Features of students as subjects in building a system of significant relationships
Introduction. The study is relevant because, despite much attention being given to the issue of personal subjectivity in domestic science, the subjectivity of students in harmonising the inner world of individuals has not been the focus of specific research. The aim of the study is to examine how students of different ages form significant relationships. Materials and methods. The authors of the article consider students' subjectivity in building a system of significant relationships as a special way of value-semantic self-determination, which is characterized by an active, independent, reflexive position of the individual in organizing the spheres of life and their social roles (values) through a conscious and responsible choice of their motivational focus (personal meaning) in each of these spheres. To diagnose this construct, the following were used: I.S. Seregina's technique for determining the level of subjectivity; J. Rotter's “Level of Subjective Control” (LSC) technique (adapted by E.F. Bazhin, E.A. Golynkina, L.M. Etkind); The Morphological Test of Life Values (MTLV) methodology by V.F. Sopov and L.V. Karpushina. The study involved full-time and part-time undergraduate and graduate students from the Faculty of Psychology at the Pedagogical Institute of Belgorod State University. The sample size was 165 people (93% − women): 54 were adolescents (ages 17 to 21) and 111 were adults (ages 22 to 46). Results. Data on age-related differences in the structure of subjectivity were obtained: adolescent students showed higher levels of activity (Me=8, U=2375, p≤0.05), while adult students demonstrated a greater capacity for reflection (Me=8.4, U=2401, p≤0.1). Age differences in locus of control were also found: adolescent students had a higher level of internality in the domain of achievements (Me=17.6, U=2503, p≤0.1), whereas adult students showed higher internality in the domain of failures (Me=8.2, U=2489, p≤0.1). The study revealed a connection between the level of students’ subjectivity and the content and degree of differentiation of their system of meaningful relationships. It was shown that a high level of subjectivity in building a system of meaningful relationships (9% of the sample) is associated with a clear hierarchy of life spheres and a priority on education and learning (Me=63.4, H=11.8, p≤0.01), which corresponds to the developmental tasks of the student age. Conclusion. The conducted theoretical and empirical study demonstrated the validity of the author's methodological position. At the same time, it represents only the first stage of problem solving. In the future, it is planned to expand the subject of the research by studying the influence of the characteristics of students' subjectivity in building a system of significant relationships on the psychological well-being of the individual.
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