Sobkin Vladimir S.

Background. The relevance of the article topic is determined by the obvious difficulties the disabled people face in employment, as well as insuffi cient development of the problem of professional self-determination and professional plans of people with disabilities. 

Objective. The aim of the study is to investigate the specificity of art students’ ideas about their professional prospects taking into account their life satisfaction level and peculiarities of health. It is assumed that the certainty of professional plans of students with disabilities is related to their general sense of themselves as successful, prosperous and happy. 

Design. The research was conducted on the basis of Russian State Specialized Academy of Arts with the students of all faculties (theater, music, fine arts). Methods: author’s questionnaire to study various aspects of attitudes towards education, Diner’s Life Satisfaction Scale, Lubomirsky’s Scale of Subjective Happiness. Sample: 165 students, including 98 with preserved health and 67 with disabilities (hearing, vision, etc.). 

Results. A lower level of confi dence in a successful job search in their specialty was revealed among students with disabilities and impairments who fix their self-perception as “unhappy”. It is shown that students with disabilities are focused on helping people with various types of health impairments and also show a pronounced desire to perform socially signifi cant activities.

Conclusion. The analysis demonstrated that a high level of life satisfaction and subjective happiness among students with disabilities is associated with a higher level of aspirations when choosing a job. At the same time the study revealed the orientation of students with disabilities on social paternalism (benefi ts, good team, closeness to home) when searching for a job. The results obtained can be used in the development of vocational guidance and professional rehabilitation programs for people with disabilities.

Background. The article contains an analysis of L.S. Vygotsky`s autograph for his brother David dated 4th August, 1917. Meaning reconstruction of this autograph not only sheds light on L.S. Vygotsky`s understanding of the art phenomenon during his early (pre-psychological) stage of work, but also helps us to assume his worldview position at this period. 

Objective. Reconstruction of L.S. Vygotsky`s understanding of the phenomenon of art at the period between two revolutions and comparison of this understanding with the concept of art given in his “Psychology of Art”. 

Methods. Elements of source analysis, theoretical analysis of literature devoted to the specified stages of L.S. Vygotsky`s life, analysis of archival documents. 

Results. In his autograph L.S. Vygotsky contrasts two understandings of art: art as a social sign activity for transmitting feelings between individuals (L.N. Tolstoy) and art as a supra-individual spiritual phenomenon, a metaphysical human activity purposed to justify the world (F. Nietzsche). At the time of August 4, 1917, L.S. Vygotsky agrees with Nietzsche`s concept of art as the idea of an instrument for justifying the world is close to him because of his personality and professional crisis. Later, in his “Psychology of Art” L.S. Vygotsky gives the art definition that is closer to the socially oriented definition of L.N. Tolstoy, thus moving away from metaphysics. 

Conclusion. The presented analysis of L.S. Vygotsky’s autograph is important for understanding his moods and thought at the period between two revolutions of 1917. It also reflects the nonlinearity of L.S. Vygotsky`s professional search throughout his life.

Background. The relevance of the study is due to the need of investigating the effects of parents’ life orientations on the process of socialization of modern schoolchildren.

Objective. The study had its task to characterize the features of the relationship between the components of the life position of mothers and fathers raising children in full/single-parent families at different stages of their education.

Sample of the study consisted of 302177 parents of 1–11 grade students of general education schools from 85 regions of the Russian Federation. The analysis considered the data of 16463 fathers and 285714 mothers (of which 227855 are married women, 57859 are women raising children in a single-parent family).

Methods. Parents of primary, secondary, and high school students answered the ad hoc questionnaire relating to three components of their life position: value orientations, assessment of their life prospects success, assessment of subjective significance of certain social threats. The data obtained were analyzed taking into account the influence of both social stratification factors (completeness/incompleteness of a family) and a child age (grade at school). To identify the features of the relationship between the components of parental life position, the factor analysis procedure was used.

Results. The study revealed that the most significant life values for parents are health, successful professional activities, achieving fi nancial success, and a happy family life. At the same time, the value of professional realization turns out to be more significant for fathers, whereas realization in family life is more valuable for mothers. As a child grows, the parents actualize the value of professional self-realization while the importance of family life and achieving fi nancial success decreases, and the negative assessments of their future success grow. The factor analysis revealed the peculiarities of the life position of fathers and mothers raising a child in complete vs incomplete family: the “principle of complementarity” in full families and the deformation of traditional maternal position of women raising children in single-parent families.

Conclusions. The study demonstrated the significance of various life values and social threats among parents of children of different school age, which captures the uniqueness of the socio-psychological context of the child-parent relationships in the family.

Background. In the modern society characterized by uncertainty and variability, it is relevant to study the social well-being in various social groups, university students in particular.

Objective. The study had its purpose to reveal the features of social well-being of university students.

Study Participants. 3855 students of pedagogical universities and classical universities of the Russian Federation participated in the study.

Methods. The study is based on the materials of an anonymous monitoring, which was conducted in 2023 by the staff of the Laboratory of Sociological Research in Education of the Center for Educational Development of the Russian Academy of Education. The data obtained on the ad hoc questionnaire were processed by means of statistical software package SPSS 21 and StatSoft Statistica 7.0. Factor analysis was performed using the method of selecting the Main Components with Varimax rotation.

Results. The study identified the features of the social well-being of university students manifested in their value orientations, emotional assessment of their own future, and assessment of the significance of various threats. The article also describes the differentiating influence of students' socio-economic status and emigration intentions on their social well-being. It shows that low-income students are more likely to be pessimistic about their future and to have concerns about their economic inadequacy and social vulnerability, while high-income students are more optimistic about their future and focused on self-realization. Students' attitudes towards emigration are associated with a set of values that can be classified as "liberal" and a set of socio-political fears. The desire to live in Russia is characterized by protective attitudes related to traditional spiritual and moral values. The study revealed the specific features of social well-being of university students, which are reflected in their value orientations.

Conclusions. The analysis of the research results allows to see how students who identify themselves as belonging to a certain socio-economic stratum experience their life context. It also identifies the features of social well-being that contribute to the formation of emigration intentions at the university stage. The social well-being of students from different socio-economic strata differs fundamentally in terms of their basic attitude towards the future ("optimism" vs "pessimism"). Emigration attitudes are linked to the value structures that can be broadly categorized as "traditional values" vs "liberal values." The results obtained can be useful for developing educational programs at universities, as well as for the work of psychological services aimed at improving the social well-being of students.