Ural State Pedagogical University

Background. In recent years, issues related to students' planning of their individual professional future have been the subject of research. Attention is drawn to the fact that this process is associated with the assessment of an individual’s internal capabilities and needs, external offers and requirements; with the image of the desired professional future (professional goals); with the analysis of resources and constraints for achieving the desired professional future; and with the formulation of concrete steps to achieve the intended goal. Purpose. Presentation of the results of a study of attitudes towards the process of planning a professional future among students of a pedagogical university with different motivations for pedagogical activity. Materials and methods. On a sample of students enrolled in full-time and part-time programs at a pedagogical university (n=314, aged 20 to 45), the motives for pedagogical activity and the motives for addressing one's future were measured using psychodiagnostic methods, and the image of the professional future and the factors motivating its planning were identified. Results. Substantive differences in the image of the professional future among students with varying degrees of professional motivation have been identified. It was established that students with a high level of the “Pedagogical Vocation” motive are more likely to characterise their professional future positively and to have a clear goal for achieving it, in contrast to students with low motivation, who tend to resort to avoidance of planning due to heightened anxiety. In turn, the motives prompting consideration of the future are most often internal needs (self-realisation, finding a calling, material comfort). At the same time, external circumstances (the situation in the country and the world, questions from one’s environment) do not often lead to reflections on the professional future. The results of the study can be used for decision-making on the development of the vocational education system and its methodological support, as well as for further scientific research in the field of professional work.

в статье рассматривается важная проблема взаимосвязи ответственности как ключевого личностного качества и особенностей ценностных ориентаций у студентов педагогических специальностей. Данное исследование приобретает особую актуальность в современном образовательном контексте, поскольку профессиональное становление будущего педагога во многом определяется способностью к ответственному выполнению своих обязанностей и наличием устойчивой системы ценностей, адекватных требованиям педагогической деятельности. В теоретической части подробно проанализированы основные подходы к пониманию ответственности как интегративного свойства личности, а также рассмотрены различные концепции ценностных ориентаций и их проявления в профессиональной деятельности. Особое внимание уделено роли данных конструктов в формировании педагогических компетенций и успешности профессионального развития студентов. Эмпирическое исследование проведено на базе Уральского государственного педагогического университета среди студентов младших курсов педагогических специальностей. В качестве основных инструментариев использовались методика многофакторного анализа ответственности и опросник ценностных ориентаций, позволяющие получить комплексную картину изучаемых явлений. Обработка полученных данных осуществлялась современными методами математической статистики. В результате установлена положительная взаимосвязь между уровнем ответственности и такими ценностями, как коллективизм, самостоятельность и альтруизм. Также выявлены отрицательные связи с характеристиками пассивности и зависимого поведения. Полученные выводы имеют как теоретическое значение для развития представлений о структуре ответственности личности, так и практическую значимость для организации психологической работы в вузах по формированию профессионально важных качеств будущих педагогов. this article examines the important relationship between responsibility as a key personal quality and the characteristics of value orientations in students majoring in teaching. This study is particularly relevant in the modern educational context, as the professional development of future teachers is largely determined by the ability to responsibly fulfill their duties and the presence of a stable value system adequate to the requirements of teaching. The theoretical section provides a detailed analysis of the main approaches to understanding responsibility as an integrative personality trait, as well as various concepts of value orientations and their manifestations in professional activity. Particular attention is paid to the role of these constructs in the development of pedagogical competencies and the success of students' professional development. The empirical study was conducted at the Ural State Pedagogical University among junior students majoring in teaching. The primary tools used were a multivariate responsibility analysis method and a value orientation questionnaire, which provide a comprehensive picture of the phenomena under study. The data obtained were processed using modern methods of mathematical statistics. As a result, a positive correlation was found between the level of responsibility and values such as collectivism, independence, and altruism. Negative correlations with characteristics of passivity and dependent behavior were also identified. These findings have both theoretical significance for developing understanding of the structure of individual responsibility and practical implications for the organization of psychological work in universities to develop professionally important qualities in future teachers.

The article presents the results of a theoretical analysis on the problem of studying the reproductive culture of behavior and the development of commitment to conscious parenting among students in an educational environment. Methodological approaches to the study of the peculiarities of attitudes towards parenthood, family life and the birth of children in people of reproductive age are considered in detail, the problem of defining the scientific concept of "reproductive culture of behavior" is revealed, scientific approaches to parenthood are considered, scientific concepts such as "conscious parenting" and "responsible parenting" are analyzed. The author's definition of the scientific concept "culture of reproductive behavior" is presented, and a model for the formation of a reproductive culture of behavior among students in an educational environment is formed. Based on the analysis of empirical and theoretical data, the authors have proved that psychological and pedagogical support is one of the effective methods of forming or improving the reproductive culture of behavior among students. A model of psychological and pedagogical support is presented, aimed at developing a culture of reproductive behavior and a conscious attitude towards parenthood among students.

Introduction. The problem of vandalism in the urban environment remains relevant due to its impact on the psycho emotional state of residents. Studying young people's perceptions of the acceptability of vandalism and its relationship with the characteristics of urban space allows for a broader understanding of the mechanisms underlying its perception and an assessment of the risks of its spread. Materials and methods. The sample consisted of 582 students from secondary vocational educational institutions and universities in Yekaterinburg aged 14–29 years (63.2% female, 36.8% male). Data were collected using an original online questionnaire. The instrument included two blocks: the first was aimed at studying normative attitudes and subjective perceptions of behavioral patterns of vandalism; the second was aimed at examining the implicit structures of urban environment perception using a projective method (semantic differential technique). Results. A statistically significant discrepancy between the imag