Subjective Predictors of Student Self‑Realization under Contemporary Risks

Introduction. The sociogenic need for self-realization is initially formed under the influence of external factors and value orientations of modern society. However, later the main role in this process is played by the individual’s conscious choice of one or another route. The phenomenon of self-realization is interpreted as the personal foundation of a young person’s positive self-attitude and a significant factor in the subjective experience of happiness. University education is considered a significant stage of life activity and prolonged professional socialization, which implies the creation of optimal conditions and the actualization of self-realization mechanisms in the context of educational and cognitive activity. All this confirms the relevance of studying the conditionality of student self-realization. The novelty of this study lies in structuring and establishing the level of expression of subjective predictors of student self-realization in the situation of contemporary risks.

Objective. Studying the characteristics of subjective predictors of student self-realization under contemporary risks.

Materials and Methods. To assess the subjective predictors of student self-realization, the following tools were used: the SAMOAL test questionnaire (E. Shostrom), adapted by A. V. Lazukin and N. F. Kalina; the multidimensional Questionnaire of Personal Self-Realization (S. I. Kudinov); the author’s questionnaire ‘Self-realization’ (T. N. Shcherbakova). Data processing was carried out using the Spearman rank correlation coefficient.

Results. The study involved 240 students of humanities orientation studying at DSTU (Rostov-on-Don) and Karachay-Circassian State University named after U.D. Aliyev. Karachaevsk. In the content of the students’ perceptions, the determinants, resources, and barriers to self-realization are quite clearly outlined, which can be considered a positive factor. Among the subjective predictors of self-realization, optimism, creativity, constructiveness, egocentric motivation, and socio-corporate attitudes received the highest rank. The presence of a connection between personal barriers to self-realization and pessimism and the nature of personal attitudes is shown.

Discussion. The data obtained as a result of the study can be used in the psychological support for the development of subjective predictors of student self-realization. Research results should also be taken into account in the formation of a development environment at the university. The identified resources and risks of self-realization can be used as a basis for optimizing work to develop students’ ability for self-realization.

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