, and other sciences. In these sciences there are different approaches to determining personality. Thus, in the philosophical dictionary, personality is defined as a person as a social individual, an individual as a member of society. Each individual person is an individual, since the social has become a property of this individual.

In the social sciences, personality is considered as a special quality of a person acquired by him in a sociocultural environment in the process of joint activity and communication. In psychological literature, the concept of personality often includes the most diverse characteristics of a person, from the dynamic characteristics of the nervous system - temperament to worldview and life principles. I.S. Kohn believes that the concept of personality denotes the human individual as a member of society and generalizes the socially significant features integrated into it. YES. Belukhin gives the following definition: personality is a stable system of individual socially significant traits of a person. He believes that the key word in the definition is the social significance of a person's traits. This implies the almost constant inclusion of a person in communities like him, where people are not free from each other. A person influences other people, and they influence him. Every person is directly dependent on the society in which he lives. Thus, socially significant traits are traits that are formed in society and are necessary for a person to live in it. L.I. Bozhovich believed that a person, who is an individual, is capable of managing his behavior and activities, and to a certain extent, his mental development. In such a person, all mental processes and functions, all qualities and properties acquire a certain structure. The center of this structure is the motivational sphere, in which there is a hierarchy in one specific sense, namely, if a person is able to overcome his own immediate motivations for the sake of something else, then the subject is capable of indirect behavior. Leading motives are socially significant, that is, they are social in origin and meaning. They are given by society, brought up in a person. The set of stable motives that organize the activity of the individual as a whole can be called the orientation of the individual, which is ultimately characterized by the person’s worldview.

Defining personality, S.L. Rubinstein wrote: “As the actual personal properties, from the entire variety of human properties, those that determine socially significant human behavior are usually singled out. The main place in it, therefore, is occupied by the system of motives and tasks that a person sets for himself, the properties of his character that determine the actions of people (that is, those of their actions that realize or express a person’s relationship with other people), and the ability of a person, that is properties that make it suitable for historically established forms of socially useful activity.” Personality is, first of all, a living concrete person with his own advantages and disadvantages, with his own strengths and weaknesses, generated by his active participation in the life of society, upbringing, and training. Sociologist M.A. Mechnikov notes that a personality in an empirical study “must be considered from the point of view of the manifestation in it of socially significant traits and properties related to the essence of society as a whole, as well as a specific social group (for example, students) in which this personality is included and which determines the main social functions of the individual." As noted by I.S. Kon, the polysemy of the concept of personality leads to the fact that some understand the personality of a specific subject of activity in the unity of his individual properties and his social roles, while others understand personality “as a social property of an individual, as a set of socially significant traits integrated in him, formed in direct and indirect interaction of a given person with other people and making him, in turn, a subject of labor, knowledge and communication.”

1.2 Formation of socially significant qualities of a student’s personality as a problem of modern theory and practice

The basic principles of educational policy in Russia, new social requirements for the Russian education system are determined by the Law of the Russian Federation “On Education”, the Federal Law “On Higher and Postgraduate Professional Education”, the order of the Ministry of Education of Russia “On the concept of modernization of Russian education for the period until 2010” and disclosed in the National Doctrine of Education in the Russian Federation until 2025.

The Concept for the Modernization of Russian Education for the Period up to 2010 states that a developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, ways of cooperation, characterized by mobility, dynamism, constructiveness, have a developed sense of responsibility for the fate of the country.

In the new conditions of development, society recognizes the increasing role of human social and value activity. Society is interested in the targeted formation of an individual’s social activity, since the effective implementation of his social functions and roles depends on this, which ensures the individual’s mastery and acceptance of social values ​​and ideals, the development of forms and methods of their implementation in behavior, work, and lifestyle.

The interpretation of the term “professionally significant qualities” is ambiguous. The activity of a specialist is determined not only by his professional knowledge and skills, but also by his personal qualities and the degree of their formation. So, for a specialist in any field, professionally significant qualities are responsibility, discipline, and professional independence.

Student youth play a major role in the life of society, since they represent a social group that carries enormous potential opportunities for the future. Training and education of young people is an important means of their social development, a way of introducing them to future professional activities. In this regard, the problem of nurturing the social activity of student youth becomes extremely important in the activities of universities and colleges.

The relevance of studying the professionally significant qualities of students is due to the appearance of a number of works devoted to this problem. A great contribution to the study of this problem was made by A.V. Mudrik, I.S. Kohn, A.N. Leontyev. Their works study the dynamics of professionally significant personality qualities in adolescence, the role of these qualities in behavior, as well as the relationship of professionally significant qualities with personality characteristics.

The formation of professionally significant qualities of students includes the development of the individual himself in the educational process. Priority is given to the interests of the individual, which are considered in the Law “On Education” and proclaims “the humanistic nature of education and the priority of the free development of the individual.”

The formation and development of a harmonious and professionally significant personality is possible through a system of value orientations, which are formed with the help of socialization factors, which are combined into three groups (A.V. Mudrik):

1) macro factors that influence the socialization of all inhabitants of the planet;

2) mesofactors - conditions for the socialization of large groups of people, distinguished by nationality, location and type of settlement, and membership in the audience of certain mass communication networks;

3) microfactors - these include those that have a direct impact on specific people - family, peer group, microsociety, organizations in which social education is carried out - educational, professional, public. Microfactors influence human development through agents of socialization, that is, persons in interaction with whom his life takes place. These include parents, relatives, and teachers.

Adolescence is a period of formation of professionally significant qualities that influences the formation of a person’s character. This is due to the emergence of a number of prerequisites: the accumulation of experience, the occupation of a social position. It is the professionally significant qualities formed at this age that determine the characteristics and nature of the individual’s relationship with the outside world (B.S. Kruglov, V.A. Yadov).

Society is interested in a spiritually, morally and professionally developed individual who has not only developed moral qualities, but also the qualities necessary for professional activity.

A student’s professionally significant qualities are a combination of these value orientations. The system of value orientations consists of a set of values: universal, moral, cognitive, professional. Universal values ​​are values ​​accepted by the majority of people that do not associate them with a specific society or culture. Among universal human values, moral values, professional and labor values, and gnostic values ​​are distinguished.

However, freedom is recognized as the absolute value of the individual. Vocational school plays an important role in the development of a person’s value orientations. The formation of moral values ​​of students is possible through the development in them of humanism, freedom, honesty and a decent attitude towards society. During the training period, the formation of these values ​​occurs through educational activities. Universal human values ​​are also established through the truth of knowledge, that is, through Gnostic values. Professional and labor values, considered in the context of universal human values, contribute to the development of a process of respectful attitude in the results of people’s work and towards one’s own.

Moral values ​​that contribute to the development of a student’s personality and the formation of his “I” are inextricably linked with universal human values. Analyzing moral, gnostic and professional-labor values ​​from the perspective of moral values, we can talk about the further development of the student’s personality in the process of socialization at the institute. Each of the values ​​develops in the student honesty, hard work, commitment and promotes interaction between the student and the teacher in the process of cooperative activities.

One of the most important social institutions that contribute to the formation of professionally significant qualities of a student is a secondary vocational educational institution or a higher vocational educational institution. The implementation of the task of forming socially mature citizens, educated and well-mannered people occurs precisely through the interaction of teachers and students. By interacting with each other, setting common goals, they realize them.

In addition, the educational process is also equipped with cultural values ​​- morality, knowledge, and the formation of other social institutions. It is impossible not to take into account other components of the educational process - material and technical base, educational literature, technical means.

In different socio-political conditions, education acts as a stabilizing factor between new social ideas and the ideals of previous generations, embodied in historical traditions.

Currently, the social situation is such that society has lost the opportunity to satisfy a person’s need to realize his qualities. Obviously, this is precisely why individuals are found to have a psychological tendency towards different types of deviant behavior, which explains the process of personal variability in a negative direction, when a person is controlled by lower emotions and needs.

The sphere of education is designed to resist the destructive trends of modern society and support creative and progressive trends.

The tendency to solve the problems of education without addressing the individual, without connecting education and being, gives rise to the inability of society to connect the cognizing subject with real life. Education should see its task not only in satisfying the interests of the state, not in molding an individual according to a standard, but in educating an individual with a non-ideological thinking, one who thinks constructively and critically, admits a plurality of humanistic truths, and respects the positions of the “other.” Ideologized thinking grows on the basis of the collapse of traditional values, and education, divorced from folk traditions, educates a man of the crowd, not an individual.

Man has a choice, and the task of education is to give the right orientation to promote the development and revelation of the essential powers of the individual. The task is not only to put a certain amount of knowledge and skills into the head of each student, but to educate a thinking, psychologically and mentally healthy person, capable of acting in line with the interests of the state.

Professional orientation of an individual in a higher and secondary educational institution involves the diagnosis and development of professionally important qualities (PVK) (high level of socialization, neuropsychic stability, cognitive stability, cognitive activity, communicative competence, organizational skills), interests and inclinations, future specialists, and also the study of the need-motivational sphere of a person’s activity (what motivates and attracts to the profession).

When considering professional values, one should take into account the practical activities of students and their accumulation of the necessary experience in the learning process. The process of forming work values ​​implies the development in the student’s personality of his “I”, humanism, hard work, and special knowledge. Students obtain specialized knowledge in two stages: theoretical (during the learning process) and practical (during practical training and internship).

Students have changed a lot in recent years. The principle of survival became the main one. And people began to live according to instincts. When a person says: “I want it this way,” this is a verbal expression of instinctive activity. And everyone knows the basic instincts: to eat, sleep, etc. Moreover, food is the first. That's the problem.

Modern students are forced to spend a lot of time on part-time jobs to the detriment of their studies.

One third of students work because their parents cannot provide them with everything they need. Another third work to try their hand at business and by the end of their studies have a clear understanding of what they want to specialize in. The remainder of the students work to secure employment after graduation.

This problem has quite global consequences.

Corporate ties within the student body as a social group are now quite weak and, first of all, determined by joint activities within the group.

Previously, it was not only studies, but also student clubs, camping trips, rallies, art song competitions or duty. Now all these activities are expressed to a very weak degree, and even studying for a modern student is half the battle, so social connections have become half weaker. For a student, the first priority is the problem of earning money.

But the passion did not disappear. It is always fueled by curiosity, so a person will never lose it. The modern student has a desire to learn new things. The level of knowledge of the modern student has increased significantly, he has become more erudite. But students read very little. If you used to know the classics well, now you don’t. But they make up for their lack of knowledge of classical works in other ways. Now the flow of information is multi-channel. The modern student has a computer, the Internet, and ample opportunities to study any subject. In addition to all of the above, the modern student, of course, has become more mobile. But still, students do not take full advantage of what they are given, given that they have so many sources of information and so many opportunities. It all depends on the choice of each of them.

The time of studying at a university coincides with the second period of adolescence, or the first period of maturity, which is characterized by the complexity of the formation of personality traits. A characteristic feature of moral development at this age is the strengthening of conscious motives of behavior. Those qualities that were completely lacking in high school are noticeably strengthened - purposefulness, determination, perseverance, independence, initiative, and the ability to control oneself. Interest in moral problems (goals, lifestyle, duty, love, fidelity, etc.) increases.

Among the various classifications of motives for students' educational activities, as a rule, three are distinguished. These are: 1) professional-cognitive motive (which is based on both broad cognitive needs and interest in knowledge specific to the future profession); 2) the motive for obtaining a diploma of higher education (as a desire for a certain status in society); and 3) the motive of interpersonal communication (which is based on the need to communicate with “like-minded people” - a circle of people united by common interests and professional orientation).

Having studied the role of socially significant personality traits in modern society, we concluded: throughout the world, in recent years, the demand for professionals who are subject to special requirements related to the fact that a person with a professional orientation, professional knowledge and skills must be ready for constant development and self-improvement; he must be creative, socially active, proactive, able to make choices, and determine the optimal life strategy. That is, we are talking about the fact that a person must fully become the subject of his own life and social relations. However, in the practice of educational institutions in the process of training a specialist, the reproductive nature of training often prevails, the forms and methods of work that stimulate the constructive creative activity of the individual are insufficiently used, and the possibilities of extracurricular activities are not fully used.

Having analyzed the system of value orientations that contribute to the process of forming socially significant qualities of students, we can conclude that the socially significant qualities of a student are qualities required by society for specialists in a certain profession, influencing the success of their activities and providing the opportunity to realize themselves. In addition, the combination of the “knowledge” concept and the personal-activity component leads to the formation of a harmoniously developed personality, capable of defending their rights and freedoms. Thus, the process of forming socially significant qualities contributes to the formation of individual personality characteristics, the formation of life plans, personal and professional definition.

2. Social portrait of a modern student using the example of the Sosnovsky branch of the Federal State Educational Institution “Siberian Vocational Pedagogical College”

2.1 Organization and methods of research

Education today is becoming a commodity that in a certain way influences people’s ideas about studying in a higher educational institution and the role of citizenship in modern society. Education today is becoming the tool with which every person can achieve success in life, and society as a whole can move along the path of progress. It is necessary to use these opportunities professionally and purposefully, since the future of society is being shaped today by us students.

Students need not only to obtain a certain amount of knowledge, but also to master the general principles of thinking, mental work skills, and the ability to use the reserves of their intellect and creative potential. In conditions of intensive learning, not only specific professional skills and abilities become especially important, but also general abilities to acquire knowledge, use it to solve a huge number of complex problems, analyze information, highlight the essential, and think critically. The ability to think productively is becoming one of the most significant for a teacher in the modern world, where it is necessary to make reasonable and innovative decisions in rapidly changing conditions.

Thinking and educated students become of great value both as a commodity in the labor market and as a “margin of safety” of any modern society and civilization as a whole. The goal of education should be to have as many of them as possible. Unfortunately, the traditional education system and especially the system of professional relations often put forward not so much demands for mental competence as for communication skills, and this leads to the fact that social success turns out to be not as closely related to the level of intelligence as it happens in developed countries .

When constructing a social portrait of a student, it is necessary to analyze his psychological characteristics. In my analysis, I considered the following aspects: motivation to study, the ability to adequately assess one’s positive and negative qualities.

At the first diagnostic stage, the following parameters are examined:

Ш Portrait of a modern student based on a survey of teachers and students themselves.

Ш Motivating students with the help of an appropriate special test;

Ш Socially significant qualities of students based on a questionnaire test.

First parameter: drawing up a portrait of a student based on a survey of teachers and students.

Students and teachers were asked the following questions: “Modern student. What is he like?”, “What positive qualities does he have?”, “How much time does he spend studying?” etc. Based on the answers to these questions, two different images of the modern student were compiled.

Second parameter: test for diagnosing educational motivation.

Motivation (from lat. “movere”) - an incentive to action; a dynamic physiological and psychological process that controls human behavior, determining its direction, organization, activity and stability; a person's ability to actively satisfy their needs.

The methodology was developed based on the questionnaire of A.A. Reana and V.A. Yakunina. To the 16 statements of the above-mentioned questionnaire, statements were added that characterize the teaching motives identified by V.G. Leontyev, as well as statements characterizing the motives of the teaching received by N.Ts. Badmaeva as a result of a survey of students and schoolchildren. These are communicative, professional, educational and cognitive, broad social motives, as well as motives of creative self-realization, avoiding failure and prestige.

Processing and interpretation of test results.

* Scale 1. Communication motives: 7, 10, 14, 32.

* Scale 2. Avoidance motives: 6, 12, 13, 15, 19.

* Scale 3. Prestige motives: 8, 9, 29, 30, 34.

* Scale 4. Professional motives: 1, 2, 3, 4, 5, 26.

* Scale 5. Motives for creative self-realization: 27, 28.

* Scale 6. Educational and cognitive motives: 17, 18, 20, 21, 22, 23, 24.

* Scale 7. Social motives: 11, 16, 25, 31, 33.

When processing test results, the average score for each scale of the questionnaire is calculated.

Third parameter: identification of socially significant qualities of students based on a questionnaire test.

The students were asked a number of questions to which they had to give precise answers. This test questionnaire allows you to identify the most significant qualities for students and the qualities that cause them negativity. As well as qualities that help and hinder them in achieving success. This test questionnaire consists of 6 questions.

2.2 Analysis of research results

At the first stage, teachers and students were surveyed. Survey results:

Modern students prefer the Internet with a huge number of sites that they need not only for entertainment, but also for study. On average, the network “freezes” for 2-5 hours, and many do not turn it off at all. The most popular electronic pages are Odnoklassniki and VKontakte. They love to have fun and come to classes always sleepy and hungry. They believe that a student lives from session to session, and he must also keep up everywhere, this is how 75% of respondents described the modern student. And 35% believe that a modern student should strive for new knowledge and be responsive, help fellow students, be goal-oriented, sociable, actively participate in the life of their university, and, of course, lead a healthy lifestyle.

Sh, according to the teachers, is a modern student, versatile, proactive, self-critical, active, passionate, energetic, always on the move and in search of adventure, hardworking, and diligent. They also have more ambition than knowledge, they are brave and risky, they know how to “get” materials from the Internet that remain only on paper, but not in their heads. If it were not for laziness, modern students would be ideal students of our teachers, who invest in students not only their knowledge, but also their love for the subject.

At the second stage, a test was conducted on student motivation.

The results were as follows:

Ш Communication motives: 4.1 (82%).

Ш Social motives: 3.9 (78%).

Ш Professional motives: 3.8 (76%).

Ш Motives for creative self-realization: 3.8 (76%).

Ш Motives of prestige: 3.7 (74%).

Ш Educational and cognitive motives: 3.6 (72%).

Ш Motives for avoidance: 3 (60%).

In the first place among students are communicative motives, about 82%. Modern students love to communicate, be among friends, meet new people, which is why communicative motives prevail. Also important for students are social motives, which are based on the need to communicate with “like-minded people” - a circle of people united by common interests and professional orientation. And professional motives, which are based on both broad cognitive needs and interest in knowledge specific to the future profession, were answered by 76%. For 74%, motives of prestige are important, that is, the desire for a certain status in society. In last place are educational and cognitive motives and motives of avoidance. Thus, students' learning motivation is very low, which affects students' low academic performance and lack of desire to learn.

At the third stage, testing was carried out, which allows us to characterize a modern student and highlight the most typical features of his social portrait.

To the question: “What is the most important thing in life for you?” answers received: family - 42%, love - 25%, work - 19%, education - 19%, money 9.5%, career 9.5%, children - 9.5%, respect of others - 4.8%, creativity - 4.8%, health - 4.8%, life - 4.8%. Thus, we can conclude that about half of students value family most of all, and this is great. Love comes second for students, which is quite natural for students of student age. But work is in third place; only about 5 out of 21 people think so. Education is far from being in the first place for students, it has moved somewhere far into the background, and this cannot but frighten. After all, the main goal of a student in a higher or secondary educational institution is to receive an education. The health of students is also not particularly concerned; they are young, active and do not yet think about their physical condition.

According to the survey, students value the most in a person: decency - 76%, kindness - 71%, self-esteem - 47%, understanding - 42%, freedom - 38%, independence - 33%, fidelity - 4.8%. And most of all they hate: betrayal - 76%, lies - 76%, envy - 71%, cruelty - 66%, greed - 66%, ignorance - 42%.

They consider the most important for achieving success in life: determination - 95%, hard work - 76%, perseverance - 66%, ability - 52%, good education - 42%, interesting work - 33%, luck - 23%, “rich” parents and communications - 14%. Students’ sense of purpose comes first, 20 people answered this way. On the last one, “rich” parents and connections, only 3 people answered this way.

Qualities that interfere with achieving success are considered to be: laziness - 90%, disorganization, restlessness - 28%, inattention - 19%, irresponsibility - 9.5%, lack of communication - 4.8%. The thing that hinders students the most is laziness and the least hindering thing is lack of communication. Students are sociable, do not sit still, so they are hampered by disorganization and restlessness.

To the last question: “What does a diploma of higher (secondary) education mean to you?” - 57% answered that a diploma is a piece of paper that helps them get a better life in life, 52% answered that a diploma for them is a document officially confirming that they are a professional, and only 9.5% answered that a diploma is “Crust” to keep parents happy. It's a shame that most students still consider a diploma to be an ordinary piece of paper that helps them get a better job in life. We must not forget that a diploma is also a confirmation of one’s professional qualities.

Thus, a study was conducted to draw up a portrait of a modern student using the example of the Sosnovsky branch of the Federal State Educational Institution “Siberian Vocational Pedagogical College”. We found out how motivated students are to study, what they value most in life, what socially significant qualities they have, how sociable they are and how adapted they are to modern life.

The study made it possible to give a brief description of the modern student: active, sociable, purposeful, always ready to help, ambitious, persistent, but at the same time lazy and restless. Often, the modern student is little organized in his studies and in his daily life.

Thus, modern students, despite many negative trends in society that have developed in recent years, retain their inherent creative potential, faith in goodness and in people, and a willingness to serve the Russian ideals of humanism, culture, education and science.

Conclusion

Thus, today, when changes occur in public consciousness, in views of the world and the place in it of a person, his socio-political, spiritual-moral, value-oriented attitude towards the surrounding socio-cultural environment, the task of the state becomes the formation of new ideals, cultural values , socially significant interests that have always been and remain the main foundations of the life of human civilization.

Thus, without a radical transformation of the national education system, it is obviously impossible to achieve radical qualitative changes in the intellectual sphere of society and to introduce new thinking into the public consciousness.

Bibliography

student personality college portrait

1. Volov V.T., Chetyrova L.B., Chadenkova O.A. Social portrait of a student at a Russian non-state university as a result of segmentation of the educational market // Proceedings of SSU.2009. Vol. 17.

2. Dmitriev A.V. General sociology: Textbook. allowance. M., 2006.

3. Kibakin M.V., Lapshov V.A. Social-typical portrait of a Russian student // Proceedings of SSU. 2009. Vol. 10.

4. Sheregi F.E., Kharcheva V.A., Serikov V.V. Sociology of education: applied aspect. M., 2007.

5. Korableva, G.B. Profession and sociological aspect of communication / G.B. Korableva. - Ekaterinburg: Publishing house Ural.gos. prof.-ped. University, 2005.

Similar documents

Classification of motives for students' educational activities, motives for obtaining a diploma and interpersonal communication, professional-cognitive motive. Characteristics of a modern student and the most typical features of his social portrait according to survey data.

abstract, added 11/18/2010


The concept of the motivational sphere of personality, its functions and patterns of development. Professionally significant values ​​of social work. Characteristics of the personal qualities of a social worker. Socio-psychological study of the profession "Social work".

thesis, added 07/16/2010


Rating of significant values ​​of young people. Socio-psychological study of student value orientations. Survey on the topic: “What are they like, modern students? What are their value guidelines?” Analysis and interpretation of results. Students' views on the world.

test, added 02/10/2017


Exploring contemporary conceptual approaches to the study of volunteers as a social group. Review of conditions and factors in the formation of the personality of volunteers. Identification of socio-psychological characteristics inherent in the personality of a volunteer in Yaroslavl.

thesis, added 08/01/2015


Analysis of the socio-economic situation and psychological characteristics of students in Russia. The importance of studying students' career orientations. Distribution of attitudes towards professional self-determination in a market economy among students.

abstract, added 05/06/2015


Analysis of the socio-economic status of students, their psychological characteristics. Features of studying in a higher educational institution and professional orientation of students. The essence of educational services and the role of the social status of parents.

abstract, added 12/23/2010


Volunteering as a social phenomenon in Russian society. Study of personality formation factors of volunteers in Yaroslavl. Development of a possible model of a professionogram and psychogram of volunteers. Conditions for the formation of volunteer personality traits.

thesis, added 06/30/2015


Hierarchical structure of personality according to the model of the mental apparatus in S. Freud’s work “I and It”. The social environment as the source of the emergence of all specific human personality traits. The role of the state in the formation and development of personality.

report, added 05/25/2014


Personal self-identification as an object of sociological analysis. Sociocultural aspect of personal self-identification. The concept of "students" in the context of the sociology of culture. Self-identification portrait of a student in the Stavropol Territory.

dissertation, added 05/28/2007


The concept of personality as a subject and product of social interactions. The study of factors influencing the formation of personality, the process of socialization of personality, stages and agents of socialization, concepts of personality. An endless variety of temperaments and abilities.

Personality is a social phenomenon. It is closely connected with time and expresses everything that is in historical man.

Personality is a conscious and active person who has the opportunity to choose one way of life or another. It all depends on the personal and psychological qualities that are inherent in the individual; they must be correctly understood and taken into account.

Personality- is a human individual acting as a subject of conscious activity and relationships. We can say that personality is an integrity that integrates all mental processes, properties and states. Mental characteristics of a personality are manifested and formed in the behavior, actions and deeds of the individual, i.e. become a person.

The personality of a person as a member of society is in the sphere of influence of various relationships that develop in the process of production and consumption of material goods. The process of personality formation occurs both under the influence of the sphere of political relations and ideology. Ideology as a system of ideas about society has a huge impact on a person, largely shaping the content of his psychology, worldview, individual and social attitudes. The psychology of an individual is also influenced by the relationships of people in the social group to which she belongs.

The study of social personality traits has a very solid tradition, both in general and social psychology. Starting from listing various social qualities of a person through a description of their structure, social psychology came to the conclusion about the need to understand the system of personality qualities. But the principles for constructing such a system have not yet been fully developed. In general terms, the solution is contained, in particular, in the works of A.N. Leontyev. Considering personality itself as a systemic quality, he believed that such an approach should dictate psychology and a new dimension for the study of personality, “this is the study of what, for what and how does a person use what is innate to him and acquired by him?” It is possible, obviously, to build a system of personality qualities, arranging them in accordance with these foundations. But a more detailed answer to the question can be given only by studying the manifestations of personality in those real groups in which its activities are organized.

A person’s upbringing is characterized by various social qualities, reflecting the individual’s diverse relationships to the world around him and to himself. Taken together, these qualities determine the richness and originality of each individual, its uniqueness. In the characteristics of an individual person, some qualities may be absent and may represent a wide variety of combinations.

Social qualities of people are general qualities that are repeated and stable in the behavior of various groups and communities of people.

The philosophical encyclopedia interprets the concept of social qualities this way - this is the concentration of human experience, joint and individual activities of people, their various combinations, compositions, syntheses. Social qualities are contained in the existence of people, in their abilities, needs, skills, knowledge, and their inherent forms of behavior and interaction. Social qualities are developed, spread, and become more complex (or simplified) in the process of developing human contacts, cultural exchanges, economic and other interactions between social communities. Acting as intermediaries between various social qualities, they themselves become part of these qualities and become forms of realization of their existence. In other words, social qualities “come to life” and “live” only in the social process, in the interactions of people and people, people and things, in the dynamics of reproduction and renewal of social existence.

Korobitsyna T.L. characterizes a person’s upbringing with various social qualities that reflect the individual’s diverse relationships to the world around him and to himself. She believes that together these qualities determine the richness and originality of each individual, her uniqueness. In the characteristics of an individual person, some qualities may be absent and may represent a wide variety of combinations. If an important task of education is to promote the flourishing of each individual, then an equally important and responsible task is to ensure that any individual meets the basic criteria accepted in society. In this regard, the task arises of establishing relatively few, but the most important socially significant qualities that can be considered mandatory for the citizens of our country. Such qualities can serve as indicators of good manners, i.e. the level of social development of a schoolchild, which characterize the degree of his readiness for life in society.

N.I. Monakhov identified social qualities that can be developed in younger schoolchildren.

• 1. Partnership - intimacy based on comradely (friendly) relations; joint participation in something on an equal basis; relations between people based on the commonality of their interests, manifested in mutual assistance and solidarity, respect and trust, goodwill and sympathy.
• 2. Respect for elders - a respectful attitude based on recognition of their merits. Respect is one of the most important requirements of morality, implying an attitude towards people in which the dignity of the individual is practically recognized (in appropriate actions, motives, as well as in the social conditions of society).
• 3. Kindness - responsiveness, emotional disposition towards people, the desire to do good to others.
• 4. Honesty - sincerity, integrity, integrity and impeccability; moral quality, reflecting one of the most important requirements of morality. Includes truthfulness, integrity, loyalty to accepted obligations, subjective conviction in the rightness of the work being carried out, sincerity to others and to oneself regarding the motives that guide a person, recognition and respect for the rights of other people to what legally belongs to them.
• 5. Hard work - love of work. Labor is work, occupation, effort aimed at achieving something. Diligence is a moral quality that characterizes the subjective disposition of an individual towards his work activity, externally expressed in the quantity and quality of its results. Its manifestations are labor activity, conscientiousness, diligence, and diligence of the employee. As a social quality of an individual, hard work is one of the expressions of her positive attitude towards work, which psychologically presupposes: the need and habit of working, passion and enjoyment of the work process, interest in achieving a useful result of work.
• 6. Thrift - careful attitude towards property, prudence, economy; a moral quality that characterizes people’s caring attitude towards material and spiritual goods, towards property.
• 7. Discipline (organization) - subordination to discipline (mandatory for all members of any team, submission to the established order, rules); maintaining order.
• 8. Curiosity - a tendency to acquire new knowledge, inquisitiveness; internal interest in obtaining new information in order to satisfy cognitive needs.
• 9. Love of beauty (aesthetic development) - a constant strong inclination, passion for what embodies beauty, corresponds to its ideals
• 10. The desire to be strong, dexterous - a persistent desire to achieve the physical or moral ability to act actively.

Determining the level of development of these social qualities will help determine the level of social development of the student.

Personality is a system of socially significant qualities of an individual, a measure of his mastery of social values ​​and his ability to realize these values.

Personality Research Personality is the most complex mental construct in which many social and biological factors are closely intertwined. A change in even one of these factors significantly affects its relationship with other factors and the personality as a whole. This is due to the variety of approaches to the study of personality - different aspects of the study of personality come from different concepts, they contain a large number of methods and formulations.

VARIETIES OF METHODS: V. M. Bleicher and L. F. Burlachuk (1978) proposed as a conditional the following classification of methods for studying personality: 1) Observation and methods close to it (study of biographies, clinical conversation, analysis of subjective and objective anamnesis, etc.). d.); 2) Special experimental methods (modeling of certain types of activities, situations, some instrumental techniques, etc.); 3) Personality questionnaires and other methods based on assessment and self-esteem; 4) Projective methods.

Personality questionnaires are a type of personality tests that refer to “pencil and paper” type measurement techniques, which allows them to be used in group examinations. Personality questionnaires are a series of standard verbal stimuli - questions or statements, the answers to which are considered as behavioral reactions of a person.

The Hans Eysenck Personality Inventory (EPI) will help you find out the patient’s temperament, determine the type of temperament, taking into account introversion and extroversion of the personality, as well as emotional stability. Diagnosis of self-esteem according to G. Eysenck is, perhaps, a classic technique for determining temperament and one of the most significant in modern psychology.

Instructions. You are asked to answer 57 questions. The questions are aimed at identifying your usual way of behavior. Try to imagine typical situations and give the first “natural” answer that comes to your mind. If you agree with the statement, put a + (yes) sign next to its number; if not, put a - (no) sign next to its number.

Answers that match the key are worth 1 point! Extraversion - introversion: “yes” (+): 1, 3, 8, 10, 13, 17, 22, 25, 27, 39, 44, 46, 49, 53, 56; “no” (): 5, 15, 20, 29, 32, 34, 37, 41, 51. Neuroticism (emotional stability, emotional instability): “yes” (+): 2, 4, 7, 9, 11, 14 , 16, 19, 21, 23, 26, 28, 31, 33, 35, 38, 40, 43, 45, 47, 50, 52, 55, 57. “Lie scale”: “yes” (+): 6 , 24, 36; "no" (): 12, 18, 30, 42, 48, 54.

Extraversion - introversion: more than 19 bright extrovert, more than 15 extrovert, more than 12 tendency to extroversion, 12 average value, less than 12 tendency to introversion, less than 9 introvert, 5 deep introvert. Neuroticism: more than 19 a very high level of neuroticism, more than 13 a high level of neuroticism, 9 - 13 average value, less than 9 a low level of neuroticism. False: more than 4 is insincerity in the answers, which also indicates some demonstrative behavior and the subject’s focus on social approval; less than 4 is the norm.

Brief description of the results An extrovert can be described as a sociable and outward-looking individual, a wide circle of acquaintances, a need for contacts. An introvert is a calm, shy, person prone to introspection. Reserved and distant from everyone except close friends.

For social pedagogy, personal qualities are of interest, on which the success of its socialization depends. These include: individuality, rationality, responsibility, character and temperament, activity and determination, self-control and introspection, direction and will, as well as abilities, needs, motivation, worldview, beliefs, value orientations (T.A. Vasilkova).

Individuality is distinguished by unique natural and socially acquired properties. Being in constant development, individuality is at the same time the most stable quality of a person. Taking into account personal individuality affects the effectiveness of social education.

Reasonableness characterizes the ability to responsibly foresee the results of actions and actions. A responsible attitude towards oneself and external situations distinguishes a socially mature person.

The psychological core of a person is character, which stabilizes his social forms of activity. Character is formed as a result of the socialization of temperament and is manifested in a person’s attitude towards others and himself. Character is “a system of stable motives and modes of behavior that form a behavioral type of personality” (M.I. Enikeev). Character indicates the degree of balance between the internal and external worlds, the characteristics of an individual’s adaptation to the reality around him, and determines the type of interaction with the outside world. Unlike temperament, character is responsible for the social sphere of an individual’s behavior.

Temperament represents the natural inclination of an individual to a certain style of behavior and largely determines mental states. It manifests itself in sensitivity to external influences, emotionality, impulsiveness or restraint, sociability or isolation, ease or difficulty of social adaptation. Temperamental traits are divided into extraversion and introversion.

The activity of a person reflects the degree of interaction with the outside world. A distinction is made between internal activity (implemented in action) and external activity (when performing an uninteresting task). The support in social education should be the internal activity of the individual. Determination serves to develop certain qualities.

When working with a person, you should take into account her needs and be able to influence them. Personal needs are “the need experienced by a person to eliminate deviations from the parameters of life activity that are optimal for him as a biological being, an individual and a personality” (M.I. Enikeev).

Motivation is responsible for the direction of activity, the intensity and duration of maintaining its basic parameters. It is formed in conjunction with the development of worldview, general, individual and special abilities and with the individual’s awareness of his place in life. Motivation is complex, contradictory, changeable and always emotionally charged. There are various motivational states: interests, desires, aspirations, intentions, drives, passions, attitudes (semantic, goal-oriented, operational). By exerting a targeted influence on the motivational states of an individual, it is possible to influence his motivation for learning and development.

Direction demonstrates a tendency in a person’s behavior and is manifested in worldview, spiritual needs and deeds. Orientation represents the value-orientation system of the individual, the hierarchy of basic needs, values ​​and stable motives of behavior. The focus reflects the spiritual and practical sphere. The German psychologist E. Spranger identified the leading personality orientations: scientific person, economic person, aesthetic person, social person, political person, religious person.

Will manifests itself in the ability to overcome obstacles on the way to a goal.

Abilities, according to M.I. Enikeev’s definition, are “a set of innate anatomical, physiological and acquired regulatory properties that determine a person’s mental capabilities in various types of activities.” A person’s abilities and character are formed throughout his life on a certain natural basis. Abilities as a set of innate and acquired properties determine a person’s mental capabilities in various types of activities,

Worldview is a generalized system of views of a person (and society) on the world as a whole, on one’s place in it, understanding and assessing the meaning of one’s life and activities, and the destinies of humanity. This is a set of generalized scientific, philosophical, socio-political, legal, moral, religious, aesthetic value orientations, beliefs, convictions and ideals of people.

Beliefs are a system of views that testify to the formation of a personality and are its core. Socialization is closely related to the development of individual beliefs. It is impossible to arbitrarily change beliefs rooted in the depths of the soul; they can change in conditions of a radical revaluation of values, during critical periods in the life of society and individual development.

Value orientations determine the thoughts, actions and relationships of people, characterizing the essence of personality.

Each of these traits is equivalent and of equal value when analyzing personality.