The term “student” is of Latin origin, translated into Russian means someone who works hard, studies, i.e. acquiring knowledge. A student as a person of a certain age and as a person can be characterized from three sides:

1) with psychological, which represents the unity of psychological processes, states and personality traits - orientation, temperament, character, abilities, on which the course of mental processes, the occurrence of mental states, and the manifestation of mental formations depend.

2) with social, which embodies social relations, qualities generated by the student’s belonging to a certain social group, nationality, etc.

3) with biological, which includes the type of higher nervous activity, the structure of analyzers, unconditioned reflexes, instincts, physical strength, physique, facial features, skin color, eyes, height, etc. This side is mainly predetermined by heredity and innate inclinations, but within certain limits it changes under the influence of living conditions.

The study of these aspects reveals the qualities and capabilities of the student, his age and personality characteristics. Thus, if we approach a student as a person of a certain age, then he will be characterized by the smallest values ​​of the latent period of reactions to simple, combined and verbal signals, the optimum of the absolute and differential sensitivity of the analyzers, and the greatest plasticity in the formation of complex psychomotor and other skills. Compared to other ages, adolescence shows the highest speed of working memory and switching of attention, solving verbal and logical problems, etc. Thus, student age is characterized by the achievement of the highest, “peak” results, based on all previous processes of biological, psychological, and social development.

The age of 18-20 years is the period of the most active development of moral and aesthetic feelings, the formation and stabilization of character and, most importantly, mastery of the full range of social roles of an adult: civil, professional and labor, etc. This period is associated with the inclusion of a person in an independent production activity, the beginning of a work history and the creation of one’s own family. The transformation of motivation, the entire system of value orientations, on the one hand, the intensive formation of special abilities in connection with professionalization, on the other, distinguish this age as the central period for the formation of character and intelligence. This is the time of sports records, the beginning of artistic, technical and scientific achievements. Continuously increasing creative possibilities, the development of intellectual and physical strength, which are accompanied by the flourishing of external attractiveness, also conceal the illusion that this increase in strength will continue “forever”, that the best life is still ahead, that everything planned can be easily achieved.

The time of studying at a university coincides with the second period of youth or the first period of maturity, which is characterized by the complexity of the formation of personal traits - a process analyzed in the works of such scientists as B. G. Ananyev, I. S. Kon, V. T. Lisovsky, 3. F. Esareva and others. A characteristic feature of moral development at this age is the strengthening of conscious motives of behavior. Such qualities as purposefulness, determination, perseverance, independence, initiative, and self-control are noticeably strengthened. Interest in moral problems (goals, lifestyle, duty, love, fidelity, etc.) increases.

The competency-based approach is considered one of the main goals higher education creating conditions for the development of a new type of sociocultural orientation and life activity aimed at self-development and self-improvement presupposes the development personal qualities and the qualification characteristics of the graduate as a self-determining individual and a responsible subject, ensuring his competitiveness in the labor market, career success, both professionally and in official and status terms, conditioned by professional and social competence.

Student age is the age of active formation of personal self-improvement competencies aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. These include:

The ability of value-semantic orientation in the world (understanding the value of being, life, health; the value of culture, science, production, the history of civilization, one’s own country, religion);

The ability to reflect (awareness, comprehension, prediction of the process and results of one’s activities and behavior);

Possession of methods of self-knowledge, self-improvement, formation of psychological literacy, culture of thinking and behavior;

The ability to accept oneself as a free and responsible, self-confident person with self-esteem.

At the same time, experts in the field of developmental psychology and physiology note that a person’s ability to consciously regulate his behavior at the age of 17-19 is not fully developed. Unmotivated risk and inability to foresee the consequences of one’s actions, which may not always be based on worthy motives, are common.

Youth is a time of introspection and self-esteem. Self-esteem is carried out by comparing the ideal self with the real one. But the ideal “I” has not yet been verified and may be random, and the real “I” has not yet been fully assessed by the individual himself. This objective contradiction in the development of a young person’s personality can cause internal self-doubt in him and is sometimes accompanied by external aggressiveness, swagger, or a feeling of being misunderstood.

Adolescence, according to Erikson, is built around identity crisis, consisting of a series of social and individual personal choices, identifications and self-determinations. The fact of entering a university strengthens the young man’s faith in his own strengths and abilities, gives rise to hope for a full-blooded and interesting life. At the same time, in the second and third years, the question often arises about the correct choice of university, specialty, and profession. TO end of III The course finally resolves the issue of professional self-determination. However, it happens that at this time decisions are made to avoid working in their specialty in the future. There are often shifts in the mood of students - from enthusiastic (in the first months of studying at a university) to skeptical when assessing the university regime, teaching system, individual teachers, etc.

The term " self-determination" is used in various meanings: they talk about self-determination cultural, national, political, religious, economic, personal, etc.

Personal self-determination occurs at the level of values. In psychological terms, a self-determined personality is “a subject who has realized what he wants (goals, life plans, ideals), what he can (his capabilities, inclinations, gifts), what he is (his personal and physical properties), what he wants from him.” or is waiting for a collective, a society; a subject ready to function in the system of social relations. Self-determination, therefore, is “a relatively independent stage of socialization, the essence of which is the formation in the individual of an awareness of the purpose and meaning of life, readiness for independent life based on the correlation of his desires, existing qualities, capabilities and requirements placed on him by others and society."

Self-determination acts as self-determination; the concept of self-determination expresses the active nature of “internal conditions, being true to oneself. The central point of self-determination is considered by K.A. Abulkhanova-Slavskaya to be self-determination, one’s own activity, a conscious desire to take a certain position. According to K.A. Abulkhanova-Slavskaya, self-determination is an individual’s awareness its position, which is formed within the coordinates of the system of relations. At the same time, she emphasizes that the self-determination and social activity of the individual depends on how the system of relations develops (to the collective subject, to one’s place in the team and its other members).
Professional self-determination It is customary to consider it as the choice and implementation of a method of interaction with the outside world, finding meaning in this activity. Professional self-determination is the desire to determine one’s place in life, in society, to understand one’s social, national and personal interests through the coordination of intrapersonal and socio-professional needs.

Russian psychology has accumulated a wealth of experience in studying the problem of professional self-determination. As S.L. Rubinstein noted, the specificity of human existence lies in the degree of correlation between self-determination and determination by others (conditions, circumstances), in the nature of self-determination in connection with the presence of consciousness and action in a person.

In modern psychological science, there is a tendency to highlight the problem of professional self-determination in the context of the processes of life and personal self-determination (K. A. Abulkhanova, E. A. Klimov, L. M. Mitina, M. R. Ginzburg, etc.).

In the works of K. A. Abulkhanova, professional self-determination is considered inextricably linked with the choice of life path, life self-determination. In her opinion, from the connection between the individual and the profession comes the prospect and retrospective of the individual, and the choice of profession depends on the nature of this connection. This idea is supported by the research of L. M. Mitina, who believes that the development of personality (its integral characteristics) determines the choice of profession and preparation for it, but also this choice itself, and the development of one or another professional activity determine the strategy for the development of the individual as a whole.

Consideration of the process of professional self-determination as part of personal development involves the mention of such concepts as life perspective, life plan, psychological time.

These constructs are characteristic and unfold fully during early adolescence, when the emergence of a new psychosocial developmental situation leads to the formation of a new and fundamental need for this age - the need for life and professional self-determination. Successful self-determination is characterized by:

1. The presence of components of the psychological present that perform the function of self-development (self-knowledge and self-realization) and include: a formed value-semantic core (a wide range of personally significant positive values, the experience of meaningfulness of one’s own life, existential orientation); self-realization, which should be creative in nature and have a wide range of areas;

2. The presence of components of the psychological future, providing a semantic and time perspective and including: personal projection of oneself into the future, when a young person, relying mainly on his own strengths, sees a wide range of future values ​​in an emotionally attractive light. The choice of profession (its stability, certainty in a specific profession, the presence of professional requirements for the profession) significantly characterizes the semantic future and the success of self-determination in adolescence; planning itself, which is characterized, first of all, by a positive attitude towards planning and the presence of plans, an idea of ​​​​the means of achieving goals, and length in time.

Traditional organization pedagogical process often does not imply the need and possibility of choice (type of activity, partner in its implementation, method of activity, form of presentation of the final product of activity, etc.), narrows the scope of creative self-realization, slows down the achievement of identity and professional self-determination. This problem is especially relevant for student age, since this age, in addition to active self-determination in the profession, is also characterized by life self-determination regarding one’s own personality, the search for the meaning of life, the development of a worldview, i.e. search for identity.

Among the personal characteristics that determine the process of professional self-determination at a university, most researchers name the formation of emotional-volitional and communicative qualities of the individual, a reduced tendency to depression and anxiety, structured systems of personal meanings, the formation of life-meaning orientations, and high meaningfulness of life. These qualities are characteristic of students who are successful in professional self-determination and are interconnected with a high level of meaningfulness in life.

The following are considered as criteria for the success of professional self-determination at a university:

Choosing a field of professional activity based on inclinations, abilities and interest in the profession;

Development of a strong interest in disciplines that are clearly oriented towards the profession throughout the educational process at the university;

Availability of professional plans and desire for their earlier implementation;

Passion for the process of mastering a profession during periods of educational and industrial practice.

The incompleteness of professional self-determination of students, its extension over time, in many cases is the reason for a person’s lack of satisfaction with his profession and a decrease in activity efficiency, which, in turn, affects a person’s mental health.

Student age, according to B. G. Ananyev, is a sensitive period for the development of the basic sociogenic potentials of a person. Higher education has a huge impact on the human psyche and the development of his personality. During their studies at a university, in the presence of favorable conditions, students develop all levels of their psyche. They determine the direction of a person's mind, i.e. form a way of thinking that characterizes the professional orientation of the individual.

To successfully study at a university, you need a fairly high level of general intellectual development, in particular perception, ideas, memory, thinking, attention, erudition, breadth of cognitive interests, level of proficiency in a certain range of logical operations, etc. With a slight decrease in this level, compensation is possible due to increased motivation or performance, perseverance, thoroughness and accuracy in educational activities. But there is a limit to such a decrease, at which compensatory mechanisms do not help, and the student may be expelled.

Psychological development the student’s personality is a dialectical process of the emergence and resolution of contradictions, the transition of the external to the internal, self-movement, and active work on oneself. B. G. Ananyev represented the development of personality as an integration increasing in scale and level - the formation of substructures and their increasingly complex synthesis. On the other hand, there is a parallel process of increasing differentiation of mental functions (development, complication, “branching” of mental processes, states, properties).

2.Social and psychological portrait of a student

The educational process at the university is aimed at developing the student as a person of high culture. I.A. Zimnyaya notes that in the full sense of this concept cultured person- this is a person:

- aware on the basis of continuous improvement knowledge systems, their own worldview, their place in the World and themselves as an active exponent of a socially positive attitude towards the World (nature, society, other people, work, themselves) and able to express it in a verbal and/or figurative form adequate to the conditions of various situations of various social interactions;

- feeling, understanding, preserving and enhancing the Beauty of the World - its harmony, proportion, diversity, exclusivity, etc. and himself as a representative of homo sapiens in Universal Life;

- seeking to improve his spiritual life in the process of internationalization of universal human values ​​of Good, Love, Loyalty, Honor, Dignity, personal and social responsibility; implementing the values ​​of a healthy lifestyle;

- organizes own behavior, speech and labor activity in accordance with imperatives, norms (rules, national traditions, etiquette, etc.), prescribed by certain historically determined stages of the development of society and taking into account the requirements of role, status and positional relationships.

A cultured adult person is characterized by such qualities and properties as:

Respect for the dignity of another person and the preservation of one’s own dignity in various situations of social interaction (everyday, professional, public), i.e. culture of personality, self-regulation;

Human adequacy ( appearance, behavior, communication) situations of everyday, professional, social interaction, i.e. culture of life, work, recreation, healthy lifestyle, communication;

Compliance with ethno-sociocultural traditions, customs, norms, etiquette in mono- and cross-cultural interaction, i.e. culture of normative behavior, etiquette, attitude, social interaction;

Current readiness to use the general cultural individual fund of knowledge (humanitarian, natural science, economic, political, legal, etc.), formed by the content of complete secondary and higher education in the process of solving problems of social interaction, i.e. culture of intellectual and subject activity, culture of intellect;

The insatiability of the need to satisfy and continue personal sociocultural (moral, intellectual, aesthetic, etc.) development and self-development, i.e. culture of self-regulation, personal self-determination;

Orientation in the main value and semantic dominants modern world, countries (painting, music, literature, architecture, etc.), i.e. general civilization culture;

Social responsibility for oneself, one’s behavior, responsibility for the well-being of others, i.e. culture of social life[ 3].

To achieve a new quality of education, prepare a cultured citizen and a competent, competitive specialist, it is necessary to use a personal-activity approach in the educational process, where the student acts as a full-fledged subject of knowledge and self-development. The priority goal here can be the formation of a viable personality in the conditions of the developing Russian society, the development of the subjective qualities of the individual, his social activity and responsibility for the quality of his vocational education.

The student’s activity is of great social importance, since its main purpose is to ensure the training of specialists for various sectors of the national economy, to realize social needs for people with higher education and appropriate upbringing. The main activity of a student is to study, participate in scientific and social life, in various events that are held for educational and educational purposes. To the number characteristics of student activities should include: the originality of goals and results (preparation for independent work, mastery of knowledge, skills, experience in educational and research activities, development of personal qualities), the special nature of the object of study (scientific knowledge, information about future work); the student’s activities take place under planned conditions (programs, study periods); special means of activity - books, laboratory equipment, etc.; The student’s activities are characterized by low intensity of mental functioning and unusually high intellectual tension; During their activities, students experience overload and tasks arise that cause tension (taking exams, tests, completing tests, etc.).

The subjective characteristics of a student as a social subject are his awareness of himself as a subject, i.e. self-awareness is an active activity to transform oneself, self-improvement. At the personal level, the formation of subjectivity among students ensures their stability in the social environment, which is manifested in their vitality, development of vitality and competitiveness in all spheres of social life. Vitality can be considered as one of the basic characteristics of the manifestation of subjectivity, since it presupposes high social activity of the individual, aimed at transforming the external natural and social environment and at shaping oneself in accordance with given goals.

The level of subjectivity today largely determines the competitiveness of young people in the modern surplus labor market, especially in social and humanitarian specialties. Since youth are a social-age group of the population that is in the stage of its social and personal development, in this area important stages for young people will be: professional self-determination, professional development as specialists in the vocational training system and professional self-realization in the workplace in their chosen specialty . The activity of the individual here manifests itself both at the stage of conscious choice of profession, and at the stage of obtaining professional education and qualifications of a certain level, in demand in the labor market.

The professional training of a student as a future specialist includes a professional component (relevant knowledge and skills), the formation of professionally important personal qualities (by type of profession), as well as professional socialization. The subjective approach to education in this case will orient the educational process not only towards the development of various competencies, as is assumed in accordance with the orientation of education towards the Bologna process and the requirements of the Federal State Educational Standard for Higher Professional Education, but also towards the formation of the corresponding abilities in the future specialist: technological, creative, organizational and others necessary for a specialist to effectively perform professional activities.

There are two aspects in the formation of subjectivity - existential subjectivity and activity subjectivity. The first is aimed at development inner world a young man, his internal activity and psychological qualities that will allow him to become viable and realize himself as an independent subject of his own life.

The structure of an individual’s existential subjectivity also includes such a systemic element as a worldview, which determines the life-meaning priorities and sociocultural orientation of a young person’s self-development. In addition, subjectivity in this aspect ensures a person’s psychological stability and the development of his individuality by increasing the level of his subjective position in relation to his own existence and self-development.

Activity subjectivity associated with the manifestation of the vitality and vitality of the subject in the external social environment. Viability can be considered as the potential of vital forces available to a social subject in various spheres of their manifestation. It will consist of the manifestation of a person’s vital forces, first of all, in the effective performance of social roles and functions in accordance with the requirements of society.

In the process of his sociocultural formation, in order to create a resource of vitality, a young person needs to master social roles through active participation in various types of social life, develop his inclinations, forming abilities for the corresponding types of sociocultural activities. Here, an important role is played by the concept of “human subjectivity in life,” which is defined as “the ability to satisfy his needs through active activity in the main spheres of society. The subjective approach in the educational process is considered as a cognitive process, where the student acts as a full-fledged subject of knowledge and self-development as a citizen of Russian society, taking responsibility for the quality of his professional education.

Students Kabantseva O.A. Faculty Part-time study Specialties preschool education

Correspondence Master's program

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Subject. Psychological characteristics of a student's age.

Introduction.

2) Social and psychological characteristics of student age.

3) Psychological neoplasms of student age.

4) Specifics of the student’s educational motivation.

Conclusion.

Introduction.

The development and functioning of education as a social structure of society is determined by all the conditions (economic, political, socio-cultural) of its existence as a whole. Education, along with other forms of social reality (culture, science, religion), is going through difficult, ambiguous times. Crisis phenomena are reflected primarily in the field of education. At the same time, during periods of crisis, society places higher demands on education that fulfills its social order in training specialists who have deep, stable knowledge in their professional field, who quickly navigate changing living conditions, who are able to quickly learn and retrain, and who are ready for social contacts - communicating with other people.

In the current situation, it is the sphere of education that creates the phenomenon of the modern world - the ability to “be” in changing circumstances and actively participate in the changes taking place. The sphere of university education is the most responsible link in the professional training of specialists in the chain of organized institutions of the educational system. University teachers and researchers must not only have the latest scientific information; it is not the knowledge that becomes more valuable, but the very methods of obtaining it, as certain “intellectual tools” that “crystallize” in the course of their activities, and are then applied as generalized structures in new conditions. The primary task of higher education is to help students master the means of thinking and activity. University education is, as is known, the final stage of the process of general educational training and the main stage of specialization and professional training. The quality of the organization of the learning process at this stage largely determines a person’s further comfortable stay in future professional activities, his readiness to solve non-routine, non-standard problems in production and communication situations, as well as his subjective existence in the process of interaction with other people. The content of education as the most important factor of economic and social progress should be aimed at “ensuring the self-determination of the individual, creating conditions for his self-realization”; it should ensure “the formation in the student of knowledge adequate to the modern level and the level of educational program(stages of education) pictures of the world.” In this regard, the single goal of the educational system at all its levels and stages - creating conditions for the comprehensive development of the individual - takes on a special meaning at this educational level.
In Russian psychology, the leading role of education and training in the development of the psyche (without denying the role of heredity) is traditionally emphasized as its necessary conditions (P.P. Blonsky, L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, G. S. Kostyuk, A.V. Zaporozhets, P.Ya. Galperin, N.F. Talyzina and many others). Education, while stimulating development, at the same time relies on it. “The most complex dynamic dependencies are established between the processes of learning and development, which cannot be covered by a single, pre-given, a priori, speculative formula” (L.S. Vygotsky).

The process of mental development is considered by most researchers as a dynamic process of qualitative and quantitative changes, during which new mental formations arise on the basis and through the differentiation of previous structures. Recently, the concept of “unlimited development” has become widespread in Russian psychology (B.G. Ananyev, L.I. Antsyferova, I.S. Kon, K.K. Platonov, A.V. Tolstykh, etc.), according to which development is an evolutionary-involutionary forward movement that does not stop until the cessation of life itself. This suggests that if mental development continues throughout life and its indicators are mental new formations and features specific to each age period (which is reflected in numerous periodizations of child development), then student age as a socio-psychological age category characterized by The intensive development of the entire structure of the personality, including the intellectual system, is also characterized by certain mental new formations and mental characteristics. Research has shown that at student age, further mental development of a person occurs, a complex restructuring of mental functions within the intellect, the entire structure of the personality changes due to entry into new, broader and more diverse social communities (B.G. Ananyev, M.D. Dvoryashina, L.S.Granovskaya, V.T.Lisovsky, I.A.Zimnyaya, I.S.Kon, etc.). The study of the patterns of human development at student age as a period of intensive intellectual development, the formation of educational and professional activities, assimilation of the role of a student, and entry into a new, “adult” life allows us to talk about the mental characteristics of student age.

1) Students are a separate age category.
Student age is a special period in a person’s life. The merit of the formulation of the problem of students as a special socio-psychological and age category belongs to the psychological school of B.G. Ananyeva. In the studies of L.A. Baranova,

M.D. Dvoryashina, 1976; E.I. Stepanova, 1975; L.N. Fomenko, 1974; as well as in the works of Yu.N. Kulyutkina, 1985, V.A. Yakunina, 1994 and others, a large amount of empirical observational material has been accumulated, experimental results and theoretical generalizations on this problem are presented.
Student age, according to B.G. Ananyev, is a sensitive period for the development of the basic sociogenic potentials of a person. Higher education has a huge impact on the human psyche and the development of his personality. During their studies at a university, in the presence of favorable conditions, students develop all levels of their psyche. They determine the direction of a person's mind, i.e. form a way of thinking that characterizes the professional orientation of the individual. Successful study at a university requires a fairly high level of general intellectual development, in particular perception, memory, thinking, attention, and the level of proficiency in a certain range of logical operations.
With the massive transition to a multi-level structure of training at a university, university education specialists note that in order to achieve high level scientific and practical training of students, it is necessary to solve two main problems: to ensure the opportunity for students to obtain deep fundamental knowledge and to change approaches to organizing educational activities in order to improve the quality of education, develop Creative skills students, their desire for the continuous acquisition of new knowledge, as well as take into account the interests of students in self-determination and self-realization (A. Verbitsky, Yu. Popov, E. Andresyuk).

Organizing and improving the system of lifelong education for students is impossible without a holistic understanding of the mental and cognitive activity of the student and an in-depth study of the psychophysiological determinants of mental development at all levels of education (B.G. Ananyev, 1977; V.V. Davydov, 1978; A.A. Bodalev , 1988; B.B. Kossov, 1991; The most important principle in this case is the principle of an integrated approach to studying the abilities of students. When organizing and improving the system of continuous education, it is necessary to rely not only on knowledge of the laws of mental development, but also on knowledge individual characteristics students and, in this regard, systematically guide the process of intellectual development.

Student age is usually considered to be the time period from 18 to 25 years, although a person who goes beyond this interval may have the status of a student. Therefore, the student period is described as a set of age and social characteristics associated not only with the age characteristics of the student, but also with the specifics of the activity and the role performed by the individual.

As a separate age period, the student period was identified relatively recently. Starting with L.S. Vygotsky, in Russian psychology the tradition has been to attribute adolescence to the initial period of adulthood, to that transitional stage when childhood has already ended and the formation of a mature personality has begun.

Student age itself has been identified as a separate period only since the 1960s. This is due to the psychophysiological research of the Leningrad school under the leadership of B.G. Ananyeva. Studenthood correlates with late adolescence and early adulthood. It represents the initial stage of adulthood, as it is “the transitional phase from maturation to maturity.”

I.A. Zimnyaya considers students as “a special social category, a specific community of people organized by an institute of higher education.” She highlights a row in it distinctive characteristics: fairly harmonious development of social and intellectual maturity, high cognitive motivation, high educational level and very high social activity. Student age is marked by intensive general psychological development: active socialization, achievement of maturity in intellectual and personal terms, complication of the structure of higher mental functions. From the point of view of biological age, studenthood corresponds to the period of adolescence, which is a transition from childhood to adulthood. In foreign literature, based on this, studenthood is associated with growing up.

In ancient times, youth was associated with the period of preparation for adult life, but depending on the historical era, this acquired different social meanings. The scientific definition of youth appeared, in a historical sense, quite recently. Philosophers and scientists of previous eras, as a rule, had a vague idea of ​​its age limits and psychological characteristics, preferring vague definitions.

Age boundaries have always shifted over time as social conditions have changed, but the content of the age period has changed little. Adolescence has always been viewed in terms of the completion of physical maturation, as well as the period of initial maturation and the achievement of social maturity. Youth, as a rule, in various cultures has had and continues to have characteristics that are not chronological, but status. A young person is not so much a person of a certain age as a person of a special position in society. Through the analysis of various societies, a certain interdependence of age and social status is revealed: upon reaching a certain chronological age, a person assumes an appropriate social role; at the same time, this age itself determines what roles he can take. Specifics of youth, according to K.A. Abulkhanova-Slavskaya, in that she begins a series of ages for which there is no clear interdependence of age and social status. Status ceases to be age-related and becomes personal.

During adolescence, there is an active formation of professional self-determination, the development of self-awareness, and the subject enters the stage of adulthood. Professional interests are formed, cognitive activity becomes purposeful, the time perspective greatly expands, the life path becomes more defined, work motivation and the desire for socially useful activities appear.

As noted by A.V. Tolsty, youth is characterized by maximum performance, the ability to endure physical and mental stress of the greatest intensity, as well as to master the most complex intellectual skills. The period is marked by maximum ease in mastering the psychological and physical qualities necessary for successful activities in the chosen professional field.

As noted by M.B. Aliyev, three areas can be distinguished to characterize students:

1) Psychological, namely, psychological properties. Abilities determined by the work of a number of higher mental functions are at the optimal level of development: switching attention, working memory, solving verbal and logical problems.

2) Social, associated with belonging to a certain social group - students.

3) Biological, or psychophysiological, due to the characteristics of psychomotor function, analyzers and higher nervous activity. The optimal speed of reaction to signals of various types is noted - simple, verbal and combined. The rate of formation of new connections, as well as their restructuring, is also at an optimal level. The formation of motor skills, even complex ones, occurs as quickly as possible and does not encounter significant resistance.

This determines the achievement during the student period of maximum results in all areas: physical, personal and social, which is supported by the formation of the necessary prerequisites.

Among the student’s personal characteristics, one can note the intensive formation of aesthetic and moral self-awareness, the establishment and consolidation of basic character traits, and also, what is key for this age, the assimilation of the entire spectrum of adult roles: civil, legal, professional, etc. At this age the phenomenon of “economic activity” appears, which means involvement in production activities, the emergence of work experience, as well as the formation of a family. During the student period, on the one hand, the entire motivational and value sphere of the individual is rebuilt, the main part of the character is formed, on the other hand, the intellect and individual cognitive abilities intensively develop, adapting to the corresponding educational and professional activities. All resources are updated for ever-expanding achievements in sports, science and technology, and creativity.

Achieving optimal physical and mental development is accompanied by a number of restrictions that may appear in connection with the specifics of self-awareness during the student period. Due to the intense receipt of positive reinforcement from a variety of achievements and expanding opportunities that were previously unavailable, the student’s time perspective becomes subject to “illusions of eternity.” The idea arises in the mind that such a state with constantly becoming more complex and increasing skills will last constantly and there is no need to rush. This is where unrealized opportunities arise due to insufficient efforts to actualize them.

In terms of time, studying at a university corresponds to the second period of adolescence or the first period of maturity, which is associated with a particularly complex course of personality formation. Moral development at this age is characterized by intense actualization of conscious motivation. This determines the formation and strengthening of traits that were not relevant at the previous stage of development: independence, initiative, determination, self-control, determination, perseverance. Moral consciousness intensively develops, understanding of problems associated with duty, fidelity, life purpose, etc. is updated.

At the same time, data from developmental psychology and developmental physiology indicate that conscious regulation of behavior is not yet fully formed by the age of 17-19. Sometimes there is insufficient planning of one’s own actions, impulsiveness and thoughtlessness of behavior, and motives are not always socially acceptable and reflect the immaturity of the personal sphere.

The period of adolescence is characterized by active reflection of one’s own personality. The subject compares the “Real Self” and the “Ideal Self,” while the former is not sufficiently analyzed by the person himself, while the “Ideal Self” is created uncritically and has the properties of variability and situationality. Significant inconsistency in the reflection process often leads the student to self-doubt and inconstancy and external illogical behavior.

Student research under the guidance of V.T. Lisovsky suggested studying it as a special social group. Students are a group of young people united by a certain type of activity - a special vocational training, a unified system of motives and goals, age (from 18 to 25 years), the same level of education. Membership in a group is always temporary and limited to a fixed period (usually 5 years). Among the characteristic features of the group, the specificity of work activity stands out, the key property of which is the assimilation and operation of a system of new knowledge, skills and abilities, as well as the independent search for knowledge. Another feature is belonging to a large group - youth - in which students act as the most numerous, advanced and socially active part.

Students as social group characterized by partially independent participation in production activities, a specific organization of life and work, a special form of social behavior and characteristics of value orientations. Distinctive features of students are social prestige, more intense interaction with a wide variety of social groups, actualization of life-meaning orientations, progressive thinking and activity, and interest in new ideas.

In relation to students of so-called “creative” specialties, we can talk about the qualitative specificity of their personal characteristics. In particular, in the study by O.E. Kostyuchenkova, based on an analysis of many advisory conversations with students of creative and non-creative specialties, revealed similarities in the areas in which both groups experience psychological difficulties, but differences in the underlying causes of these difficulties. “Creative” students are characterized by the presence of an egocentric position, which is expressed in demonstrativeness, selfishness, striving for primacy, superiority, and at the same time, closedness to others, the presence of a defensive position. This is due both to the specifics of the individual’s creative orientation and to the peculiarities of the choice of profession on the part of an individual with an egocentric position.

Thus, the period of studenthood is characterized by a number of psychological characteristics that are determined both by age specifics and by the main activity - obtaining vocational education, as well as by special socio-economic status. Studenthood is considered by most researchers as the first period of adulthood, which is marked by a gradual entry into adult life, taking full responsibility, asserting independence, the first experience of professional activity. This is a period of optimal development of all body systems, intensive development of cognitive processes, as well as a period of highest achievements in sports and a number of other areas of activity. This is a time of social activity, freedom of opinion and the establishment of deep interpersonal connections. In addition, students of creative specialties are characterized by an egocentric position in creativity, educational and professional activities and interpersonal interaction, as well as a certain amount of eccentricity and demonstrativeness.

instinct character emotion students

In Russian psychology, the problem of adulthood was first posed in 1928 by N.N. Rybnikov, who called new section developmental psychology, studying mature personality, “acmeology”. Psychologists have been interested in the problem of a child’s mental development for quite a long time, and a person has become a “victim of childhood.” The psychology of mature ages, which includes student age as a transition from youth to maturity, has become a relatively recent subject of psychological science. Here, adolescence was considered in the context of the completion and winding down of mental development processes and was characterized as the most responsible and critical age.

L.S. Vygotsky, who did not specifically consider the psychology of adolescence, was the first to not include it in childhood, clearly distinguishing childhood from adulthood. “The age from 18 to 25 years is more likely the initial link in the chain of adult ages than the final link in child development...” Consequently, unlike all earlier concepts, where youth traditionally remained within the boundaries of childhood, it was first named by L.S. Vygotsky’s “beginning of mature life.” Later this tradition was continued by domestic scientists.

Students as a separate age and socio-psychological category were identified in science relatively recently - in the 1960s by the Leningrad psychological school under the leadership of B.G. Ananyev in the study of psychophysiological functions of adults. As an age category, students correlate with the stages of development of an adult, representing a “transitional phase from maturation to maturity” and is defined as late adolescence - early adulthood (18-25 years). The identification of students within the era of maturity - adulthood is based on a socio-psychological approach.

Considering students as “a special social category, a specific community of people organized by an institute of higher education,” I.A. Zimnaya highlights the main characteristics of student age, distinguishing it from other groups of the population by its high educational level, high cognitive motivation, the highest social activity and a fairly harmonious combination of intellectual and social maturity. In terms of general mental development, studenthood is a period of intensive socialization of a person, the development of higher mental functions, the formation of the entire intellectual system and the personality as a whole. If we consider students, taking into account only biological age, then it should be attributed to the period of adolescence as a transitional stage of human development between childhood and adulthood. Therefore, in foreign psychology this period is associated with the process of growing up.

A student as a person of a certain age and as a person can be characterized from three sides:

• 1) with psychological, which represents the unity of psychological processes, states and personality traits. The main thing in the psychological side is mental properties (direction, temperament, character, abilities), on which the course of mental processes, the occurrence of mental states, the manifestation of mental formations depend;
• 2) social, which embodies social relations, qualities generated by the student’s belonging to a certain social group or nationality;
• 3) with biological, which includes the type of higher nervous activity, the structure of analyzers, unconditioned reflexes, instincts, physical strength, physique, etc. This side is mainly predetermined by heredity and innate inclinations, but within certain limits it changes under the influence of living conditions.

The study of these aspects reveals the qualities and capabilities of the student, his age and personal characteristics. If we approach a student as a person of a certain age, then he will be characterized by the smallest values ​​of the latent period of reactions to simple, combined and verbal signals, the optimum of absolute and differential sensitivity of analyzers, and the greatest plasticity in the formation of complex psychomotor and other skills. Compared to other ages, adolescence shows the highest speed of working memory and switching of attention, solving verbal and logical problems. Consequently, student age is characterized by the achievement of the highest, “peak” results, based on all previous processes of biological, psychological, and social development.

If we study the student as an individual, then the age of 18-20 years is the period of the most active development of moral and aesthetic feelings, the formation and stabilization of character and, most importantly, mastery of the full range of social roles of an adult: civil, professional and labor, etc.

This period is associated with the beginning of “economic activity”, by which demographers understand the inclusion of a person in independent production activities, the beginning of a work biography and the creation of his own family. The transformation of motivation, the entire system of value orientations, on the one hand, the intensive formation of special abilities in connection with professionalization, on the other, distinguish this age as the central period for the formation of character and intelligence. This is the time of sports records, the beginning of artistic, technical and scientific achievements.

Student age is also characterized by the fact that during this period the optimum development of intellectual and physical strength is achieved. But often “scissors” appear between these possibilities and their actual implementation. Continuously increasing creative possibilities, the development of intellectual and physical strength, which are accompanied by the flourishing of external attractiveness, also conceal the illusion that this increase in strength will continue “forever”, that the best life is still ahead, that everything planned can be easily achieved.”

The time spent 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.

At the same time, experts in the field of developmental psychology and physiology note that a person’s ability to consciously regulate his behavior at the age of 17-19 is not fully developed. Unmotivated risk and inability to foresee the consequences of one’s actions, which may not always be based on worthy motives, are common. So, V.T. Lisovsky notes that 19-20 years is the age of selfless sacrifices and complete dedication, but also of frequent negative manifestations.

The laboratory studied students as a social group sociological research Leningrad State University under the leadership of V.T. Lisovsky. Students unite young people engaged in one type of activity - studies aimed at special education, having common goals and motives, approximately the same age (18-25 years old) with a single educational level, the period of existence of which is limited by time (on average 5 years). His distinctive features are: the nature of their work, which consists in the systematic assimilation and mastery of new knowledge, new actions and new methods of educational activity, as well as in the independent “acquisition” of knowledge; his main social roles and belonging to a large social group - youth as its advanced and numerous part.

The specificity of students as a social group lies in the same attitude towards all social forms of property, its role in the social organization of labor and partial participation in productive and unproductive labor. As a specific social group, it is characterized by special living, working and living conditions; social behavior and system of value orientations. The main features that distinguish students from other groups are social prestige, active interaction with various social entities and the search for the meaning of life, the desire for new ideas and progressive changes.

In Russian psychology, the problem of adulthood was first posed in 1928 by N.N. Rybnikov, who called the new section of developmental psychology, which studies mature personality, “acmeology.” Psychologists have been interested in the problem of a child’s mental development for quite a long time, and a person has become a “victim of childhood.” The psychology of mature ages, which includes student age as a transition from youth to maturity, has become a relatively recent subject of psychological science. Here, adolescence was considered in the context of the completion and winding down of mental development processes and was characterized as the most responsible and critical age.

L.S. Vygotsky, who did not specifically consider the psychology of adolescence, was the first to not include it in childhood, clearly distinguishing childhood from adulthood. “The age from 18 to 25 years is more likely the initial link in the chain of adult ages than the final link in child development...” Consequently, unlike all earlier concepts, where youth traditionally remained within the boundaries of childhood, it was first named by L.S. Vygotsky’s “beginning of mature life.” Later this tradition was continued by domestic scientists.

Students as a separate age and socio-psychological category were identified in science relatively recently - in the 1960s by the Leningrad psychological school under the leadership of B.G. Ananyev in the study of psychophysiological functions of adults. As an age category, students correlate with the stages of development of an adult, representing a “transitional phase from maturation to maturity” and is defined as late adolescence - early adulthood (18-25 years). The identification of students within the era of maturity - adulthood is based on a socio-psychological approach.

Considering students as “a special social category, a specific community of people organized by an institute of higher education,” I.A. Zimnaya highlights the main characteristics of student age, distinguishing it from other groups of the population by a high educational level, high cognitive motivation, the highest social activity and a fairly harmonious combination of intellectual and social maturity. In terms of general mental development, studenthood is a period of intensive socialization of a person, the development of higher mental functions, the formation of the entire intellectual system and the personality as a whole. If we consider students, taking into account only biological age, then it should be attributed to the period of adolescence as a transitional stage of human development between childhood and adulthood. Therefore, in foreign psychology this period is associated with the process of growing up.

The period of adolescence has long been considered as a period of human preparation for adult life, although in different historical eras it was given different social status. The problem of youth has worried philosophers and scientists for a long time, although the age boundaries of this period were unclear, and ideas about the psychological, internal criteria of adolescence were naive and not always consistent. In terms of scientific study, youth, in the words of P.P. Blonsky, became a relatively late achievement of mankind.

Adolescence was clearly regarded as the stage of completion of physical maturation, puberty and the achievement of social maturity and was associated with adulthood, although ideas about this period developed over time, and in different historical societies it was marked by different age boundaries. The very idea of ​​youth has evolved historically. I.S. Kohn noted that “age categories in many, if not all languages, initially denoted not so much chronological as social status, social position.” The connection between age categories and social status continues today, when the expected level of development of an individual of a given chronological age determines his social position, nature of activity, and social roles. Age is influenced by the social system; on the other hand, the individual himself, in the process of socialization, learns, accepts new and leaves old social roles. K.A. Abulkhanova-Slavskaya, pointing to the social conditioning of mature ages, believes that the periodization of an individual’s life path, starting from youth, ceases to coincide with age and becomes personal.

The psychological content of youth is associated with the development of self-awareness, solving problems of professional self-determination and entry into adulthood. In early youth, cognitive and professional interests, the need for work, the ability to make life plans, social activity are formed, the independence of the individual, and the choice of a life path are established. In his youth, a person establishes himself in his chosen field, acquires professional skills, and it is in his youth that professional training, and, consequently, student time, ends.

A.V. Tolstykh emphasizes that in youth a person is most productive, withstands the greatest physical and mental stress, and is most capable of mastering complex methods of intellectual activity. The easiest way is to acquire all the knowledge, skills and abilities necessary in the chosen profession, to develop the required special personal and functional qualities (organizational abilities, initiative, courage, resourcefulness, necessary in a number of professions, clarity and accuracy, speed of reactions, etc.).

A student as a person of a certain age and as a person can be characterized from three sides:

• 1) with psychological, which represents the unity of psychological processes, states and personality traits. The main thing in the psychological side is mental properties (direction, temperament, character, abilities), on which the course of mental processes, the occurrence of mental states, the manifestation of mental formations depend;
• 2) social, which embodies social relations, qualities generated by the student’s belonging to a certain social group or nationality;
• 3) with biological, which includes the type of higher nervous activity, the structure of analyzers, unconditioned reflexes, instincts, physical strength, physique, etc. This side is mainly predetermined by heredity and innate inclinations, but within certain limits it changes under the influence of living conditions.

The study of these aspects reveals the qualities and capabilities of the student, his age and personal characteristics. If we approach a student as a person of a certain age, then he will be characterized by the smallest values ​​of the latent period of reactions to simple, combined and verbal signals, the optimum of absolute and differential sensitivity of analyzers, and the greatest plasticity in the formation of complex psychomotor and other skills. Compared to other ages, adolescence shows the highest speed of working memory and switching of attention, solving verbal and logical problems. Consequently, student age is characterized by the achievement of the highest, “peak” results, based on all previous processes of biological, psychological, and social development.

If we study the student as an individual, then the age of 18-20 years is the period of the most active development of moral and aesthetic feelings, the formation and stabilization of character and, most importantly, mastery of the full range of social roles of an adult: civil, professional and labor, etc. This period is associated with the beginning of “economic activity”, by which demographers understand the inclusion of a person in independent production activities, the beginning of a work biography and the creation of his own family. The transformation of motivation, the entire system of value orientations, on the one hand, the intensive formation of special abilities in connection with professionalization, on the other, distinguish this age as the central period for the formation of character and intelligence. This is the time of sports records, the beginning of artistic, technical and scientific achievements.

Student age is also characterized by the fact that during this period the optimum development of intellectual and physical strength is achieved. But often “scissors” appear between these possibilities and their actual implementation. Continuously increasing creative possibilities, the development of intellectual and physical strength, which are accompanied by the flourishing of external attractiveness, also conceal the illusion that this increase in strength will continue “forever”, that the best life is still ahead, that everything planned can be easily achieved.”

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 (works by B.G. Ananyev, A.V. Dmitriev, I.S. Kon, V.T. Lisovsky, etc.). 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.

At the same time, experts in the field of developmental psychology and physiology note that a person’s ability to consciously regulate his behavior at the age of 17-19 is not fully developed. Unmotivated risk and inability to foresee the consequences of one’s actions, which may not always be based on worthy motives, are common. So, V.T. Lisovsky notes that 19-20 years is the age of selfless sacrifices and complete dedication, but also of frequent negative manifestations.

Youth is a time of introspection and self-esteem. Self-esteem is carried out by comparing the ideal “I” with the real one. But the ideal “I” has not yet been verified and may be accidental, and the real “I” has not yet been fully assessed by the individual himself. This objective contradiction in the development of a young person’s personality can cause internal self-doubt in him and is sometimes accompanied by external aggressiveness, swagger, or a feeling of incomprehensibility.

The study of students as a social group was carried out by the laboratory of sociological research at Leningrad State University under the direction of V.T. Lisovsky. Students unite young people engaged in one type of activity - studies aimed at special education, having common goals and motives, approximately the same age (18-25 years old) with a single educational level, the period of existence of which is limited by time (on average 5 years). Its distinctive features are: the nature of their work, which consists in the systematic assimilation and mastery of new knowledge, new actions and new ways of learning, as well as in the independent “acquisition” of knowledge; his main social roles and belonging to a large social group - youth as its advanced and numerous part.

The specificity of students as a social group lies in the same attitude towards all social forms of property, its role in the social organization of labor and partial participation in productive and unproductive labor. As a specific social group, it is characterized by special living, working and living conditions; social behavior and system of value orientations. The main features that distinguish students from other groups are social prestige, active interaction with various social entities and the search for the meaning of life, the desire for new ideas and progressive changes.