Types of university students.

When analyzing the types of student youth, various factors can be followed - the grounds for dividing into groups. These include the attitude to learning, the form of education (budgetary or contractual), the chosen profession, the age category of the freshman, the student's interests, his level of learning, the level of education, learning success (academic performance), etc.

Of particular interest are the following student typologies:

• Typology of a student by value orientations (orientation toward education as a profession, desire to realize oneself in the profession).
• Typology of professional motivation and attitude to activity.
• Typology by the nature of the activity.
• Typology on the characteristics of adaptation to learning activities at the university.

Typology of a student by value orientations (orientation toward education as a profession, desire to realize oneself in the profession).

When studying at a university, students are guided in obtaining a profession by different groups of values.

The first group of students looks at education as a profession.These students want to realize themselves in the profession, get further education in graduate school. This group makes up about a third of all university graduates.

Second group of students business-oriented.These students are less interested in the profession than the first group. For them, education is a tool in the process of starting their own business. This is approximately 26% of the total number of students.

The third group of students - "Undecided".For students of this group, education and profession are not of the same interest as among the first groups; their life, personal problems, family problems come to the fore.

Typology but professional motivation and attitude to activity.

Students consider studying at a university from different life positions: some of them see the acquisition of a profession as the basis of learning motivation (56-62%), others - the opportunity to engage in science and research (5-15%), the third group of students considers education as an opportunity to live as a student. life (8-18%), become cool (33-39%), master languages \u200b\u200b(17-41%).

Typology by the nature of the activity and behavior of students in the field of learning and cognition.

According to the type of activity, students are divided into the following groups, each of which has its own model of behavior:

• 1. The personality type of students, focused on knowledge more extensive than those provided by the program of the university. Their social activity is much more active than among fellow students.
• 2. Type of students focused on a narrow specialization. Spiritual requests are narrowed down to "near-professional" ones.
• 3. The type of students whose cognitive activity is limited only by the framework of the curriculum. The number of this group is large - 26.8%.

Typology in relation to learning

In relation to study (basic principles of activity), psychologists and teachers divide students into the following groups:

• 1. A group of students seeking to acquire knowledge, professional skills and abilities. They know how to work independently, are creative in the learning process. The interest in knowledge among such students is wider than that provided by the curriculum.
• 2. For this group of students, the principle of activity consists in the words "a little is best". Their knowledge is often superficial, as they are carried away by many types of activities, not fully delving into any of them. The reason for this superficiality is that they quickly get tired of deeply delving into the essence of subjects and academic disciplines.
• 3. A group of students who pay attention only to those disciplines that, in their opinion, are necessary for their professional activity, that is, the principle of the activity of such students is exclusively professional in nature.
• 4. Students who study those subjects that interest them. They often miss classes. Usually their professional interests are not formed. The principle of activity of such students is selective.
• 5. A group of students who came to the university either at the insistence of their parents, or with someone for a company. They do not show interest in learning in any area, they constantly miss classes. By the principle of activity: "random people".

Based on the analysis of practical activities of students in the work, it was revealed that the main priorities of student activities are: educational and scientific and professional, socio-political; cultural and spiritual; team (communication in a team). Within the framework of these priorities, in more detail, the typology of the student's personality can be presented in the following table.

Table 3. Characteristics of personality types

Personality type	Characteristic
"Harmonious"	A student who has deliberately chosen his specialty. He studies well and gets along with the team, develops diversifiedly (his interests include literature, art, events in public life, he goes in for sports). Sociable, honest, enjoys authority.
"Professi opal"	A student who has deliberately chosen his profession. She studies well, is focused on postgraduate practical activities, social activist (faithfully fulfills assignments), diversified, is respected among students. He rarely participates in research work. The main thing for him is good studies.
"Academician"	A student who has chosen his specialty consciously. He studies only excellently, devotes a lot of time to research work. Focused on further postgraduate education.
"Social activist"	A student who is confident that he has chosen a profession correctly, but for him the main thing is social life (he cheers in the field of leisure), then education. AND this can have a negative impact on his educational and scientific activity.
"Art lover"	She studies well, but her area of \u200b\u200binterest lies in the field of literature and art. Therefore, he almost does not participate in scientific work. He is characterized by a developed aesthetic taste, artistic erudition.
"Diligent"	He chose a profession unconsciously, but studies in good faith, is uncommunicative, little erudite, has little interest in literature and art. He is engaged in physical education within the framework of the university program.
"Middle"	“Studying as it turns out”, when choosing a profession does not think. His goal is to get a diploma. He does not feel satisfaction from his studies, although he tries to study well.
"Disappointed"	A student who is not interested in the chosen profession does well, but does not experience satisfaction in his studies. Established in public life, sports, arts and different kinds hobby.
"Lazy person»	The student learns, as a rule, poorly, he doesn’t take part in public life and scientific participation, is satisfied with what he has. They don't even seriously think about professional recognition. His circle of interests is leisure and everything connected with it.

Personality type	Characteristic
"Creative"	A student inclined to be creative in any business - study, social work and in the field of leisure. But at the same time he studies unevenly, it is difficult to concentrate on one thing, restless, does not take into account the opinion of the teacher and the team. Engaged in scientific research work, he is looking for an independent original solution.
"Bohemian»	She studies at prestigious faculties, studies well, strives to be a leader in a team, communicates only with his own kind. The circle of interests of such students is selective: in art, as a rule, these are "fashion trends." He always has “his own opinion”, which is different from the opinion of the “general mass”. I've heard about everything. Frequenter of trendy clubs and cafes.

In addition to the typologies considered, types of students can be distinguished

by the orientation of the motives of their educational activities:

focus on getting a profession; focus on

acquisition of knowledge; focus on obtaining a diploma;

by type of temperament

As you know, personality temperament affects not only the manifestations of feelings and the speed of switching attention, but also other mental processes. The nervous system ensures the performance of the individual, the ability to study material for a long time and with concentration, and influences the selection of methods of activity. Owners of a strong nervous system learn by hand, not being afraid to work at night, using cheat sheets. Students with weak nervous system they cannot work at this rate and therefore often fall into the number of those who do not succeed in certain subjects. The increase in the number of stressful situations affects the personality and the learning process.

Thus, education at a university should be differentiated, taking into account the typology of students. The typologies considered can help the teacher find an individual approach to the student, eliminate learning difficulties, raise self-esteem, and establish communication in the student community.

The factors that determine the socio-psychological portrait of a student and, to a large extent, affect the success of training, can be divided into two categories: those with which the student came to the university - they can only be taken into account, and those that appear in the learning process, - they can be controlled.

The first category includes, among other things: the level of training, the system of values, attitude to learning, awareness of university realities, ideas about the professional future. These factors are largely determined by the general atmosphere in the country and the specific “everyday knowledge” of those who were the direct source of information. They can only be influenced indirectly by stating and using them as a starting point for influencing students. Factors of the first category work mainly at the stage of adaptation.

Gradually, the influence of the factors of the first group weakens and the factors of the second group begin to play a decisive role. These include: the organization of the educational process, the level of teaching, the type of relationship between teacher and student, etc. It is this, to a large extent, and not the initial level, that will determine the professional and psychological appearance of a person who, in five years, will leave the walls of the university. They come to the university completely different people with different settings and different "starting conditions".

Typology developed by V.T. Lisovsky, most fully reflects the idea of \u200b\u200ba student as a harmoniously developing subject, taking into account the specifics of his activities. It looks like this:

• 1. "Harmonious". I chose my specialty deliberately. She studies very well, actively participates in scientific and social work. Developed, cultured, sociable, deeply and seriously interested in literature and art, events in public life, goes in for sports. Intransigent to shortcomings, honest and decent. He enjoys authority in the team as a good and reliable friend.
• 2. "Professional". I chose my specialty deliberately. She usually studies well. He rarely participates in research work, since he is focused on postgraduate practical activity. Takes part in social work, conscientiously fulfilling assignments. Whenever possible, he goes in for sports, is interested in literature and art, the main thing for him is good studies. Intransigent to shortcomings, honest and decent. He is respected in the team.
• 3. "Academician". I chose my specialty deliberately. He studies only excellently. Focused on postgraduate studies. Therefore, he devotes a lot of time to research work, sometimes to the detriment of other pursuits.
• 4. "Social activist". He is characterized by a pronounced propensity for social activity, which often prevails over other interests and sometimes has a negative effect on educational and scientific activity. However, I am sure that I chose my profession correctly. She is interested in literature and art, a cheerleader in the field of leisure.
• 5. "Lover of the arts". As a rule, he studies well, but he rarely participates in scientific work, since his interests are mainly directed to the field of literature and art. He is characterized by a developed aesthetic taste, broad outlook, deeply artistic erudition.
• 6. "Diligent". I chose a specialty not quite consciously, but studies conscientiously, making every effort. And although he does not have developed abilities, as a rule, he does not have debts. Uncommunicative in the team. He has little interest in literature and art, since study takes a lot of time, but he loves to go to the cinema, to variety concerts and discos. He is engaged in physical education within the framework of the university program.
• 7. "The middle man". Learns "how it goes" without much effort. And even proud of it. His principle is: "I will get a diploma and work no worse than others." Choosing a profession, I didn't really think about it. However, I am convinced that once I entered, then I need to graduate from the university. He tries to study well, although he does not feel satisfaction from studying.
• 8. "Disappointed". The person, as a rule, is capable, but the chosen specialty turned out to be unattractive for him. However, I am convinced that once I entered, then I need to graduate from the university. He tries to study well, although he does not feel satisfaction from studying. She strives to establish herself in various hobbies, art, sports.
• 9. "Bummer". He studies, as a rule, poorly, according to the principle of "least expenditure of effort." But he is quite pleased with himself. He does not seriously think about his professional vocation. Does not take part in research and social work. In the collective of the student group, he is treated as "ballast". Sometimes he tries to talk, use a cheat sheet, adapt. The circle of interests is mainly in the field of leisure.
• 10. "Creative". He is characterized by a creative approach to any business - be it studies, or social work, or the sphere of leisure. But those classes where perseverance, accuracy, and performing discipline are required, he is not carried away. Therefore, as a rule, he studies unevenly, according to the principle "I'm interested in this" or "I'm not interested in this." Being engaged in research work, he is looking for an original independent solution to problems, regardless of the opinion of recognized authorities.
• 11. "Bohemian". As a rule, he successfully studies at the so-called "prestigious" faculties, and is disdainful of students studying mass professions. He strives for leadership in the company of his own kind, but treats the rest of the students with disdain. I've heard about everything, although his knowledge is selective. In the field of art, he is mainly interested in "fashionable" trends. He always has “his own opinion”, which is different from the opinion of the “masses”. Visits cafes and nightclubs.

The success of training is determined by such a person's mental property as learning. This concept means personal characteristics (adaptability, personality plasticity, intensity of motivation, etc.) and the entire intellectual potential of a person.

The direct dependence of the success of any activity, including educational, primarily on the level of intellectual development. The relationship between intellectual abilities and activity is dialectical: effective inclusion in any activity requires a certain level of ability for this activity, which, in turn, has a decisive influence on the development process and the formation of abilities.

The progress of students depends not only on general intellectual development and special abilities, which is quite understandable even from the point of view of common sense, but also on interests and motives, character traits, temperament, personality orientation, self-awareness, etc.

The orientation of the personality is based on its needs, which can be material (the need for food, clothing, housing, etc.) and spiritual (need, knowledge, music, book, work, etc.). Needs imply their further satisfaction and therefore give rise to drives, desires, aspirations, emotional states that make the student to be active. Needs can be clearly realized and unconscious or only partially realized. The desire to become a good specialist, to master the disciplines taught, to become an erudite and cultured person is an expression of the student's clearly perceived spiritual and material needs.

An important condition for optimizing the potential of a person is his activity, focus on a certain type of activity. "It is precisely what is especially significant for a person that ultimately acts as the motives and goals of his activity."

A direct correlation was found between the focus on acquiring knowledge and the level of academic success. The focus on obtaining a profession and focus on obtaining a diploma do not directly affect the results of academic success. We explain the lack of relationship between the focus on obtaining a diploma and academic success by the fact that, as shown by a number of data, students often use "storming" when preparing for exams, which does not always lead to positive results... Students aimed at acquiring knowledge are characterized by a sense of duty, purposefulness, strong will, the ability to mobilize their physical and mental strength for study, and high regularity of educational activities. The complex of all these features, together with an orientation towards acquiring knowledge, ensures high educational success.

In the process of working with students, the teacher must take into account not only the level and structure of motivation, but also energy, mental potential and a number of life circumstances. So, if a student has a long break in his studies or he has difficulty adapting to a new form of education, the teacher's task will be to teach the student the optimal organization of work. With good potential opportunities, high intellectual lability of the student, which serves as a criterion for good learning ability, the teacher has reason to make higher demands on him, to appeal to his volitional qualities. One of the important needs is the need for communication. In communication, students get to know not only others, but also themselves, master the experience of social life. The need for communication contributes to the establishment of diverse ties, the development of camaraderie, friendship, stimulates the exchange of knowledge and experience, opinions, moods and experiences. Also, one of the most important needs of an individual is the need for achievement. The life of students is specific in terms of the possibilities of meeting a number of needs. There are certain limitations in meeting their spiritual and material needs in accordance with the requirements of their studies at the university and their future profession.

Along with situational motives that directly induce activity, an important role is played by motives that embody the aspirations of the student's orientation towards the future. An important element of the orientation of the personality is: interests of various content in the subjects taught, sports, music, technology, etc. They also differ in stability, breadth of influence on activities. The student's steady interest in his future profession causes him to be active, creative, striving to master the specialty faster and better. The emergence of a deep and sustainable interest of students in learning, various subjects is an important condition for the successful formation of their personality. Cognitive interests can develop, but they can also fade. The reason for the fading of interest in learning may be the appearance of great difficulties, shortcomings in teaching methods, and the organization of training sessions.

In the activity and development of students, a worldview plays an important role - a system of ideas, beliefs, views on the surrounding reality. It manifests itself in the understanding and assessment of reality, various events and facts, in the social behavior of a person, his actions, activities, leaves an imprint on feelings, will, motives. Significant features in the behavior and activities of students are caused by differences in temperaments. Temperament affects not only the manifestation of feelings or the speed of switching attention, but also on other mental processes, as well as on the manifestation of character traits, on the behavior of students in the classroom, on their reactions in difficult situations, on questions, tasks, assessments. Temperament influences progress and results different types activities.

Also, in the activities of students, their character is manifested - a relatively stable mental makeup of a person. This is a set of traits that affect all of his behavior. The character of the student is a holistic education, consisting of a number of traits that can be classified into groups. This is, firstly, a group of intellectual traits - observation, prudence, flexibility of mind; secondly, a group of emotional traits - confidence, cheerfulness, cheerfulness; thirdly, a group of strong-willed traits - dedication, initiative, endurance, determination, courage, etc .; the fourth group - moral traits: a sense of duty, honesty, truthfulness, etc. Characters are divided into weak and strong, closed and selfish, whole and contradictory. The main thing that reveals the character of a student is actions and actions, especially behavior in a team, academic performance and social work. The character is formed in the process of activity, depending on its motives and the general attitude of the student to the surrounding reality.

In the activities of students, abilities are clearly manifested, that is, such their psychological characteristics that allow them to successfully master the program of the university, effectively improve as future specialists. The structure of abilities includes attentiveness, observation, certain qualities of thinking, memory, etc. Students' abilities develop along with the improvement of their attention, memory, creative imagination, thinking and other mental processes and personality traits, as well as by compensating for the missing qualities. Abilities are formed on the basis of the consolidation and manifestation of human properties in connection with the peculiarities of his activities.

The type of constitution (physique) of the student, which corresponds to a certain type of reactivity of the organism, the type of the nervous system, also indirectly influences academic performance.

Affect academic performance and characteristics of self-awareness and self-understanding. The studies have established a fairly stable dependence of the success of training on such characteristics of self-awareness as the degree of adequacy of self-esteem, which is confirmed on different samples. Students drop out when they are too complacent, careless and inadequate in self-esteem.

The lability and strength of the nervous system affect the selection of methods of activity, in particular educational. The style of educational activity is the set of methods of self-preparation, educational work, preferably used by an individual.

Students with a strong nervous system compensate for the irregularity of educational activity with "emergency work", classes at night; being low-anxious, they easily use cribs, etc., when answering the exam. Students with a weak nervous system, having accumulated a large amount of unexamined material as a result of unsystematic work, cannot work at the expense of sleep. Their anxiety in the exam, where they come ill prepared, prevents them from revealing even the knowledge they have. Thus, the irregularity of work, combined with a weak nervous system, becomes the reason for the failure of students, and often for their expulsion from the university.

The success of their efforts in this area depends on the level of development: 1) intelligence, 2) introspection, 3) will. An insufficient level of development of any of these properties leads to significant miscalculations in the organization. independent work, the consequence of which is a low level of regularity of classes, incomplete preparation for exams. There are two types of students - with a high and a low level of regularity of educational activities. Emotional states, level of development volitional qualities, the characteristics of the student's psychosocial type significantly affect the learning style and success of learning, the nature of relationships with fellow students and teachers. Knowledge of the psychological characteristics of a student's personality - abilities, general intellectual development, interests, motives, character traits, temperament, working capacity, self-awareness, etc. - makes it possible to find real opportunities to take them into account in the conditions of modern mass education in higher education.

adaptation personality student leadership

We can talk about personal choice if it is made by a free, responsible and consciously acting person. An act or deed cannot be carried out under duress, under pressure of circumstances or in conditions of unclear consciousness; nor can they be the result of an automatic action or shifting responsibility for a decision made to another person. Thus, personality in the narrow sense of the word at the highest stage of its development, it is a spiritual individual living in a wide context of culture and universal human values, possessing conscience and honor, convictions and ideals, a sense of duty and responsibility.

Differences in the value systems of students and the degree of their personal maturity, precisely in connection with the success of training, find their expression in numerous typologies of students. The bases for the construction of these typologies are primarily attitudes towards the profession, study, science and the whole system of life values \u200b\u200band attitudes of students.

Three types of students are distinguished according to the nature of educational activity and the corresponding models of behavior.

• For the first type of students, interests go beyond the limits of knowledge outlined by the curriculum and discipline programs. They are active in all spheres of the life of the university and are focused on broad specialization, on versatile professional training.
• The second type is distinguished by a clear focus on narrow specialization. Here, too, the cognitive activity of students goes beyond the curriculum, but rather not in breadth, but in depth. The entire system of activity is limited by the framework of “near-professional interests”.
• For students of the third type, cognitive activity is aimed at mastering knowledge and skills within the curriculum. These students demonstrate minimal levels of activity and creativity.

There are five groups in relation to students' attitude [ibid., P. 355 - 356].

• Students who are active in all types of learning activities. Due to diligence and creativity, they demonstrate excellent academic success.
• Students of the second type are also active in all spheres of educational activity, but are not focused on acquiring deep knowledge, acting on the principle of "little by little" is the best.

• Students of the third type limit their activity to narrow professional frameworks, are aimed at selective assimilation of only the knowledge that, in their opinion, is necessary for future professional activity. They do well in special subjects, but do not pay due attention to related disciplines.

• Students of the fourth type show interest only in those disciplines that they like and are easy to learn. They often skip classes, almost completely ignoring some disciplines.
• The fifth type includes "idlers and lazy people" who have no expressed interests in any area of \u200b\u200bknowledge. As a rule, they enter universities "for the company", at the insistence of their parents or to evade military service, work, etc.

If we build a typology based on academic performance, then we can distinguish the following types of excellent students [Ibid, p. 356-357]:

• “Versatile” - enjoys the very process of acquiring knowledge, studies primary sources and literature that goes beyond the curriculum in all disciplines. This type of excellent student is the most common.
• "Professional" - concentrates on the major disciplines, mastering general education subjects more superficially, but at a level sufficient to obtain an excellent mark.
• "Universal" - combine the advantages of the two previous types. Thanks to their immense hard work and talent, they achieve outstanding success in the major fields of knowledge. This type of student is the most rare.
• "Cramps" (by definition of the students themselves) - do not have good abilities, but due to zeal and diligence they master the material at a level sufficient for an excellent assessment.

Similar types can be distinguished among the "good", but with more low levels achievements.

The most complete classifications of a student's personality are based on taking into account the level and quality of students' activity in four areas: 1. Attitude towards studies, science, profession; 2. Attitude to social activities, the presence of an active life position; 3. Attitude towards art and culture (level of spirituality); 4. Expression of collectivist attitudes, position in the team. ,. ...

• "Harmonious" (ideal student) is the most active in all four areas and achieves excellent results everywhere.
• “Professional” - deliberately chose his specialty; academic performance is usually good; does little research work, since after graduation she plans to work in the practical sphere. Conscientiously fulfills public assignments, moderately goes in for sports, is interested in literature and art. Honest, decent, respected by his comrades.
• “Academician” - he chose his specialty consciously, he studies only with excellent marks. He is focused on studying in graduate school, therefore he devotes a lot of time to research work, often at the expense of other occupations.
• “Social activist” - a propensity for social activity prevails over other interests, which negatively affects educational and scientific activity. I am sure that I chose my profession correctly, and is interested in literature and art. IN last years this type is less common.
• “Art lover” - usually studies well, the main interests are concentrated in the field of literature and art, so he does not pay sufficient attention to scientific work. Possesses good aesthetic taste, broad outlook and erudition in the field of art.
• "Diligent" - he chose his profession not quite consciously, but he studies conscientiously, making great efforts to study. Abilities are insufficiently developed, little interest in literature and art, prefers light genres. Uncommunicative and not very popular in the team.
• "Middle man" - learns without much effort, and is even proud of it. When choosing a profession, I did not think too much, but I am convinced that once I have already entered a university, I need to finish it, although I do not get pleasure from studying.
• "Disappointed" - has good abilities, but the chosen specialty does not attract him. I am also convinced that since I have already entered a university, I need to finish it, although I do not get pleasure from studying. Strives to establish himself in hobbies, art, sports.
• "Lazy" - learns, obeying the principle of the least expenditure of energy and not very successfully, although he is satisfied with himself. When choosing a profession, I did not seriously think about it, almost does not engage in scientific and social work. Often he tries to "catch words" - the main thing is to get the desired mark. The team often refers to him as "ballast". The main interests are in the field of leisure.
• “Creative” is inventive in everything he does - in studies, scientific work, social activities or leisure. He does not like classes that require perseverance, accuracy, and performing discipline, therefore he studies unevenly, succeeding only in those areas that are interesting to him. In scientific work, he strives for originality, often neglecting the opinion of authorities.
• "Erudite" - collects knowledge in all areas and loves to demonstrate it, but he himself is not very capable of creativity. He does little social work and sports. The team often enjoys a reputation as a snob. He performs scientific work in strictly academic traditions.
• "Sportsman" - studies according to an individual plan, acquiring knowledge at the minimum level necessary for passing the exams. He counts on concessions for his sports achievements. In recent years, such students have become much smaller.
• “Pseudo-modernist” - the main thing for him is personal success. The main range of interests is concentrated outside the university. Follows fashion in all spheres of life. Almost does not engage in scientific and social work. As a rule, he chooses a fashionable profession.
• "Bohemian" - Successfully studies in so-called prestigious universities, looks down on students who acquire "mass professions". Strives for leadership. Knowledge is vast, but often superficial. Participant of fashionable "parties", a regular at clubs and discos. He is indifferent to sports; in the team, the attitude towards it is polar - from admiring to dismissive.

This list can be continued, but any experienced teacher has his own similar typology, perhaps better reflecting the specifics of education in his university or in his professional environment. But the question remains - what should be the ideal student from the point of view of teachers and students themselves? This question can be reformulated as follows - which student would most teachers like to work with? In the "pre-perestroika" times in our country, the opinions of students and teachers differed significantly. University teachers in the first place put mainly such qualities as discipline, diligence, responsibility, and the majority of real students noted infantilism, social immaturity, educational passivity. Modern teachers have come to appreciate the ability of students to think independently. Students also prioritize the ability to think independently and an interest in science.

The factors that determine the socio-psychological portrait of a student and to a large extent affect the success of education can be divided into two categories: those with which the student came to the university - they can only be taken into account, and those that appear in the learning process - they can be controlled.

These factors are largely determined by the general atmosphere in the country and the specific "everyday knowledge" of those who were the direct source of information. They can only be influenced indirectly by stating and using them as a starting point for influencing students.

Factors of the first category work mainly at the stage of adaptation, when freshmen try to understand "where I got to" and "who is around me." “They don’t go to someone else’s monastery with their own charter,” - students hear this at every step, each teacher sets his own rules and requires them to be observed, in groups between the children there is a “war” for the right of leadership, a search for “their” people. The student must very quickly navigate and from new positions master the methods and methods of educational activity, understand the system of norms and rules that exist at the faculty and in its study group, develop your own value system in relation to studies, future work, teachers.

Gradually, the influence of the factors of the first group weakens and the factors of the second group begin to play a decisive role. These include: the organization of the educational process, the level of teaching, the type of relationship between teacher and student, etc.

It is this, to a large extent, and not the initial level, that will determine the professional and psychological appearance of a person who, in five years, will leave the walls of the university. Completely different people come to the university with different attitudes and different "starting conditions". Some ideas about such differences can be given by the diagrams below (Fig. 2.1-2.4).

1 Miloradova N.G. Student in the mirror of psychology // Architecture and construction of Russia. 1995. No. 9.

In this respect, the analysis of student youth in connection with their chosen profession is very interesting. The totality of modern students is rather clearly divided into three groups.

The first consists of students oriented towards education as a profession. In this group, the largest number of students, for whom interest in future work, the desire to realize themselves in it is the most important thing. Only they noted a tendency to continue their education in graduate school. All other factors are less significant for them. This group includes about a third of students.

The second group is made up of business-oriented students. She makes up about 26% of the total number of respondents. Their attitude to education is completely different: for them education acts as a tool (or a possible starting stage) in order to further try to create their own business, engage in trade, etc. They understand that over time this area will also require education, but they are less interested in their profession than the first group.

The third group consists of students, who, on the one hand, can be called "undecided", on the other hand, crushed by various problems of a personal, everyday plan. Household, personal, housing and family problems come to the fore. One could say that this is a group of those who "go with the flow" - they cannot choose their own path, for them education and profession are not of the same interest as for the first groups. Perhaps the self-determination of the students of this group will occur later, but it can be assumed that this group includes people for whom the process of self-determination, choosing a path, and purposefulness is not typical.

The process of choosing a profession, studying at a university has become today for many students pragmatic, purposeful and appropriate to changes. The value of education as an independent social phenomenon with sociocultural, personal and status attractiveness receded for more long shot... It is possible that the difference between the values \u200b\u200bof education in past and current years is mainly in this.

With the advent of "commercial" enrollment, wealthy students came to the university, who were not accustomed to deny themselves anything, confident in the correctness of their professional choice (62-77%), well aware of the specifics of future professional activities (self-esteem is on average 10% higher than the "state employees"). These students, inspired by the example of entrepreneurial parents, fearlessly look to the future, which has a clearly defined professional perspective for them.

There are also qualitative differences, in particular, the results of the analysis of statistical data show that "commercial" students have a more pronounced desire to achieve success in business (9-18.5%), and therefore they are higher than "budgetary" students assess the importance of good education, professional training (30.5-40%), fluency foreign languages (22-37%), spiritually and culturally rich life (36-44%).

Differences were revealed in the structure of motivation for obtaining higher education among the compared groups of students: "budgetary" students in general expressed more traditional attitudes - to get a diploma (4-14%), to acquire a profession (56-62%), to conduct scientific research (5-15% ), to live a student's life (8-18%), while among "commercial" students the desire to achieve material well-being (43-53%), to master foreign languages \u200b\u200bfluently (17-41%), to become a cultured person (33-39% ), get the opportunity to study, work abroad (20-29%), master the theory and practice of entrepreneurship (10-16%), gain respect among friends (10-13%), continue the family tradition (6-9%).

The contingent of "commercial" students is mostly represented by graduates of secondary schools, although among them there are somewhat more people with experience of labor (production) activity in the sectors of the national economy than among "state employees". Among their parents there are significantly more entrepreneurs, businessmen (14-16%), employees of cooperatives, joint-stock companies, joint ventures (11-17%), and senior government officials. It is for this social group that higher education fees are affordable. The wealth in these families is much higher. One in seven "commercial" students has their own monthly income, and one in ten has income from self-employment.

In terms of the number of high school "excellent students" they are inferior to "budgetary" students.

Several more types of modern students should be distinguished than the simple division into "budgetary" and "commercial", and these types are found in both of the groups described.

The first type can be conventionally called "entrepreneur". This student prefers to achieve success in the business field, receives higher education in order to master the theory and practice of entrepreneurship, to quickly advance in the service, to engage in managerial, organizational activities, he is confident in the correct choice of specialty, training, in accordance with his abilities, but at the same time he is more critical of his educational institution, knows the specifics of the profession better (opportunities for professional growth, salary, working conditions, career prospects), is not afraid of unemployment, he has more developed (in self-esteem) such actual personal qualities as individualism, professionalism, enterprise, independence, the ability to change views when circumstances change, quick adaptation and easy adaptation to new conditions.

The second type, with the same degree of convention, is called "emigrant". The "emigrants" receive higher education in order to freely master foreign languages, to get the opportunity to study, work abroad. They are confident in the correctness of their own choice of specialty and in accordance with it their abilities, as well as in the ability of the university to give them training at the required level. They have well-developed (in self-esteem) individualism, life optimism, easy adaptation to new conditions.

The "traditionalist" is opposed to both of these types. He appreciates a good education, professional training, receives a higher education in order to get a diploma, conduct scientific research, is less critical of the university, knows the realities of future professional activities less well, is more afraid of unemployment, he has highly developed professionalism and efficiency, less - entrepreneurial spirit, the ability to take risks, change views when circumstances change, get used to new conditions, life optimism.

"What are today's students compared to students who studied 5-8 years ago, ie at the dawn of market reforms?" 86% of teachers surveyed believe that students have changed. Qualities have been formed that allow them to more easily adapt to the complexities of life in the marketplace, making them more competitive: they have acquired entrepreneurial spirit, greater independence, greater demands on teachers (knowledge is a necessary commodity). But something was also lost: students became less erudite, less hardworking (in their studies), less intelligent, less demanding of themselves.

There are three main types of student activity and behavior in the field of learning and cognition:

The first type of personality is distinguished by an integrated approach to the goals and objectives of education at the university. The interests of students are focused on a field of knowledge that is broader than provided by the program, the social activity of students is manifested in all the variety of forms of life of the university. This type of activity is focused on broad specialization and versatile professional training.

The second type of personality is distinguished by a clear orientation towards a narrow specialization. And here the cognitive activity of students goes beyond the curriculum. However, if the first type of behavior is inherent in overcoming the framework of the program, so to speak, in breadth, then in this case this exit is carried out in depth. The system of students' spiritual inquiries is narrowed by the framework of "near-professional interests".

The third type of cognitive activity of students involves the assimilation of knowledge and the acquisition of skills only within the boundaries of the curriculum. This type of activity - the least creative, least active - is typical for 26.8% of the students surveyed. Thus, already as a result of the very general approach for the analysis of the educational and cognitive activity of students, three typological groups are distinguished, each of which has its own models of behavior.

In one of my past posts, I described. Now it's time to tell about the fact what are the students... Attention - only personal experience and no sleight of hand!

1. An ordinary student

The most common view... Differs in that it does not stand out) Couples sometimes skip, do homework about a couple of times a week. He prefers not to quarrel with teachers, he takes the session almost on time. Granite of science does not gnaw, but rather gently sucks. In general, a typical student - nothing interesting. Such people do not catch the eye, and if nothing connects you with him outside the university, in a month you will forget his name and appearance.

2. An excellent student (just an excellent student)

Perhaps the rarest kind of students... Differs in a sharp mind and good memory. Attendance at 90%, coming to the session with a bag while polished machines. But if something doesn’t work out, it doesn’t create tragedy because of a deuce or failure. Unlike most other students, he knows why he is in college and what he will do with the knowledge he has gained. In ordinary life, he can be a very pleasant and not uninteresting person. Teachers love such students, and classmates respect them.

3. Student excellent student (crammer)

Widespread kind of students... Most often, such a student is a student :)) On a cursory examination, he looks like an excellent student, but on a detailed examination he differs from him quite significantly. The crammer is always 100% ready, but in life he lacks mental flexibility. The question from a related area is perplexing. Of two, he will definitely make the end of the world. Likes to constantly repeat "I don't know anything", making a frightened grimace. Any teacher for him is an unequivocal authority, even if this is a crazy old woman from the times of Batu's invasion of Russia. Very often it is also licking, tk. very afraid of losing the location of his master. Very boring and uninteresting in communication, because has no interests other than studies. Of course, there is no personal life either. The most interesting thing is that the teachers do not particularly value such students (except for those very old women). There is nothing to say about fellow students.

4. Student gouging

Sleep a pair of even the second shift? Appear three times in a university in a month, and then in order to drink beer with friends? Come to take the exam without knowing the teacher's full name? Yes - that's all he is, a gouging student. Contrary to popular belief, life for such students is not so sweet, especially during the session. We have to give all the best for 200% of the norm. For the entire semester, you may not find out what the teacher's name is and where a couple of subjects go on this subject. As a rule, such a student has an extremely advanced skill "sneakiness", because otherwise it is simply not possible to survive. Classmates treat such people rather cool, considering them parasites and rogues (“I taught a pancake, taught and did not pass, and you came a second time, and already the test). Teachers are also not very fond of, but for the most part they are normal.

5. Student blonde idiotto

This is not always a girl, although of course the female gender predominates. Most often it is a group / stream clown. Differs in the complete absence of gray matter in the head box. he confuses macroeconomics with macrame, and iq with icq. Teachers in the session at such can simply give up and put a threefold, just not to hear this nonsense.

6. The student is busy

I wanted to classify such people as gouging, but changed my mind. Busy students skip classes not because of laziness, but because of their own employment. They either work or participate in social work. They are very well erudite and easily maneuver during a session between teachers, waving some left diploma, an author's song contest. The teachers do not like them, but the dean's office looks favorably, tk. this is the face of the faculty (and often of the entire university). An extremely rare species.