Introduction. Under the conditions of dynamic socio-cultural changes, there is a growing need for targeted support of student youth's personal development. This is essential for successfully overcoming professional development crises and subsequently retaining young specialists in regions experiencing a shortage of highly qualified personnel. The objective of the study is to develop a structural-dynamic model of students' value-semantic self-determination (VSSD) in educational activities, providing a framework for designing a management system for this process. Methodology and methods. The study is based on the following theoretical and methodological foundations: A.N. Leontiev’s general theory of psychological activity, D.A. Leontiev’s concept of semantic reality and G.E. Zalessky’s value-activity concept. A complex of standardized psychodiagnostic techniques was deployed, aimed at assessing emotional orientation, life values, types of reflection, self-regulation style, self-attitude, and subjective well-being of the personality. The empirical sample included 95 undergraduate senior students from Vitus Bering Kamchatka State University (M = 21.3; SD = 2.3; 63.4% female). Mathematical and statistical data analysis was performed using IBM SPSS Statistics v.25.0, applying exploratory factor analysis (EFA) via the principal axis factoring (PAF) method. Results. The research findings confirmed that students' VSSD indicators and their subjective well-being form a unified, internally consistent structure. A model of VSSD was developed, integrating motivational-target, operational, personal, integral-evaluative, emotional-semantic, and need-result components. It is demonstrated that students' well-being acts as a dynamic outcome of the entire value-semantic system functioning, while the awareness of intrapersonal conflict between the motivational-target and emotional-semantic components serves as a driving force for its further development. Conclusion: The scientific novelty of the study lies in the theoretical and empirical substantiation of the structural-dynamic model of VSSD, which reveals the mechanism behind the relationship between the value-semantic sphere and students' subjective well-being. The practical significance of the work is determined by the development of a scientifically grounded management system for students' VSSD in educational activities, the implementation of which allows transforming students' intrapersonal crises into a resource for personal growth and ensuring conditions for their long-term subjective well-being.
Introduction. Under the conditions of dynamic socio-cultural changes, there is a growing need for targeted support of student youth's personal development. This is essential for successfully overcoming professional development crises and subsequently retaining young specialists in regions experiencing a shortage of highly qualified personnel. The objective of the study is to develop a structural-dynamic model of students' value-semantic self-determination (VSSD) in educational activities, providing a framework for designing a management system for this process. Methodology and methods. The study is based on the following theoretical and methodological foundations: A.N. Leontiev’s general theory of psychological activity, D.A. Leontiev’s concept of semantic reality and G.E. Zalessky’s value-activity concept. A complex of standardized psychodiagnostic techniques was deployed, aimed at assessing emotional orientation, life values, types of reflection, self-regulation style, self-attitude, and subjective well-being of the personality. The empirical sample included 95 undergraduate senior students from Vitus Bering Kamchatka State University (M = 21.3; SD = 2.3; 63.4% female). Mathematical and statistical data analysis was performed using IBM SPSS Statistics v.25.0, applying exploratory factor analysis (EFA) via the principal axis factoring (PAF) method. Results. The research findings confirmed that students' VSSD indicators and their subjective well-being form a unified, internally consistent structure. A model of VSSD was developed, integrating motivational-target, operational, personal, integral-evaluative, emotional-semantic, and need-result components. It is demonstrated that students' well-being acts as a dynamic outcome of the entire value-semantic system functioning, while the awareness of intrapersonal conflict between the motivational-target and emotional-semantic components serves as a driving force for its further development. Conclusion: The scientific novelty of the study lies in the theoretical and empirical substantiation of the structural-dynamic model of VSSD, which reveals the mechanism behind the relationship between the value-semantic sphere and students' subjective well-being. The practical significance of the work is determined by the development of a scientifically grounded management system for students' VSSD in educational activities, the implementation of which allows transforming students' intrapersonal crises into a resource for personal growth and ensuring conditions for their long-term subjective well-being.
This work was supported within the framework of the Interdepartmental Program of Comprehensive Scientific Research of the Kamchatka Peninsula and Adjacent Sea Areas, implemented by Vitus Bering Kamchatka State University under the project "Research and Forecasting of the Quality of Life of the Population in Extreme Natural and Climatic Conditions of Kamchatka" (Project No. FZSS-2025-0009). The authors are grateful to the anonymous reviewers for their careful reading of the manuscript and valuable comments, which helped to improve the quality of the paper.