Introduction
Chapter 1. Theoretical and methodological foundations of sociological analysis of current problems of student youth
1 Student youth in modern Russia: trends and prospects
2 Student youth through the lens of research
Chapter 2. Problems of student youth at the present stage
1 Sociological study of student problems
2 Factor analysis
Chapter 3. Ways to solve current problems of student youth. State youth policy
1 State youth policy at the present stage
2 Prospects for solving current problems of student youth
Conclusion
List of used literature
Applications
Introduction
The modern development of Russian society is characterized by fundamental changes in all spheres of life, which have a huge impact on all social strata. The construction of civil society, the formation of democratic institutions, the transition to a market economy are those strategic tasks, the solution of which is a necessary condition for ensuring the social stability of the country and its integration into the world civilizational space. All this requires the maximum mobilization of all social resources. Great responsibility lies with young people as the bearer of social energy. All this indicates a high level of scientific developments in the field of youth. At the same time, student youth, who act both as a subject of socio-economic transformations and as an object of socialization, remain poorly studied. The need to deepen research in this direction determined the choice of goals, objectives, object and subject of work.
For the purpose of the research, a number of sources were studied, such as: the works of modern scientists in the field of sociology of youth and sociology of education, publications in periodicals such as “Social Research” (Socis), “Man and Labor”, “Russian Education”, “ Higher education in Russia", as well as statistical collections and Internet materials.
The object of the work is student youth, and the subject is the features of current problems of student youth at the present stage.
The purpose of this course work is to study the characteristics of current problems of student youth.
Research objectives:
1.To determine the theoretical and methodological foundations of the sociological analysis of current problems of student youth, by analyzing the situation of student youth in modern Russia (identifying trends and prospects), as well as studying the degree of knowledge of this topic, that is, considering student youth through the lens of research. 2.Provide an analysis of the results of a sociological study on this topic. .Determine possible ways to solve current problems of student youth. This task involves analyzing the current state of the state’s youth policy, as well as presenting possible prospects for solving current problems of student youth. Structure of the work: introduction, 3 main chapters, each of which is divided into 2 paragraphs, the second chapter includes an analysis of the results of the sociological study, conclusion, list of references and applications. Chapter 1. Theoretical and methodological foundations of sociological analysis of current problems of student youth In recent years, sociologists have paid much attention to young people in general and students in particular. Various aspects of the life activities of student youth attract special attention from researchers. A special direction of research has very actively declared itself - the sociology of youth, within the framework of which the problems of student youth are studied. The journal Sociological Research has published many materials on youth issues. Since the beginning of the 90s, associated with the socio-economic transformation of Russian society, the study of the characteristics of the socialization of young people, their position in the labor market, work motivation, social well-being and socio-professional adaptation has become more relevant. All this indicates a high level of scientific developments in the field of youth. At the same time, student youth remain poorly studied, acting not only as an object of socialization, but also as a subject of socio-economic transformations. The need to deepen research in this direction determined the choice of goals, objectives, object and subject of work. 1.1 Student youth in modern Russia: trends and prospects At the beginning of the 21st century, Russia entered a state of protracted reform. We can talk about the absence of noticeable positive changes in the socio-economic sphere, which is largely due to the divergent interests of various social groups (as a result of the complication of the social structure). To harmonize the interests and possibilities of public policy, a deep study of both stratification processes and specifically all groups of society as social subjects is necessary. These include young people and, in particular, students. In the process of socio-historical development, youth were considered as the successor of social experience. On the one hand, young people are the bearer of trends generated by rejection of the key values of the existing society. On the other hand, it is not burdened by the mistakes of past experience and is capable of innovation and social reconstruction of the world. Student youth with their energy and intellectual potential are a social and strategic resource, a factor in the national development of the country. Students, as a social community, are the most educated, professionally oriented part of youth. However, despite the consistent study of youth as an independent socio-demographic group, in Russia, according to many researchers, an effective public policy has not developed. Among the negative consequences of this, a number of trends can be identified. ¾ Firstly, the reduction of youth in the general population, which leads to an aging society and, consequently, a narrowing of creative potential. ¾ Secondly, the deterioration of the physical and moral health of children and young people. According to the State Statistics Committee, on average in Russia only 10% of school graduates can be considered absolutely healthy, 45-50% of them have serious morphofunctional deviations. ¾ Thirdly, the expansion of the process of marginalization and criminalization of youth. The number of young people leading an asocial, immoral lifestyle is increasing. It is no coincidence that more than 50% of crimes are committed by young people. ¾ Fourthly, the narrowing of the participation of young people in the economic sphere. According to Goskomstat, about 40% of the unemployed are young people. According to the State Statistics Committee of the Russian Federation, 23.2% of the Russian population is the young generation aged 15 to 29 years. Among them are student youth, a specific professionally oriented social group with significant innovative potential. The Russian Federation has a developed network of higher educational institutions (more than 1000), with more than 5.9 million students. In the last decade there has been a rapid increase in this contingent by an average of 10-16%. However, in modern conditions, the state of this social group does not allow us to talk about the full realization of its social potential, especially in the world of work. Radical reform of the economic sphere without due consideration of socio-psychological, cultural, ideological and other subjective factors created the preconditions for social tension. A change in ideology and value system entails the absence of clear legal and moral criteria for social behavior. There is a process of revaluation of values - people’s value ideas are changing, new life orientations are being formed. Many researchers who study the value orientations of student youth are now talking about this. The transition to market relations in the sphere of labor and employment has led to the emergence of a fundamentally new situation in social and labor relations. On the one hand, the market economy has significantly expanded the scope of application of the forces and abilities of student youth in the field of work, and on the other, due to the weakening role of the state in the economy, the value and ethical basis of labor, the choice of the field of activity of this group of the population often does not correspond to the specialty they are receiving. goes beyond legal norms. Young people's disappointment in the social demand for the professions they choose is growing; a persistent stereotype is emerging in the minds of young people about the inability of the state to provide them with social support. The change in forms of ownership and methods of managing it, the rupture of the previously integral economic space of the country, the destruction of the system of compulsory employment gave rise to unemployment and a decline in the standard of living of the entire population, including young people. State funding, which does not make it possible to fully ensure the accessibility of education for all citizens of the country, guaranteed by the Constitution, gives rise to a kind of “selection” of young people based on social origin. All this together slows down the process of socialization of the younger generation, manifesting itself, in particular, in the devaluation of value orientations and the growth of deviant behavior: “The social consequences of the transformation processes taking place in our society for the youth environment are diverse. These are difficulties of socialization, low starting opportunities for entering market relationships, problems of adaptation to the increased polarization of the social structure. They lead to a decrease in the quality of health of student youth, a deterioration in their social well-being, and an increase in deviations." The rapid pace of economic change, with the lagging process of transformation of economic consciousness and the formation of adequate models of economic behavior, identified the problem of adaptation of student youth to new economic conditions, which quickly became acutely social. Young people are independently looking for ways out of this situation. In Russian society, there is a steady trend of spontaneous self-adaptation of young people to modern realities. Thus, the relevance of the research topic is due to: firstly, the need for a deep theoretical and empirical understanding of the current state of youth, as a special socio-demographic group that has a serious impact on social development; secondly, the social demand for comprehensive knowledge about the level of problems in the lives of students; thirdly, the need to develop recommendations to solve the problems of student youth. The problems of student youth are studied within the framework of the sociology of youth, so it would be advisable to turn to this area of knowledge in order to familiarize and study the degree of knowledge of this issue. 1.2 Student youth through the lens of research Interest in youth problems first arose in Russian sociology at the turn of the 19th and 20th centuries. However, it manifested itself especially clearly in the 1920-1980s, when the subject of research became the problems of everyday life and the financial situation of students (A. Kaufman); the situation of teenage workers in production (I. Yanzhul, A. Bernshtein-Kogan); home life of young families (E. Kabo); ideals of peasant children (N. Rybnikov). However, youth issues in domestic social science did not develop for a long time and developed in a spiral direction as the activities of the Komsomol and other youth organizations in (sports, cultural and educational), etc. Soviet society. Research on youth has intensified. In 1960-1970 in Moscow (B.A. Grushin), in Leningrad (V.A. Yadov, V.T. Lisovsky), in Sverdlovsk (M.N. Rutkevich, L.N. Kogan, Yu.E. Volkov), in Perm (Z.I. Fainburg), in Novosibirsk (V.N. Shubkin, V.A. Ustinov). But already in the 1960s. they began to position and develop as a special direction. In December 1964, the “Sociology Group of the Komsomol Central Committee” was created, which served as an important precedent for the institutionalization of sociological science in the country and the definition of a new branch in its structure - the sociology of youth. The Group's work identified the following main areas. Firstly, the development of methodological support and conducting sociological research on youth problems. Dozens of studies were conducted on a variety of problems, including the first all-Union study “Social Portrait of Youth” (1966). In 1967, the laboratory "Research on the Problems of Youth and Students" was created at the Scientific Institute of Concrete Sociological Research of Leningrad State University (headed by V.T. Lisovsky until 2002, now A.A. Kozlov), Scientific and Theoretical Conference "Youth and socialism”, carried out by the Central Committee of the Komsomol, the USSR Academy of Sciences and the USSR Ministry of Higher and Secondary Special Education in 1967, became a significant milestone in the development of domestic sociology of youth. It was addressed by the President of the Soviet Sociological Association G.V. Osipov, as well as L.M. Arkhangelsky, M.T. Iovchuk, L.N. Kogan, N.S. Mansurov, V.G. Podmarkov, M.N. Rutkevich, A.G. Spirkin et al. The conference made it possible to determine the directions of sociological research, among which were the specific problems of students and students, as well as the formation of a worldview, the development of a young person’s personality, leisure and physical development, etc. Later they were substantiated in the works of V.N. Boryaz, I.S. Kona, S.N. Ikonnikova, V.T. Lisovsky, F.R. Filippova, V.I. Chuprov. Mass protests by young people in European countries and the United States in the late 1960s served as an impetus for intensifying research on youth problems in the Soviet Union. In 1969, the Central Clinical School was reorganized into the Higher Komsomol School under the Komsomol Central Committee (rector N.V. Trushchenko) and research units were created on its basis. Transformed in 1976 into a Research Center, which was led over the years by V.K. Krivoruchenko, Yu.E. Volkov, N.M. Blinov, I.M. Ilyinsky, V.A. Rodionov. During the period of perestroika that began in the country in the mid-1980s. The need for a theoretical understanding of the accumulated empirical material, as well as for the transition from scattered studies of particular problems to the implementation of a fundamental sociological study of the problems of youth, is increasingly being realized. This was also the focus of the resolution adopted in 1984 by the Section of Social Sciences of the Presidium of the USSR Academy of Sciences “On the development of scientific research into youth problems.” In 1985, the “Social Problems of Youth” sector was created at the Institute of Sociological Research of the USSR Academy of Sciences (headed by V.I. Chuprov). By now, Russian sociology of youth has acquired a certain maturity. The knowledge accumulated over the past years, public recognition of a number of scientific schools, and the formation of a professional community of “youth sociologists” have been an important incentive for a broader generalization and further reproduction of this potential. The first textbooks on the sociology of youth appear, and departments of youth sociology are created in the country's leading universities. The first encyclopedic dictionary in the history of world and domestic sociology is being published, reflecting a conceptual approach to the subject of the sociology of youth. These are the most significant milestones in the formation of the organizational structure of the sociology of youth over the past decades. As for the paradigmatic status of the sociology of youth, for many years a monoparadigmatic approach to youth dominated, that is, the attitude towards youth as an object of education and ideological influence. Most researchers of youth in that period should be credited with their desire to study their real problems in an indispensable connection with the forms and methods of their targeted regulation. This interpretation manifested itself in the development of special sociological theories in the study of students (V.T. Lisovsky, L.Ya. Rubina, V.I. Chuprov). In line with this approach, in the 1980s, student youth were studied in relation to various life situations (V.I. Dobrynina, T.N. Kukhtevich). The transformation processes that gained momentum in the early 1990s, driven by new ideological ideas about the social structure, led to profound changes in the entire system of social relations, in the position of various categories of youth, their role and place in society. As an emerging subject of social relations, young people were included in a changing society, finding themselves at the intersection of contradictions, encountering many social problems on the way to their integration into society. The focus of modern sociology of youth is, on the one hand, the study of its characteristics as a subject of social relations, taking into account the deep processes of social transformation in their interrelation and interdependence. On the other hand, youth’s own life world as an individual and group construction. These two views on youth - through the prism of macro-social changes and micro-processes occurring among young people, are implemented in modern approaches, in theoretical concepts and empirical research. Let's consider what research on the topic of student youth has been carried out in recent years. · “Social protection of students” (2004) - a sociological study by E. V. Dubinina, author of the article “On the social protection of students: problems and prospects” (Sotsis, 2006, No. 10). According to the results obtained, the need for social protection among student youth is quite high (55.5% of respondents responded that they need social protection). Also, as a result of the study, it was found that in the minds of students, the understanding of the essence of social protection is far from uniform, and depending on what is meant by social protection, a student can act both as an object and as a subject of social protection. · “Paid work in the lives of students” (Moscow, 2005) - a study by O. A. Bolshakova is devoted to the study of trends towards changes in the quality of education received by students due to the transformation of students’ attitudes towards the educational process itself and participation in it; as well as studying the impact of students’ paid work on their studies at university. The study confirmed that paid work is becoming the most important factor determining students' attitude to study. Among the main goals of student employment is concern for post-graduate employment and the need for work as one of the forms of socialization. “Motives for student employment” - (Saratov, 2007) - an attempt to understand the reasons and motivations that force students to join the labor market. The following researchers also studied student employment: Kharcheva V. G., Sheregi F. E., Petrova T. E., Merkulova T. P., Gerchikov V. I., Voznesenskaya E. D., Cherednichenko G. A. .etc. · “Students’ attitudes to health and a healthy lifestyle” - (2004-2005) - a sociological study by N. I. Belova, conducted among first-year students at Moscow State University for the Humanities, the results of which are presented in the article “Paradoxes of a healthy lifestyle among students.” Purpose of the study: to find out ideas, knowledge about a healthy lifestyle, as well as skills in maintaining it that contribute to maintaining health. During the study, paradoxes were discovered in the orientations and behavior of student youth, which are described in detail in the article. “Health in the value world of students” - a study by G. Yu. Kozina (2005-2006), aimed at identifying the place given to health in the hierarchy of students’ values. As the study showed, “health is considered one of the main values of life by 68.1% of respondents. However, there is a dissonance between the declared, perceived value of health and real behavior aimed at preserving and strengthening it.” The value of health has become not terminal, but instrumental. A sufficient amount of research has been devoted to this topic. “Problems of physical and mental health of young people” - General provisions: a) there is a sharp decline in the level of physical and mental health of young people (due to the spread of social diseases, an increase in the number of chronic diseases and neurosis-like reactions, etc.); b) the health of a young person determines the level to which he will reach both as an individual and as a person; c) the state of physical and mental health of young people is a national problem. · “The problem of adaptation of nonresident students in a metropolis” - sociological research on this topic was carried out in St. Petersburg in 2003-2005. As a result, data were presented on the perception of nonresident students of the “spirit of the city,” its mythology, cultural codes, social values, attitudes and symbols of the urban community. · “Definition of the degree of citizenship, its manifestation in the structure of consciousness and activity of the individual in modern Russia, using the example of youth” - the study was carried out in 2004-2005. in the Tyumen region. An analysis of the results obtained is presented in the article “Citizenship, Patriotism and Education of Youth”, authors - V.V. Gavrilyuk, V.V. Malenkov (Sotsis, 2007, No. 4). This study is especially valuable for this work, since during the study, young people needed to identify the problems that most concern them today. · "Life Values of Youth" - The Journal "Sociological Research" (Socis) has published many materials on the value orientations of student youth. · “Social Development of Youth” is an all-Russian sociological monitoring conducted by the Center for Youth Sociology of the ISPI RAS in the period from 1990 to 2002. The sample of youth aged 15-29 years old was 10,412 people in 1990; in 1994 - 2612 people; in 1997 - 2500 people; in 1999 - 2004 people; in 2002 - 2012 people. Head of research - Doctor of Social Sciences, Prof. V.I. Chuprov. · “Students about adaptation to university life” - a study by V. V. Emelyanov (Moscow, 2001) - the result of an analysis of test papers of first-year students who attended a special course in social psychology, on the topic “Psychological analysis of the first impressions of a beginning student.” In their essays, young people shared the impressions they received from entering a completely new communication environment for them, and described the process of inclusion in student life, which was different from the one where they received their primary socialization. These are the main directions of research on the topic of student youth. As we can see, research is being carried out quite actively on many topical issues, such as: social protection of students, the value world of students, health and healthy lifestyle, social development, socialization and adaptation of young people, etc. But, unfortunately, there is not yet a single holistic comprehensive study covering all aspects of the life of student youth, covering all of its problem areas. Thus, we examined the situation of student youth in modern Russia, that is, in the conditions of a changing, transforming country; and also highlighted the main directions of sociological research on the topic of student youth. Thus, a theoretical and methodological basis was prepared for the sociological analysis of current problems of student youth. Chapter 2. Problems of student youth at the present stage 2.1 Sociological study of student problems In the course of conducting a study to identify the problems of student youth, 50 people were interviewed - students of the Novosibirsk State University of Economics and Management (NSUEiU) - from the first to the fifth year, ten people from each year. A total of 12 boys (24%) and 38 girls (76%) were interviewed. In this study, we aimed to identify the features of current problems of student youth at the present stage (using the example of NSUEM students). To do this, we identified the main categories, after analyzing which we can formulate specific questions for respondents: problems of adaptation, problems of socialization, objective and subjective factors influencing the emergence of problems among students, social activity of students themselves, what transformations are possible on the part of the university management, as well as reform at the state level. Adaptation problems involve, first of all, the emergence of financial problems and problems with housing. In order to find out the student’s financial situation, the question was asked whether he works and if he works, then for what reason. As it turned out, 40% of respondents (20 people) work, and another 40% realize the need to work, but do not work, and only 20% answered that they do not need work. (See Table 1). Table 1 Distribution of answers to the question “Are you working?” Answer optionsIn % of the number of respondents I combine work and study20.0 I realize the need to work, but I don’t work40.0 I don’t need work40.0Total100.0 Finding out why students work, we received the following results (no more than three could be chosen from the proposed list of options): the most frequently chosen answer is “need money”, it was chosen by 18 respondents out of 20 workers (which is 90%); in second place is the option “it is necessary to gain experience”, it was noted 14 times (70%); Next - “I like the work itself” - was chosen by 7 respondents (35%); and the options “I like the team” and “to somehow occupy my free time” were noted 6 and 4 times, respectively (30% and 20%). Let us present the results obtained in the form of a diagram (Fig. 1). Rice. 1 Reasons for student employment. As can be seen from the data obtained, the main reason why students work is “lack of money.” It is also important to note the quite often chosen answer “the need to gain experience.” This suggests that students are aware of the need to already have some work experience when finding a job after graduating from university. And this is really important, since one of the main problems of modern student youth is the problem of unemployment. As noted above, problems of adaptation of students suggest the presence of difficulties with housing. The respondents were asked the question “Where do you live?”, the following data was obtained: 56% of the respondents, that is, more than half, live with their parents; 30% - rent housing; only 4% chose the answer “I live in a dormitory” and 10% chose another answer option, among which, mainly, there were answers such as “I live in my own apartment” (such answers were found among senior students). Having received such data, we noticed a very low percentage of respondents who answered that they live in a dormitory. The questionnaire asked whether the university provides students with places in a dormitory. The results were obtained as follows: “yes” - 8%, “yes, but there are not enough places” - 78% and “I don’t know” - 14%. From the above data it is clear that the problem of student housing insecurity is quite acute. The university cannot provide dormitory space for all its nonresident students, which entails difficulties for students in providing themselves with housing while receiving their education. In search of a solution to this problem, students are forced to look for rented housing, which requires additional funds. And it is not always possible to obtain these funds from parents, therefore, it is necessary to look for a source of income, which leads to such a situation as the need to combine work and study (the phenomenon of “secondary employment” of students), while devoting less time to study than they should. The category of socialization problem was also highlighted. Speaking about the process of socialization, it would be logical to turn to the analysis of leisure time of student youth. Therefore, in order to find out how students distribute their free time, we asked the question “What do you do in your free time from study and work (if you work)?” Several answer options were offered; you had to choose one of them, or indicate your own option. The respondents answered as follows: the options “Study and work take up all my time”, “I play sports or attend other clubs” and “Meeting with friends” were chosen the same number of times (28% each); 8% of respondents answered that they do nothing , and 8% chose the “other” option, where they mainly indicated that in their free time from their main studies they also receive additional education or study foreign languages. Respondents who indicated the “other” option can be classified in the first group, that is, those who answered that studying (and work) takes up all their time, since in their free time they are engaged in self-development, that is, they continue their studies outside the walls of the university. Let's consider the obtained data in the form of a diagram (See Fig. 2). Rice. 2 Distribution of free time by students. The activity of students is quite high, since more than half spend all their time on study, work, additional education, sports and other leisure clubs and events. Only 8% of respondents answered that they do nothing. Table 2 Students’ assessment of their health status Answer optionsIn % of the number of respondents I am not sick, in general I am in good health40.0 I have minor health problems42.0 I have chronic diseases16.0 Did not answer2.0Total100.0 % have minor health problems, 40% are not sick at all, 16% have some kind of chronic disease and 2% are abstinent. In general, we have a positive picture: the vast majority (more than 80%) either do not get sick or have minor health problems. But such a positive assessment of the health status of students was given by the students themselves, and we cannot rely on it when assessing the health status of students in general. That is, we are dealing specifically with an assessment of health, and not with the real state of health of students. Within the framework of the issue of socialization, the level of problems among student youth in general was also analyzed. We were interested in the students’ assessment of their life situation, so respondents were asked to reflect on their level of problem. in the questionnaire, they were asked to mark their level of problem on the proposed five-point scale, where 1 is the minimum level of problem, 5 is the maximum. The answers were distributed as follows (See Figure 3): Rice. 3 Level of problems in students' lives. As we can see, the majority of respondents - 42% - rate their level of problems as “2 points,” that is, below average. The distribution of answers was approximately equal at levels 1 (minimum level) and 3 (average level), 22% and 26%, respectively; 6% of respondents rated their level of problems at 4 points (above average) and 4% - at 5 points, that is, the maximum level of problems. In general, we can say that students do not assess their lives as problematic. When assessing their lives, the majority of students were distributed on a scale of up to 3 points, which generally creates an optimistic picture. Without completely denying the presence of problems, young people still do not consider their lives to be highly problematic. It can be assumed that such answers to a certain extent indicate the students’ attitude towards life in general. Perhaps students view the problems that arise as temporary difficulties, or as certain steps, steps that need to be taken at this stage of life, and therefore do not evaluate them in a negative light. The second research task, after identifying the current problems of student youth, was to determine the factors influencing the emergence of problems among students. For this purpose, all factors were divided into objective and subjective. We included the following as objective factors: lack of external resources (finance, housing, friends, necessary acquaintances) and lack of internal resources (age, health, education); to subjective factors - the absence of subjective internal qualities, such as determination, independence, sociability, optimism. In order to identify the factors, the question was asked: “What factors, in your opinion, influence the occurrence of most problems among students?” Ranking had to be done. Analysis of the results showed that students put objective factors in first place, such as “level of material security” (Rank 1; 44.9%) and “level of housing security” (Rank 2; 30.6%). Along with them, “lack of appropriate education” (Rank 3; 18.4%) and “no friends or necessary acquaintances” (Rank 4; 14.3%) were also indicated. In last place were subjective factors: “lack of optimism” (Rank 8; 18.4%), “lack of sociability” (Rank 9; 24.5%). (See Appendix 1) Thus, we can conclude that students attribute mainly objective factors to the main reasons for their problems. The third research task was to study the vision of students themselves regarding possible solutions to the problems of students at the present stage. The following theoretical concepts were identified: social activity of the students themselves, possible transformations on the part of the university leadership and reform at the state level as a whole. To clarify the position of students (active, passive) and their attitude regarding the distribution of responsibility for solving existing problems, a number of questions were asked. Conventionally, they can be divided into three groups of questions, each of which reveals: 1) the level of activity of students; 2) students’ assessment of the work of the university; 3) the opinion of students regarding at what level the problems of student youth should be solved. So, analyzing the answers received to the first group of questions, we can say that in general the level of student activity is quite low. Answers to the question “Do you take part in rallies or strikes organized by students?” were distributed as follows: “I have never participated” - 74%, “I have taken part once” - 16%, “I regularly participate” - 2%, “Such methods are not used in our university” - 8%. And answering the second question, “Have you ever put forward any proposals to solve student problems to the leadership of your university or other higher authorities?”, 94% of respondents answered that they had never put forward any proposals. The numbers speak for themselves. The level of student activity is more than low. The results are presented in Tables 3, 4. Table 3 Participation in rallies and strikes organized by students Answer options % of the number of respondents Never participated 74.0 Participated once 16.0 Regularly participate in such events 2.0 Such methods are not used at our university 8.0 Total 100.0 Table 4 Proposals for solving student problems Answer options% of the number of respondents Never put forward any proposals 94.0 Took part in a similar event 6.0 Total 100.0 The second group of questions concerned student satisfaction regarding the functioning of the university, and it included a number of questions. In addition to the issue already discussed above about providing students with places in a dormitory, we were also interested in how satisfied students were with the work of the medical center. After analyzing the responses received, the following results were obtained (See Fig. 4). Rice. 4 Satisfaction with the work of the medical center. The largest percentage of answers was given for the option “Not satisfied” - 34%, 12% - “rather dissatisfied”, 16% - “rather satisfied”, and only 4% - “completely satisfied”. An interesting fact is that 28% found it difficult to answer, and 6% generally answered that there is medical science at the university. there is no point. To the question “Are there any sports sections, creative or leisure clubs at your university?” We also received not entirely satisfactory answers. 82% of respondents answered that “There are leisure activities at the university, but they do not participate in them,” 12% “attend only the sports section,” and only 4% attend several sections (2% found it difficult to answer). Further, when considering students’ satisfaction with the work of the university, we were interested in whether the university provides assistance to students in finding employment. Only 16% answered that such assistance is provided to students, 8% said that assistance in finding a job is not provided to students, and 76% (!) responded that they have no information on this matter. Closing this group of questions, we considered it appropriate to place one open question, which read as follows: “What measures to improve the work of your university could you suggest?” (See Appendix 2). As it turned out, the most acute problem is dissatisfaction with the functioning of such “divisions” of the university as: the library, the canteen, and the medical department. point, dean's office, dormitory - students indicate (16%) the hostility and lack of tolerant attitude on the part of staff towards students. Also, along with this, students drew attention to the need to improve buildings and dormitories; The following proposals were made: make repairs, insulate the buildings, hang mirrors, curtains, organize places for relaxation. In fact, the recommendations listed are nothing more than the minimum necessary conditions for a normal, comfortable stay within the walls of the university. Another important aspect for improving the work of the university is, according to students, the need for technical equipment (more computers, printers, educational literature, new equipment in classrooms), which would ensure convenience and greater productivity of the educational process. Along with the above, measures such as: ¾ providing assistance with employment, as well as the inclusion of senior students in the profession. practice; ¾ social payment scholarships for disabled people, increasing scholarships and encouraging “gifted” students; ¾ providing students with housing; ¾ better inform students about what is happening at the university; ¾ improving the level of education and teaching; ¾ improvement of the schedule; ¾ interview students about their problems. It can be noted that, in general, respondents were active in answering this question. Quite a lot of proposals were made. Apparently, students really do not have enough so-called “feedback” from the leadership of the university; there is a need to speak out (sometimes complain, criticize), and make suggestions. This gives reason to believe that students still have their own position, their own opinion, but do not always have the opportunity to express them. And finally, the third series of questions revealing students’ opinions regarding at what level the problems of student youth should be solved. Let us briefly analyze the data obtained. The first question asked in the questionnaire was: “At what level, in your opinion, should the issue of providing students with housing be resolved?” The results are presented in the form of a diagram (See Fig.5) Rice. 5 Students’ opinions about at what level the issue of housing should be resolved. The majority still expressed the view that responsibility for providing housing for nonresident students falls on the university where the young person is studying (66%). Only 26% of respondents hold the state responsible. And only 4% answered that “this is a problem for the students themselves.” Speaking about the organization of events and leisure clubs for students, the majority of respondents also place responsibility on the university (52%), only 12% believe that this issue needs to be resolved at the state level. However, in this matter there is a high percentage of those who believe that students themselves should organize their leisure time - 32%. In the question regarding responsibility for the health of students, the state again has very low expectations - only 18% answered that “The state should be involved in improving the health care system.” The answer “University where the student studies” was also chosen by a small number of respondents - 20%. And students consider themselves to a greater extent responsible for maintaining their health (60%). As we can see, respondents see the state to a lesser extent as the main subject of solving current problems of student youth. What explains this? Perhaps because young people have lost “a sense of faith in their native state” and do not hope to receive any tangible help from it. Much “closer” to the student with his problems is the university and its leadership, which should provide students with satisfactory learning conditions. Ultimately, students today rely more on their own strengths, as well as on the university they entered (which, in turn, needs to improve the work of its structures and new equipment). 2 Factor analysis Based on the existing analysis of sociological research on current problems of student youth, we will conduct a factor analysis, that is, we will consider the distribution of respondents’ answers to certain questions depending on various factors. In this case, the most important factor differentiating respondents will be the course. Since the problems of student youth, as a social group, often have temporal dynamics, that is, the specifics of students’ problems may change depending on the course of their studies. For example, the problems and difficulties faced by a student in the 5th year may be completely unfamiliar to a freshman. So, let's start with the employment of student youth. One of the first questions in the questionnaire was the question “Are you working?” As is already known, 40% of all respondents were working students. Of these 40%, 12% are 3rd and 4th year students, and 10% are 5th year students (See Table 5). The most “busy” were the 3rd and 4th year students. Table 5 Attitudes of students of different courses towards work Do you workCourseTotal12345I don’t need work4,014,00,00,02,020,0I realize the need to work, but I don’t work12,04,08,08,08,040,0I combine work and study4,02,012,012,010,040,0Total20,020,020,020,020,01 00.0 What is the level of problems in the lives of students of different courses (See Table 6). The widest range of answers is observed among first-year and fourth-year students. 1st year students assess the level of problems in their lives, starting from the minimum (8%) to the maximum level (4%). By the way, except for first-year students, no one else noted the maximum level of problems. This is obviously due to the fact that in the first year students have to face a lot of difficulties: this includes finding housing, a new circle of friends, adapting to a new way of life, new requirements, unknowns and lack of information about many aspects of student life. It’s not easy for young people to go through all this, so some tend to assess their life as extremely problematic, full of difficulties. By the second year, some stability has already begun, which allows you to evaluate your life less critically and more positively. Thus, 10% of respondents rated the level of problems in their lives as 2 points (below average). In the third year, 12% of respondents rate their life as 2 points, and by the fifth year this is already 14%. Table 6 Level of problems in the lives of students of different courses Level of problems in your life /pointCourseTotal18,06,00,06,02,022,020,010,012,06,014,042,034,04,08,06,04,026,044,00,00,02,00,06,054,00,00,00,00,04,0Total20 ,020,020,020,020,0100 .0 As can be seen from the table, in the 4th year there is also quite a wide range of opinions: the answers “1 point”, “2 points” and “3 points” were equally distributed, that is, from the minimum to the average level of problems, and even 2% chose “4 points” "(above average). How can this be explained? It is possible that in the fourth year there is already an awareness of one’s specialty and an understanding of the need for employment to “prepare the ground” in the future, so that there are no problems with getting a job due to lack of experience. Moreover, as noted above, the largest percentage of working students falls on the 3rd and 4th years. Which, in general, complicates the lives of students. Next, we were interested in the leisure time of students. Let us trace the nature of the distribution of their free time by students of different courses. And we will also try to analyze the reasons for distributing free time in one way or another. What do you do in your free time? CourseTotal Study and work take up all my time4,06,02,06,010,028,0do nothing0,02,02,04,00,08,0sports, etc.4,08,04,04,08,028,0meet with friends10,04,08,04 ,02,028,0other2,00,04,02,00,08,0Total20,020,020,020,020,0100,0 Let us analyze the nature of the distribution of their free time by students of different courses. First-year students, as one might expect, most often chose the answer “Meeting friends.” Entry into the educational process is not yet so active; young people are in a state of “euphoria”, rejoicing at their successful admission to university. Not surprisingly, most of my free time is spent meeting friends; freshmen need support and discussion of the peculiarities of the student period of their life. In the second year, we already see that students more often chose the answers “I play sports” and “Study and work take up all my time.” After the adaptation process in the first year, second-year students are already more actively taking up their studies. But in the third year, surprisingly, a “decline” occurs again: the answer most often chosen again is “Meeting friends.” Perhaps this is explained by the disappointment of some students in their chosen specialty, since in the third year they begin to understand the specifics of the profession. Although it should also be noted that it was in the 3rd year that the answer “other” was chosen more often than in other courses, in which students wrote that they were engaged in additional education and attending various courses. The 2nd and 5th years are again characterized by an “uplift”: the majority are again absorbed in study and work, play sports, and even have time to meet with friends. It is characteristic that it was the fifth-year students who most often chose the answer “Study and work take up all my time.” I can assume that in this case, the fact that by the fifth year almost all students are already working played a role, so when choosing this answer, the students meant that they were busy with work, unlike second-year students who are actively engaged in their studies and are not yet working (from of all working students, only 2% are sophomores). This is the nature of the distribution of free time by students of different courses. Now let's turn to students' assessment of their health. Let's compare the answers to two questions regarding the health of students: “How do you assess your state of health?” and “Who do you think is most responsible for the health of students?” Let us see how respondents distribute responsibility for the health of students, depending on how much they themselves assess their health (See Table 8). sociological student youth employment Table 8 Distribution of responsibility for the health status of students depending on the assessment of the respondents’ health status Who is largely responsible for the health of students? How do you assess your health? Total Minor problems Chronic diseases Not sick Students themselves 26,06,026,02,060,0 University 10,00,010,00,020,0 State 6,08,04,00,018,0 Difficult to answer 0,02,00 ,00.02.0Total42.016.040.02.0100.0 An interesting fact is that students who assess their health status as good, that is, who chose the answer “I’m not sick” or “I have minor health problems,” when answering the question “Who, in your opinion, is largely responsible for their health students?", more often chose the option "The health of a student is in his own hands." Students with chronic diseases more often answered that the state is responsible for the health of students, since it is it that should be involved in improving the health care system (But everyone is equally dissatisfied with the work of the medical center: both those who are not sick at all and those who have chronic diseases). Thus, those who have already encountered certain difficulties and problems feel more acutely the need for care and protection from the outside, be it a university or the state. When conducting factor analysis, it also seems interesting to analyze respondents’ answers to an open question, which read as follows: “What measures to improve the work of your university could you propose?” Let us trace the nature of the proposed measures and recommendations depending on the student’s course of study (See Appendix 2). So, the 1st and 2nd courses can be combined, since we did not receive any special proposals from students of these courses, only proposals to improve the schedule and increase the scholarship. However, it is worth noting that it is first-year students who suffer most from the lack of housing (there are no places in the dormitory due to a shortage), since in addition to studying they have to deal with this problem. Therefore, the proposal to provide students with housing was received specifically from first-year students. The third-year students are already making more specific and meaningful proposals. These include measures to improve buildings and dormitories, the need for technical equipment, as well as improving the work of libraries and canteens. It seems that all these wishes were formed among students gradually during the learning process, as they encountered relevant problems. Among the main proposals, 4th and 5th year students put forward slightly different positions. It is more important for them to resolve issues such as getting a job, applying acquired knowledge in practice, the need to meet the needs and requirements of employers, etc. This was reflected in the responses of senior students to the open question. Students noted the need for the university to provide assistance in finding employment, as well as the inclusion of senior students in professional practice; and also: better inform students about what is happening at the university, improve the level of education and teaching, survey students about their problems (i.e., establish feedback with students). Students, as a social group, face a number of problems during their life formation and development. Such problems include: lack of money, secondary employment of students, problems with housing, health problems, poor technical equipment of the university in which they study, lack of normal conditions for spending their leisure time. While having a general impact on the entire student body, the listed problems still acquire some specificity regarding groups of students of different courses. For example, the problem of secondary employment of students is less relevant for 1st and 2nd year students, but the problem of housing shortage is becoming more pressing. Thus, an analysis of the results of an empirical study of current problems of student youth was presented, and a factor analysis was carried out. It should also be noted that the study confirmed two hypotheses, that is, the most pressing problem for modern youth is “lack of money”; and the greatest influence on the formation and development of problems among students, in their opinion, is exerted by “external” factors. The third hypothesis, which reads as follows: “The solution to problems at the present stage, according to students, is an effective youth policy of the state” - has been refuted, because As it turned out, students rely least on the state. Chapter 3. Ways to solve current problems of student youth. State youth policy When considering possible ways to solve pressing problems of youth (and students in particular), it makes sense to turn to the analysis of the state’s youth policy. Let us define for ourselves the meaning of the concepts of state policy and youth policy. State policy is a political course, the definition of goals and objectives of internal and external political activity and this activity itself, aimed at achieving them and carried out by a given state and its bodies in the center and locally, in the country and abroad. Youth policy is a policy pursued with the aim of creating real conditions, incentives and specific mechanisms for realizing the vital interests and aspirations of young citizens, meeting their needs, and helping young people take their rightful place in society. Youth policy is designed to ensure continuity in the life of a given society. How is youth policy carried out in the Russian state? Does it create the necessary conditions for solving emerging difficulties and problems of student youth? 1 State youth policy at the present stage As noted earlier, according to the 2002 All-Russian Population Census, the young generation 15-29 years old amounted to 34.9 million people (23.2% of the total population of the country). One of the strategic priorities of the country’s socio-economic development is investment in people, and therefore in the younger generation. According to the Decree of the Government of the Russian Federation of June 3, 1993, the main directions of state youth policy in the Russian Federation are: creation of an all-Russian data bank on youth policy issues; training of personnel in the field of state youth policy; development of economic and legal measures aimed at increasing the level of youth employment; a step-by-step solution to the housing problem of young citizens within the framework of the subprogram “Providing housing for young families.” A distinctive feature of the existing legislation of Russia is that most of the legal norms regulating the situation of young people: minor adolescents, young people in various spheres of life (students, workers), are scattered across relevant sectors: Family Code, Labor Code, education legislation, etc. d. The solution of various problems by young Russian citizens is most often associated with various violations of constitutional rights. Author of the manual "Youth in modern Russia: a strategic resource of the country or a lost generation?" - Plekhanova V.P. - concludes that today the task of updating the current legislation is urgent: “Whether it will be: a law on children’s rights or a juvenile code is a task for the future, but it is necessary to look for ways to solve it now, since The price of the issue is too high." Also, among the features of the current youth policy, V.P. Plekhanov notes such as: a) The lack of a legislatively secured constitutional and legal status of youth; b) Norms defining the concept of “youth” have not been developed; c) There are no legal acts aimed at developing and strengthening social support for this category of the population. Summing up, Plekhanov V.P. writes that Russia needs a thoughtful and socially oriented youth social policy. However, V.P. Plekhanov places responsibility for this not only on the state: “Specialists of various profiles, as well as civil society institutions emerging in the country: political parties, public organizations, etc. can make a significant contribution to the development and implementation of such strategies. " . According to the "Concept of State Youth Policy of the Russian Federation" "State youth policy in the Russian Federation is formed and implemented in difficult economic and social conditions. In the modern period, the state direction for the implementation of youth policy is practically the only one." Youth, student and other public associations also play an insufficient role. Due to organizational weakness, they cannot adequately protect the interests of young citizens and organize effective work among youth. In most cases, the role of trade unions in solving youth and student problems, in the development and implementation of professionally oriented youth policy is low. Thus, the role of the state in relation to the younger generation becomes dominant. It is known that the state youth policy is carried out: ¾ government bodies and their officials; ¾ youth groups and their associations; ¾ young citizens. Particular emphasis must be placed on the fact that the activity of young citizens themselves is of great importance in the state’s youth policy, and in solving youth problems, respectively. One of the main principles for the implementation of state youth policy is the “principle of participation”. That is, young people are not only the object of upbringing and education, but also a conscious participant in social transformations. Therefore, supporting youth associations is a promising area of activity for public authorities, pursuing the goals of self-realization of youth in Russian society, which is impossible without their real and active activities. Youth and student public associations are active participants in the formation and implementation of state youth policy in the Russian Federation. “Strong state policy towards youth should be based on the idea of partnership between state authorities and the individual based on the harmonization of state and personal interests. Partnership between the state and the individual, as is known, is the goal of the social state. The main thing in state youth policy is to increase the subjectivity of young people and youth as a social group in realizing their own, state and public interests." From all of the above, we can conclude that the state youth policy (GMP) in our country has not yet received proper development; it is not effective enough to solve the problems of youth (and students in particular). The provisions of the GMP emphasize that in order to solve youth problems, the active participation of the youth themselves is necessary. Youth, student associations and unions, which could, in the course of their functioning, serve as a link between youth, students and government bodies, have not yet been properly developed. 2 Prospects for solving current problems of student youth Ruchkin B. A. (“Youth and the formation of a new Russia”) writes: “The ways to solve the problem of “youth” lie in improving the entire system of state youth policy - both at the level of principles and at the level of specific activities of government bodies. We are talking about clarification of the concept of state youth policy, improvement of its regulatory framework; determination and compliance with the principles of financing this area. At all levels - local, regional and federal - there are opportunities to adjust socio-economic policy taking into account both the general needs of young people and the needs. its various social and age groups (students in particular) and direct them to the revival of Russia as a great power - an idea that is receiving increasing support from the population and youth." According to O.I. Karpukhin, the author of the article “Youth of Russia: Features of Socialization and Self-Determination,” today the ways to solve youth problems lie not so much in improving the system of state youth policy, as some authors claim, but in solving fundamental issues of the development of Russian society. “Society itself, in essence, has lost the meaning and idea of its own existence. How can we talk about improving state youth policy in these conditions?” . Dubinina E.V. in her article “On the social protection of students: problems and prospects” connects the solution to the problems of students with the concept of “social protection”. As a result of the study “Social protection of students”, the author analyzes the attitude of students themselves regarding who should provide social protection. According to them, the state occupies first place in the hierarchy of subjects of social protection. This opinion is shared by the absolute majority of respondents (83.4%). However, the answers of students to the question of who can help them in solving the most important problems, among which were named “health status”, “lack of money”, “financial dependence on parents”, “improving the quality of education”, indicate the low role of the state as a guarantor of social protection. (The results of an empirical study conducted by the author of this course work confirm these data). The data of the authors of other studies are identical to the results obtained. The work of V. Dobrynina and T. Kukhtevich provides the following fact: to the question “Does the state protect the interests of young people?” only 6.3% of respondents gave a positive answer, and 64.4% gave a negative answer. The majority of respondents (84%) rely on themselves and their own strengths. Only 0.6% of respondents hope for social assistance and government support. It can be assumed that students are ready to take responsibility for shaping their well-being. The data confirms what sociologists have repeatedly noted is the orientation of the majority of young people towards their own strengths and the support of their immediate environment: “It is no coincidence that 56.1% of respondents believe that the activity and organization of student youth will help solve their problems.” Thus, Dubinina E.V. concludes that it is necessary to improve management: expand the circle of subjects of social protection and change the relationships between these subjects. “Relations in the management of social protection of students can be built not only as subject-object, but also as subject-subject based on the use of social partnership technology between the state as the main subject of social protection and students.” Other authors adhere to a similar point of view, for example Gritsenko A. (“The problems faced by young people cannot be solved without their participation”) writes: “I am convinced that the problems faced by our youth cannot be solved without taking into account their opinions , and most importantly - without her participation. For me personally, the task of attracting young people to public life, their direct participation in the formation and implementation of state policies and programs that concern society in general, and youth in particular, has always been important." That is, as we have once again seen, the current situation in the country is characterized by a lack of trust among young people in the state as a guarantor of social protection for student youth, as well as the need for the active development of independence and consciousness of youth, the formation of their active civic position, which contributes to the further self-organization of youth in various associations, the main goal of which would be to identify and solve pressing problems of young people. We highlighted problems such as lack of money, that is, financial difficulties, and, consequently, the need for secondary employment of student youth. What can be proposed as a solution to this problem? There is no simple definitive answer to this question. One of the options for possible measures is student groups, which successfully operated in the 1970-1980s, and are now experiencing a new birth. As Levitskaya A. writes in her article “On legislative activity in the field of youth policy,” there is a corresponding bill on the activities of student groups: “The main idea of the bill is the legal establishment and activities of student groups. The approval of a standard regulation on a student group at the federal level will make it possible to establish common goals and objectives of the activities of these teams. Determining the legal status of student teams will facilitate their entry into the labor market and will help regulate relations that arise between employers and student teams." Also, a possible solution to the problem of student employment may be to combine secondary employment with industrial practice. In this case, the work will coincide with the specialty being acquired, and it will significantly contribute to the professional integration and self-realization of students, since it will expand the spheres of communication and will allow them to accumulate social experience and connections. Another significant problem for student youth is maintaining health. According to T. M. Rezer (author of the article “Applicant 2001 - physical and mental health”), such a problem among student youth, such as “poor health,” is precisely a national problem: “The decline in the level of health of young people must be considered as one of the reasons undermining the security of the country. At present, it becomes obvious that even reasonably organized moral, mental and physical education, properly organized general and vocational education achieve results only when students are physically and mentally healthy." As a solution to this problem, the author proposes effective practical cooperation between doctors and teachers (teachers). “It seems that there is a need for the establishment and development of educational institutions as health centers for young people studying in them (including the establishment of psychological services in educational institutions). With this approach, it becomes possible to resolve emerging problems not only from a socio-economic point of view. Individual health of students (and applicants, including), their physical and mental development should become one of the main directions of educational activities of any types and types of educational institutions." Let us also pay attention to the problem of leisure time for students. The reform of previous leisure management structures has actualized the need to develop a new system for regulating youth leisure, adequate to the modern socio-cultural situation. Leisure is perceived by young people as the main sphere of life, and the overall satisfaction with the life of a young person depends on satisfaction with it. Therefore, at present, the regulation of youth leisure should be aimed at the formation of a type of leisure behavior that, on the one hand, would meet the needs of society in organizing cultural leisure that promotes the development of the personality of a young person, and on the other, the sociocultural needs of the youth themselves. The prospect of solving both the above and many other problems of student youth, according to A. Shalamova, author of the article “Student self-government as a factor in the social activity of youth,” can be an increase in the social activity of students, which can be embodied in socially useful and socially significant activities and involve various forms of collective self-organization. “Student self-government is the independence of students in implementing various initiatives, making decisions on vital issues related to education, everyday life, leisure, in the interests of their team, organization and individual.” The student environment, in turn, should provide support for the initiatives put forward by student government bodies, as A. Shalamova writes. Students will always have the opportunity to speak out about the emergence of any difficulties and problems, and at the same time I will be sure that they will not go unheard. And student government bodies, interacting with the governing bodies of vocational education institutions based on the principles of social partnership, will have the opportunity to provide assistance to students. Today, student self-government in each specific university has an appropriate form and its own areas of activity, be it a trade union organization of students, a public organization, or some kind of public initiative body (student council, student dean’s office, student groups, student clubs). Its main functions include: Protecting the rights of students; Social protection of students; Development and implementation of socially significant programs; Organization of leisure, recreation and health improvement for students; Formation of a unified information space; Prevention of antisocial manifestations in the student environment; Interaction with government agencies. and municipality management; Assistance in solving problems of secondary employment of students; “Student self-government is the initiator and organizer of social activity of student youth, as well as a school for the democratic maturation of students.” As a result, we once again focus on the fact that today, in solving pressing problems of student youth, a lot depends on the students themselves. Realizing the inconsistency of our state's youth policy, students should not passively wait for help from the state or university. It is necessary to take initiative, be active, talk about your problems, and make efforts to solve these problems. The emergence of student self-government is a consequence of awareness of the modern situation and an attempt to adapt to it. Thus, in search of possible ways to solve the current problems of student youth, we analyzed the current state of state youth policy, found out its unsatisfactory state today, and also became convinced of the need for the active participation of young people themselves in solving existing problems. The prospects for solving student problems were also discussed. And again, the emphasis was placed on the need to form an active life position of students, to take active part in solving emerging problems and difficulties. Conclusion The first chapter: “Theoretical and methodological foundations of the sociological analysis of current problems of student youth” makes a great contribution to the theoretical component of the work. In this chapter, the relevance of the problem under consideration was substantiated and the essence of the object, that is, student youth, was characterized. An analysis of the situation of student youth in modern Russia was presented, and some trends and prospects were noted. The degree of study of this topic was also highlighted, and a number of important areas of modern research on student issues were presented. At the same time, we turned to such a field of knowledge as the sociology of youth and, within the framework of this area of sociological knowledge, we examined the “evolution” of research activities on student issues. The second chapter of this work aims to present the results of the analysis of a sociological study conducted on the topic “Problems of student youth at the present stage”, necessary as an empirical basis (and justification) for the course work. A factor analysis was also carried out, based on identifying such a factor as the student’s course of study. The second chapter allows, based on the identified problems of students and an analysis of their characteristics, to move on to the search for possible prospects for solving these problems. Our third task was to identify possible ways to solve current problems of student youth. As noted in the introduction, this task involves analyzing the current state of the state’s youth policy and presenting possible prospects for solving current problems of student youth. Therefore, in this chapter, attention was paid to youth state policy: its inconsistency and incomplete legislative implementation, and as a consequence - ineffectiveness, were noted. Therefore, emphasis was placed on the need for the active participation of young people themselves (and students in particular) in activities aimed at solving existing problems. Arguing in this direction, we eventually came to the concept of student self-government, which today can be called the main “measure” aimed at solving emerging problems among students. But it must be remembered that this presupposes the presence of an active, active life position of students as a social group. To summarize, we can say that the work examined the issues and assigned tasks in sufficient detail. Thus, by solving problems, we achieved the goal of the study: studying the characteristics of current problems of student youth. List of used literature 1)Averyanov L. Ya. About the problems of youth and not only about them / L. Ya. Averyanov // Sotsis: Sociological studies. - 2008. - No. 10. - pp. 153-157. 2) Avramova E. M. Employers and university graduates in the labor market: mutual expectations / E. M. Avramova, Yu. B. Verpakhovskaya // Socis: Sociological Research. - 2006. - No. 4. - P.37-46. )Belova N.I. Paradoxes of a healthy lifestyle for students / N.I. Belova // Socis: Sociological studies. - 2008. - No. 4. - P.84-86. )Bolshakova O. A. Paid work in the lives of students / O. A. Bolshakova // Socis: Sociological Research. - 2005. - No. 4. - P.136-139. )Vishnevsky Yu. R. Paradoxical young man / Yu. R. Vishnevsky, V. T. Shapko // Sotsis: Sociological studies. - 2006. - No. 6. - P.26-36. )Vorona M.A. Motives of student employment / M.A. Vorona // Socis: Sociological studies. - 2008. - No. 8. - P.106-115. )Vybornova V.V. Actualization of problems of professional self-determination of youth / V.V. Vybornova, E.A. Dunaeva // Sotsis: Sociological studies. - 2006. - No. 10. - P.99-105. )Gavrilyuk V.V. Citizenship, patriotism and education of youth / V.V. Gavrilyuk, V.V. Malenkov // Socis: Sociological studies. - 2007. - No. 4. - P.44-50. )Gritsenko A. Problems faced by young people cannot be solved without their participation / A. Gritsenko // Crimean news. - 2007. Access via<#"justify">Appendix 1 Table Ranking of factors influencing the occurrence of problems among students Rank 1Rank 1Rank 2Rank 3Rank 4Rank 5Lack of finances (44.9)Difficulties with housing (30.6)No appropriate education (18.4)No friends, necessary acquaintances (14.3)Poor health (16.3)Difficulties with housing (14.3) Lack of finances (22.4) Lack of independence (16.3) Lack of independence, sociability, poor health (12.2) Lack of independence (14.3) Not lack of determination, poor health (10.2) No appropriate education (10.2) Difficulties with housing, lack of determination, no friends (12.2) No appropriate education, “wrong” age, lack of optimism (10 ,2) Lack of determination, no friends (12.2)Rank 6Rank 7Rank 8Rank 9Rank 10Lack of determination, independence, sociability (14.3)Lack of determination (18.4)Lack of optimism (18.4)Lack of sociability (24.5) Not the right age, lacks optimism (28.6) Not the right age (12.2) Lacks independence (16.3) Not the right age (16.3) No friends, necessary acquaintances, lack of optimism (16.3) Poor health (12.2) No friends, necessary acquaintances, no appropriate education (10.2) No friends, necessary acquaintances (14.3) No appropriate education, no friends (12.2) No appropriate education (10.2) Difficulties with housing (8.2) Appendix 2 Students' proposals for improving the work of the university Proposals for improving the work of the universityValid percentageImproving the work of libraries, canteens, medical. point, hostel, dean's office, as well as a more tolerant attitude of staff towards students 16.0 Improvement of buildings, dormitories: make repairs, insulate buildings, hang mirrors, curtains, organize places for recreation 12.0 Technical equipment: more computers, printers, educational literature, new equipment in classrooms 12.0 Provide assistance with employment, as well as the inclusion of senior students in the profession. practice6.0Scholarships: pay social benefits. scholarships for people with disabilities, increase scholarships and encourage “gifted” students6.0Provide students with housing4.0Better inform students about what is happening at the university4.0Improve the level of education and teaching4.0Improve the schedule2.0Interview students about their problems (i.e., establish feedback with students)2 ,0 Driving into the head the law “survival of the fittest” 2.0 Everything is fine 2.0 Difficult to answer 48.0 Appendix 3 Research program "Problems of student youth at the present stage" Relevance of the topic: In the context of the radical social transformation taking place in our country, the problem of social adaptation to change, both of the entire Russian society and the layer of student youth in particular, arises with particular urgency. On the one hand, youth are the most dynamically adapting social group to new conditions. At the same time, due to the fact that young people are only “at the beginning of their life’s journey,” they are least protected from the effects of social dysfunctions of the transformation process. On the other hand, the future state of Russian society as a whole largely depends on the forms and pace in which the current social adaptation of young people occurs. Therefore, it is necessary to study the problems that students have to face at the stage of their life formation and propose ways and means of solving these problems. Object of the study: The object of the study is NSUEU students. Subject of the study: The subject of the study is the social problems of students. Purpose of the study: to explore the features of current problems of modern students at the present stage (using the example of NSUEM students). Objectives: The set goal led to the solution of the following research tasks: ) identify current problems of student youth; ) determine what factors influence the emergence of problems in students (objective, subjective); ) study students’ vision of solving problems at the present stage; Hypotheses: The most pressing problem for modern youth is “lack of money”; The greatest influence on the formation and development of problems among students is exerted by “external” factors; The solution to problems at the present stage, according to students, is an effective youth policy of the state. General population: student youth. Sample population: 1st - 5th year students of NSUEM. Research method: questionnaire. Instrumentation: the questionnaire includes 21 questions: 14 closed, 5 semi-closed, and 2 open. One question involves ranking. All questions are divided into three blocks, based on the intended tasks. Appendix 4 Operationalization of concepts VariablesTheoretical conceptsOperational conceptsIndicator conceptsMeasurement scale1.Student problems1.1. Adaptation problems1.1.1. Income level1.1.1.1. up to 2000 rub. Nominal 1.1.1.2. 2001-5000 RUR 1.1.1.3. 5001-7000 RUR 1.1.1.4. 7001-10000 RUR1.1.1.5. more than 10,000 rubles 1.1.1. Availability of work 1.1.1.1. I don’t need work Nominal 1.1.1.2. I understand the need to work, but I don’t work 1.1.1.3. I combine work and study 1.1.2. Problems with housing 1.1.2.1. No place to live Nominal 1.1.2.2. I live with my parents 1.1.2.3. I rent a house 1.1.2.4. I live in a hostel 1.1.2.5. Other 1.2. Problems of socialization 1.2.1. Problems of distribution of free time 1.2.1.1. Study (and work, if working) takes up all the time Nominal 1.2.1.2. I don’t do anything in my free time 1.2.1.3. I play sports, or attend other clubs1. 2.1.4.Meeting with friends1.2.1.5.Other1.2.2.Health problems1.2.2.1.I have minor health problems Nominal1.2.2.2.I have chronic diseases1.2.2.3.I am not sick, generally I have good health health 2. Factors influencing the occurrence of problems in students 2.1. Objective2.1.1. Lack of external resources1. level of financial security 2. level of housing security 3. availability of necessary acquaintances Rank 2.1.2. Lack of internal resources 1. Health 2. Age 3. Education Rank 2.2. Subjective2.2.1. Lack of subjective internal qualities1. Decisiveness 2. Independence 3. Sociability 4. Optimism Rank 3. Possible options for solving students' problems 3.1. Social activity of students themselves 3.1.1. Participation in rallies, strikes 3.1.1.1. In our university such methods are not used Rated 3.1.1.2. Never did not participate 3.1.1.3. Participated once 3.1.1.4. Regularly participate in such events 3.1.2. Put forward any proposals to solve problems 3.1.2.1. Never put forward any proposals Nominal 3.1.2.2. Participated in similar event 3.2. Transformations on the part of the university management 3.2.1. Providing students with places in dormitories 3.2.1.1. I don’t need this Nominal 3.2.1.2. I was provided with a place in a dormitory 3.2.1.3. There are not enough places in a dormitory 3.2.2 .Creation of sports, creative, leisure clubs 3.2.2.1. There are no clubs or sections at our university Nominal 3.2.2.2. There are leisure activities at the university, but I don’t participate in them 3.2.2.3. I attend the sports section 3.2.2. 4. I attend several sections and clubs 3.2.3. Organization of satisfactory work of medical stations 3.2.3.1. There is no medical center in our university. point Nominal 3.2.3.2. Not satisfied with the work of the medical specialist. point 3.2.3.3. I’m happy with the work of the medical center 3.2.4. Assistance to students in finding employment 3.2.4.1. I don’t need this Nominal 3.2.4.2. I have no information about the availability of such a service in our university 3.2.4.3. Assistance in students are not provided with employment 3.2.4.4. Such assistance is provided to students at our university. the issue should be resolved by the management of the university 3.3.2. Organization of leisure activities for students 3.3.2.1. The student himself must organize his own leisure time Nominal 3.3.2.2. These problems should be resolved by the management of universities 3.3.2.3. Organization of events and leisure clubs for students should deal with the state 3.3.3.Increasing scholarships 3.3.3.1.Increasing scholarships will not change the student’s financial situation Nominal 3.3.3.2.Increasing the scholarship entails a slight improvement in the student’s financial situation 3.3.3.3.A student who lives only on a scholarship will be happy with even a slight its improvement 3.3.4.Improving the healthcare system 3.3.4.1.Improving the healthcare system should be carried out at the state levelNominal 3.3.4.2.For your own medical. points, each university must monitor independently 3.3.4.3. The student’s health is in his own hands Appendix 5 Dear students! We invite you to answer questions regarding the problems of student youth in modern Russia. Before answering a question, consider all the proposed answer options and circle the option that seems acceptable to you. If you are not satisfied with the proposed answer options, add your own to the questionnaire. The survey is conducted anonymously. There is no need to indicate your last name. Survey results will be used in aggregate form only. Thank you in advance for participating in the survey. Survey questions 1. What is your income level? Up to 2000 rub. 2001-5000 rub. 5001-7000 rub. 7001-10000 rub. More than 10,000 rub. Are you working? I don't need a job. I realize the need to work, but I don’t work. I combine work and study. If you work, then for what reason? (select no more than three reasons, or indicate another reason) Need money I like the team I like the work itself To occupy some free time somehow It is necessary to gain experience in advance For company Other (please specify)_________________________________ Where do you live? I live with my parents I'm renting a house I live in a hostel Other _____________________________________________________ What do you do in your free time from study and work (if you work)? Study and work (if you work) take up all your time. I don't do anything in my free time. I go in for sports, or attend other clubs. Meeting with friends. Other_________________________________ 6. How do you assess your health? I have minor health problems. I have chronic diseases. I’m not sick and in general I’m in good health. What factors, in your opinion, influence the occurrence of most problems among students? In the table below, next to each factor, give a score based on the degree of its influence (1 is the highest degree of influence, 10 is the lowest degree of influence). Points must not be repeated. FactorsScore1. level of financial security2. level of housing provision3. availability of friends, necessary acquaintances4. health status5. age 6. level of education7. determination8. independence9. sociability10. optimism 9. Do you take part in rallies or strikes organized by students? Never participated. Participated once. I regularly participate in such events. Such methods are not used in our university. Have you ever put forward any proposals to solve student problems to the leadership of your university or other higher authorities? If yes, then indicate to whom you addressed your proposals. Never made any proposals Participated in a similar event _____________ 11.Does your university provide students with places in a dormitory? Yes, everyone has a seat Yes, but there are not enough places Do you attend any sports sections, creative or leisure clubs operating at your university? There are no clubs or sections at our university. There are leisure activities at the university, but I do not participate in them. I attend the sports section. I attend several sections and clubs. Are you satisfied with the work of the medical center of your university? Completely satisfied Rather satisfied Rather dissatisfied Not satisfied I find it difficult to answer There is no honey in our university. point Does your university provide assistance to students in finding employment? Such assistance is provided to students at our university. There is no assistance in finding employment for students. I have no information about the availability of such a service at our university. What measures could you suggest to improve the work of your university? At what level, in your opinion, should the issue of providing students with housing be resolved? I think this is a problem for the students themselves. The state must provide housing for nonresident students. This issue should be resolved by the leadership of the university. I find it difficult to answer. Do you agree with the statement that the state should organize events and leisure clubs for students? Yes, I completely agree No, I don’t agree, these issues should be dealt with by the university management The student must organize his own leisure time Other ______________________ 18. Which of the following statements do you agree with most? Select one option. Increasing scholarships will not change the student's financial situation. An increase in scholarship entails a slight improvement in the student’s financial situation. A student who lives only on a scholarship will be happy with even a slight increase. I don't agree with any statement. Who do you think is most responsible for the health of students? The student’s health is in his own hands The university where the student is studying. The management of the university is obliged to monitor the satisfactory operation of its medical stations. The state, since it is they who should be involved in improving the healthcare system. 20. Your gender 1. male 2. female Well ____________________ Thank you for participating in the survey!Similar works to - Problems of student youth at the present stage
480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays
Ushakova, Yana Vladimirovna. Practices of self-preservation behavior of students: sociological analysis: dissertation... Candidate of Sociological Sciences: 22.00.04 / Ushakova Yana Vladimirovna; [Place of protection: Nizhegor. state University named after N.I. Lobachevsky] - Nizhny Novgorod, 2010. - 167 p.: ill. RSL OD, 61 11-22/14
Introduction
CHAPTER I. Conceptual approaches to the problem of maintaining public health 18
1.1. Human capital and the problem of self-preservation behavior of youth 18
1.2. Saving people: problems of national health policy 34
1.3. Student youth: health in the value system 48
CHAPTER II. Student youth: practices of preserving and wasting health 65
2.1. Students’ assessment of their own health and parameters of self-preservation behavior 65
2.2. Bad habits and sexual practices of students 86
2.3. Main types of students: lifestyle and well-being 99
Conclusion 127
Bibliography
Introduction to the work
Relevance of the research topic
The problem of maintaining public health occupies an important place in the system of social values and priorities of society. The decline in the birth rate, the increase in mortality and the reduction in life expectancy of the Russian population have recently acquired a catastrophic character. The unfavorable demographic situation puts into the category of national priorities measures to preserve and strengthen the health of the country's population and, above all, young people. The problem of the health of adolescents and young people is of a special, socially significant nature. The National Projects “Health” and “Education” pay special attention to this. The solution to the current demographic problem for Russia largely depends on how significant the values of health, healthy lifestyle, family and marriage are for young people.
The problem of maintaining health is relevant both personally and socially - the health of the entire nation depends on the health of every citizen of Russia. However, the majority of modern youth view their health as an inexhaustible resource. Recognizing that good health is a blessing, they are not fully aware of the fact that certain efforts must be made to maintain it from a young age.
Students' awareness of the importance of their own health is of wide public interest. It is important that young people do not waste their own health now, while studying at a higher educational institution. The development of healthy habits among today's youth will ensure the health of future specialists and leaders, the health of the society's elite, the health of young families, the health of future children, and the health of the entire nation as a whole.
The successful solution of tasks to improve the training of highly qualified personnel is closely related to the strengthening and protection
health, improving the quality of life and working capacity of students. The state invests heavily in the formation of the country's human resources potential, expecting the return and increase of these funds from mature specialists. However, this is only possible if specialists maintain their health until the time of professional maturity. Along with the professional level, the health status of students should be considered as one of the indicators of the training of highly qualified specialists, as the basis for the creative longevity of scientific personnel.
The lack of a clear concept of healthcare, the difficult life circumstances of the population, a low culture of health conservation - all this leads to the fact that the health of the nation is steadily declining. Research shows that approximately a third of college-educated students have chronic illnesses. By graduation, this number doubles. The socio-economic situation and the insufficient efficiency of the Russian healthcare system are aggravating the problems of deteriorating health, decreasing quality of life, increasing morbidity and mortality of the population. These processes are taking place against the backdrop of a transformation of the domestic healthcare system, a transition from state regulation, when free medicine took care of human health, to a combined system of public and private healthcare, which is not free and not accessible to everyone, but forces people to be more attentive to their health. At the end of the last century, public health policy was focused on improving the quality of medical care, and not on motivating the population for self-preserving behavior, a healthy lifestyle and creating appropriate conditions for this: awareness, education, habitat, quality of nutrition, physical education, sanitary and hygienic skills, health practices.
Solving the issues of improving the health of student youth is associated with overcoming specific difficulties, because it is at this age
period, harmful behavioral habits are formed, which, along with other factors, including a lack of information and education in the field of developing healthy lifestyle skills, affect the quality of health of the generation. The main reasons for significant impairments in the health and physical development of students are their ignorance of the basic elements of a healthy lifestyle, insufficient physical activity, irrational daily regimen, lack of hardening, unhealthy diet, bad habits, etc. A healthy lifestyle is a way of life aimed at preserving and improving people's health, which determines the state of human health by more than 50%. The formation of a healthy lifestyle through changing the style and lifestyle is the main lever of primary prevention in strengthening the health of the population, its improvement using hygienic knowledge in the fight against bad habits.
Degree of scientific development of the problem
The place of health in the system of life values of a person and society, self-preservation behavior of a person, society’s concern for national health - all this is the object of research not only in sociology, but also in other branches of knowledge - medicine and economics, philosophy and anthropology.
Approaches to the study of lifestyle and health were laid down in the works of the classics of sociology M. Weber, V. Kokkerem, T. Parsons, P. Bourdieu." Health and behavior in the field of health can be considered from the perspective
Weber, M. Economy and Society / Transl. with him. under scientific ed. L.G. Ionina. - M.: Publishing house of the State University Higher School of Economics, 2007. - ISBN 5-7598-0333-6; Cockerham W., Rutten A., Abel T. Conceptualizing Contemporary Health Lifestyles: Moving Beyond Weber II Sociological Quarterly 38, 1997; Parsons, T. The Social System / T. Parsons. - N.Y.: Free Press, 1951; Bourdieu, P. Structures, Habitus, Practices I P. Bourdieu II Modern social theory: Bourdieu, Giddens, Habermas: Textbook. allowance. - Novosibirsk: Novosibirsk Publishing House. Univ., 1995. - pp. 16-32. - ISBN 5-7615-0366-2.
the theory of structuration by E. Gidzens, which allows, on the one hand, to take into account and analyze the practices of self-preservation behavior of student youth, and on the other hand, to determine the impact of structural factors (socio-cultural norms, social institutions, established patterns of behavior) on these practices.
The problem of self-preservation behavior is placed at the center of scientific knowledge during the period of mass industrialization and modernization of production, when the value of a person, not only in humanistic, but also in monetary terms, becomes increasingly higher.
It is clear that each type of society formulates the task of preserving human capital in its own way. In this regard, we will limit ourselves to studying the problem of national health and preservation of the people in a modern, post-industrial society.
In this regard, of particular interest are the developments of the problem of public and individual health from the point of view of the theory of human and social capital, which were carried out in the works of J. Coleman, T. Schultz and G. Becker 2. A significant contribution to the analysis of human capital was made by domestic scientists P.P. Gorbenko, A.I. Dobrynin and S.A. Dyatlov, I.V. Ilyinsky, I. Konstantinov, Yu.A. Korchagin, L. Nesterov and G. Ashirova, V.V. Radaev, O.V. Sinyavskaya 3,
1 Giddens, E. The Structure of Society: An Essay on the Theory of Structuration / E. Giddens. - M.:
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who made an attempt to consider the phenomenon of social capital in the space of specific Russian social relations, taking into account specific state and public activities carried out in this direction.
The point of view according to which individual health and self-preservation behavior is considered as the most important element of national wealth seems productive. The idea of saving the people was first expressed in Russia by M.V. Lomonosov. Later, this approach was developed in detail in the works of N.M. Rimashevskaya and V.G. Kopnina 1, where this problem is considered in the context of the loss of human potential in modern Russia in connection with the transition to new economic relations, which is reflected in the increase in morbidity and reduction in life expectancy.
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Russian human capital: a factor of development or degradation?: Monograph / Yu.A. Korchagin. - Voronezh: TsIRE, 2005. - P. 252. - ISBN 5-87162-039-6; Nesterov, L. National wealth and human capital / L. Nesterov, G. Ashirova // Questions of Economics. - 2003. - No. 2. - [Electronic resource]. - Access mode: free. Cap. from the screen; Radaev, V.V. The concept of capital, forms of capital and their conversion / V.V. Radaev // Economic sociology. - Volume 3, No. 4. - 2002. - P. 25-26; Radaev, V.V. Social capital as a scientific category / V.V. Radaev // Social sciences and modernity. - 2004. - No. 4. - P. 5; Sinyavskaya, O.V. Main factors of reproduction of human capital / O.V. Sinyavskaya // Economic sociology: electronic journal. - 2001. - T. 2, No. 1. - [Electronic resource]. - Access mode: free. - Cap. from the screen. Lomonosov, M.V. On the preservation and reproduction of the Russian people / M.V. Lomonosov // Age of Enlightenment. - M., 1986. - P. 423; Rimashevskaya, N.M. Health and well-being / N.M. Rimashevskaya, V.G. Kopnina // Social sciences and healthcare. - M.: Nauka, 1987. - P. 151-163; Saving the People / Ed. N.M. Rimashevskaya; Institute of Soc.-Econ. population problems of the Russian Academy of Sciences. - M.: Nauka, 2007. - 326 p. - ISBN 5-02-035498-8.
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Health and lifestyle of schoolchildren, students and conscript youth: state,
problems, solutions: Monograph / I.A. Kamaev
[and others]. - Nizhny Novgorod: Publishing House of the Nizhny Novgorod State Medical Academy, 2005. - 312 p. - ISBN 5-7032-0569-7; Loginov, SI. Health factors of juvenile students / SI. Loginov, M.Yu. Martynov // SOCIS. - 2003. - No. 3. - P. 127-129; Martynenko, A.V. Healthy lifestyle for young people / A.V. Martynenko // Encyclopedia of the Humanities. - 2004. - No. 1. - P. 136-138; Medic, V.A. University students: lifestyle and health / V.A. Medic, A.M. Osipov. - M.: Logos, 2003. - 200 p. - ISBN 5-94010-154-2; Morozov, SB. Health status as a factor of social well-being of youth in Tver (sociological aspect) / SB. Morozov // Health and development of youth: experience, problems, prospects. - Tver, RTS-Impulse LLC, 2002. - P. 22-24; Nazarova, E.N. Healthy lifestyle and its components: textbook. aid for students higher textbook establishments / E.N. Nazarova, Yu.D. Zhilov. - M.: Publishing center "Academy", 2007. - 256 p. - ISBN 978-5-7695-2653-4; Lifestyle and health of students. Analytical note based on sociological research (October-November 1989) / Ed. A.A. Ovsyannikov. - M., 1990. - 26 p.; State of health of student youth. Analytical note based on the materials of the republican sociological study (June 1993) / Ed. A.A. Ovsyannikov and B.S. Shuvalova. - M., 1993. - 20 p.; Panachev, V.D. Research into healthy lifestyle factors for students / V.D. Panachev // SOCIS. - 2004. - No. 11. -S. 98-99; Reser, T.M. Entrant 2001 - physical and mental health / T.M. Rezer // SOCIS. - 2001. - No. 11. - P. 118-122; Shuvalova, B.S. Student health and educational environment / B.C. Shuvalova, O.V. Shinyaeva // SOCIS. - 2000. - No. 5. - From 75-80; Yugova, E.A. Health-saving educational space as a condition for improving the quality of training of specialists / E.A. Yugova [Electronic resource]. -Access mode: l/36.doc, free. - Cap. from the screen.
and T.N. Kukhtevich, A.A. Judina, V.T. Lisovsky, V.E. Semenova, A.V. Sokolova 1. This issue is concretized in the works of L.M. Drobizheva, G.Yu. Kozina, O.G. Kirilyuk, I.V. Tsvetkova 2, dedicated to the values of health and a healthy lifestyle of modern youth and students. Of undoubted interest are the scientific studies of G.A. Ivakhnenko, O.Yu. Malozemova, A.V. Novoyan, A.I. Fedorova, L.S. Shilova and L.V. Yasnoy, E.I. Shubochkina 3, devoted to a specific analysis of the forms and factors of self-preservation behavior of young people.
1 Vasenina, I.V. Value priorities of modern students / I.V. Vasenina,
V.I. Dobrynina, T.N. Kukhtevich // MSU students about their lives and studies. Results
fifteen years of monitoring. - M.: My publishing house. state Univ., 2005. - P. 196-214; Image
life and value orientations of modern students. Based on materials
comparative international sociological research (January - May 1995
/ Ed. A.A. Judah and M. McBright. - Nizhny Novgorod, Nizhny Novgorod State University, 1995. - 58 p.;
Social orientations of modern students. Based on comparative materials
sociological research / Ed. V. Sodeura and A.A. Judah. - Nizhny Novgorod
Essen: Publishing house NISOTS, 2001. - 121 p. - ISBN 5-93116-031-0; The value world of the modern student (Sociological research) / Ed. V.T. Lisovsky, N.S. Sleptsova; Youth Institute. - M.: Young Guard, 1992. - 192 p.; Semenov, V.E. Value orientations of modern youth / V.E. Semenov // SOCIS. - 2007. - No. 4.
pp. 37-43; Sokolov, A.V. Value orientations of post-Soviet humanitarian students / A.V. Sokolov, I.O. Shcherbakova // SOCIS. - 2003. - No. 1. - P. 117.
2 Drobizheva, L.M. The value of health and the culture of ill health in Russia / L.M. Drobizheva. -
[Electronic resource] - Access mode: ,
free. - Cap. from the screen; Kozina, G.Yu. Health in the value world of students /
G.Yu. Kozina // SOCIS. - 2007. - No. 9. - P. 147-149; Kirilyuk, O.G. Healthy lifestyle
in the value system of student youth / O.G. Kirilyuk // Bulletin of Saratov
State Agrarian University named after. N.I. Vavilova. - Saratov, 2006. - No. 5. -
pp. 61-62; Tsvetkova, I.V. Health as a life value for adolescents / I.V. Tsvetkova //
SOCIS. - 2005. - No. 11. - P. 105-109.
3 Ivakhnenko, G.A. Health of Moscow students: analysis of self-preservation behavior /
G.A. Ivakhnenko // SOCIS. - 2006. - No. 5. - P. 78-81; Malozemov, O.Yu. Peculiarities
student values / O.Yu. Malozemov // SOCIS. - 2005. - No. 11. - P. 110-114;
Novoyan, A.V. The role of the family in the formation of self-preservation behavior / A.V. Novoyan
// Problems of pedagogical education: collection. scientific Art. / MPU - MOSPI. - M., 2005. -
Vol. 19. - pp. 246-249; Fedorov, A.I. Behavioral health and physical factors
activity of teenagers: gender aspect / A.I. Fedorov // Internet conference
“Health protection: problems of organization, management and levels of responsibility”
[Electronic resource]. - 2007. - Access mode:
, free. - Cap. from the screen; Shilova, L.S.
Teenagers and youth in Russia are a promising group for spreading social
diseases / L.S. Shilova // Health and healthcare in market conditions
economy. Rep. ed. L.S. Shilova, L.V. Clear. - M.: Publishing House of the Institute of Sociology of the Russian Academy of Sciences, 2000.
pp. 111-144. - ISBN 5-89697-052-8; Shubochkina, E.I. Teen smoking as a problem
health protection / E.I. Shubochkina // Internet conference “Health Protection: Problems
Purpose of the dissertation work- sociological analysis of the dominant practices of self-preservation behavior of student youth.
In accordance with the purpose of the research, the following tasks were solved in the dissertation:
Identify and describe the main types of self-preservation behavior of students;
To identify the relationship between the parameters of self-preservation behavior and subjective assessments of the health status of students;
Analyze the behavioral practices of students from the point of view of their attitudes toward self-preserving and self-destructive behavior;
Determine the main types of students in relation to health and a healthy lifestyle;
To identify the place of health in the system of life values of various typological groups of student youth.
Object of study is the self-preservation behavior of student youth.
The subject of the dissertation research are practices of self-preservation behavior of student youth.
Theoretical and methodological basis dissertation work are the principles of institutional analysis and the duality of social structure proposed by E. Gidzens, which imply the need to consider social processes both at the structural level and at the level of actions of social actors, as well as the principle of empiricism.
organizations, management and levels of responsibility" [Electronic resource]. - 2007. -Access mode: free. - Cap. from the screen.
The concept of human and social capital from the point of view of investments in human health and the concept of self-preservation behavior were used as the methodological basis for the study.
The theoretical basis of the study was also the concepts and works of scientists in the field of sociology of youth, sociology of health, and social work.
Empirical basis of scientific research:
Materials of a sociological study conducted in 2008 at the Nizhny Novgorod State University. N.I. Lobachevsky and at the Nizhny Novgorod State Medical Academy by the Department of Applied Sociology of the Faculty of Social Sciences of Nizhny Novgorod State University and the Department of Public Health and Healthcare of Nizhny Novgorod State Medical Academy with the participation of the author of the dissertation. The method of collecting primary information was a standardized interview. The survey involved 300 students from six faculties of UNN and 600 students from five faculties of Nizhny Novgorod State Medical Academy. The purpose of the study is to determine the place of health in the system of life attitudes and values of student youth. The scientific director of the project is Doctor of Economics, Professor A.A. Judah.
Materials of a sociological study of the attitudes of students at Nizhny Novgorod State University. N.I. Lobachevsky to physical education and sports (questionnaire survey of UNN students), conducted in 2005 by the Department of Applied Sociology of UNN with the participation of the author of the dissertation. The sample consisted of 1200 people. Scientific supervisor of the project - Doctor of Economics, Professor A.A. Judah.
Materials of a sociological study devoted to the study of the lifestyle and health of students at UNN. N.I. Lobachevsky. The study was conducted in 2003 by the Department of Applied Sociology of the Faculty of Social Sciences together with the Department of Ecology of the Faculty of Biology of UNN with the participation of the author of the dissertation. Information collection method -
standardized interview. The sample consisted of 1412 students. Scientific supervisor of the project - Doctor of Economics, Professor A.A. Judah.
Scientific novelty of the research
Based on the use of multidimensional analysis methods, a typology of characteristics of self-preservation behavior of students has been developed, including five groups of parameters: nutrition, physical activity, medical activity, self-medication, self-discipline;
The relationship between the parameters of self-preservation behavior of students and subjective assessments of health status was determined;
The features of behavioral practices of students are analyzed based on their attitude towards bad habits and attitudes in the field of sexual relations;
A typology of students in relation to health and a healthy lifestyle has been developed, showing the dominant practices of self-preservation behavior;
It was revealed that the attitude of student youth to health as a value depends on gender characteristics, subjective assessments of health, and types of self-preservation behavior.
Provisions for defense
1 . The typology of characteristics of students' self-preservation behavior describes their subjective attitudes and includes 18 parameters combined into five groups: nutrition, physical activity, medical activity, self-medication, self-discipline. The majority of students choose physical activity (57%) and self-medication (54%) as the main type of self-preservation behavior. Medical activism (47%) and self-discipline (43%) are popular among fewer students. Only 38% of students pay attention to nutrition as a type of self-preservation behavior. Each student choosing
the priority strategy of self-preservation behavior is also used by others, but to a lesser extent.
The relationship between the parameters of self-preservation behavior and subjective assessments of health status in groups of absolutely healthy, generally healthy, unhealthy and sick students was revealed. As students' ill health increases (according to their own assessments), the share and weight of characteristics of self-preservation behavior decreases. Students with low assessments of their own health are characterized by the most passive behavior in the area of self-preservation. The higher the subjective assessments of health, the more active students are in those parameters of self-preservation behavior that require special efforts (sports, hardening procedures, morning exercises, regular and nutritious meals, walks in the fresh air).
Students' attitudes towards self-preserving or self-destructive behavior depend on the types of behavioral practices. An indicator of an attitude towards self-preservation or self-destruction is smoking. This bad habit is closely correlated with other parameters of self-destructive behavior. Smoking is rejected among students primarily for rational reasons. A significant difference in the attitudes of smoking and non-smoking students was revealed. Smoking (19%) and drinking alcohol (77%) turns out to be a way of life for a significant part of student youth and is projected into sexual behavior that is non-normative in nature. Smoking girls and, especially, smoking boys demonstrate very elastic and flexible moral attitudes. They consider non-normative sexual relations acceptable several times more often than their non-smoking classmates. Smoking boys and girls have slightly reduced all forms of protection against drugs: psychological, situational and social.
Multivariate statistical analysis made it possible to obtain four polar axes for self-assessments of health and behavioral characteristics, which identified groups of students radically different in their
social and moral attitudes: sick (38% of the sample) and healthy (30%) students, indifferent (16%) and interested (29%), having bad habits (14%) and having healthy orientations (25%), immoral (12 %) and morally stable (15%) students. Sick and healthy students differ from each other in how they feel and assess their health; indifferent and interested - the presence or absence of interest in their own health; those with bad habits and those with healthy inclinations are associated with different types of behavior and attitudes of students in relation to bad habits; immoral and morally stable students differ from each other in the type of behavior and social attitudes in the sphere of sexual relations.
5. Health consistently occupies second or third place in the system of life values of students and acts as an indicator of the traditional approach to determining priorities. Most students include it among the necessary conditions for success in life. The value orientations of students have a pronounced gender nature. For girls, the most important things in life are health, a favorite job, a good family, and children. Young men give preference to their favorite job, mental abilities, and self-confidence. Health is considered as an important component of success in life by both girls and boys, but success in life itself is understood differently by them. Boys especially emphasize the importance of physical strength and perfection, girls emphasize the importance of actual health and good external data.
The place of health in the system of life values depends on subjective assessments of the state of health and behavioral characteristics of different typological groups of student youth. The higher the self-assessment of health, the higher the place it occupies in the system of life values. And the more risky the behavior is in relation to bad habits and in the sphere of sexual relations, the lower the place health occupies in the value system.
Scientific and practical significance of the work
The theoretical significance of the work lies in the development of a typology of characteristics and identification of the dependence of the parameters of self-preservation behavior on subjective assessments of the state of health, the main types of student youth in terms of the nature and forms of attitude towards their health are conceptually comprehended and described, the place of health in the value system of various groups of students is revealed.
The practical significance of the work is due to the relevance of the problem of health-saving behavior among young people and the search for solutions to demographic problems. Based on the dissertation materials, socially justified forms of combating the spread of bad habits can be developed and formulated. The results of the study can be used by government authorities and administrations of educational institutions to develop programs to preserve and improve the health of young people. The dissertation research materials can also be used in university courses on “Sociology of Youth”, “Sociology of Health”, “Social Work”.
Approbation of work
International scientific and practical conference “Small social group: sociocultural and sociopsychological aspects”, Nizhny Novgorod, March 18-20, 2004;
Sixth international scientific and practical conference “State regulation of the economy. Regional aspect”, Nizhny Novgorod, April 17-19, 2007;
Seventh international scientific and practical conference “State regulation of the economy. Regional aspect”, Nizhny Novgorod, April 21-23, 2009;
4. International scientific and practical conference “Health as a resource”, Nizhny Novgorod, November 24-25, 2009
The main provisions and conclusions of the dissertation were discussed at an extended meeting of the Department of Applied Sociology, Faculty of Social Sciences, Nizhny Novgorod State University. N.I. Lobachevsky.
Various aspects of the dissertation research are reflected in 11 works with a total volume of 4.74 pp, including three publications in publications recommended by the Higher Attestation Commission of the Russian Federation.
Structure of the dissertation research
The dissertation consists of an Introduction, two chapters, a Conclusion, a Bibliography and an Appendix. The work presents 6 figures and 60 tables.
Saving the people: problems of national health policy
The foundations for the study of lifestyle were laid in the works of the classic of sociology M: Weber1, where it was considered as a dialectical relationship between individual choices and life chances. Individuals choose a lifestyle and appropriate behavior, but their choice is determined by belonging to a particular social class.
The ideas of M. Weber1 in relation to health problems were developed by the American sociologist W. Cockerem. He explored healthy lifestyles as a collective model of health behavior, the choice of which is limited by the individual's life chances. Life chances refer to gender, age, nationality, and social class. Choice includes making decisions about various health behaviors (diet, rest, exercise, drinking alcohol, smoking). Behavior1 has both positive and negative consequences for; health. Health is perceived not as a self-sufficient value, but as a condition for good health, the ability to work, and enjoy life.
The sociology of health was initially largely based on the tenets of T. Parsons' structural functionalism. His work “The Social System”3 analyzes the role of medicine in society and the doctor-patient relationship. T. Parsons views illness as a form of deviant behavior.
In the theories of structural functionalism, society is viewed as a social system, all subsystems of which are interconnected and aimed at maintaining balance in society. Medicine is interpreted as a mechanism for maintaining balance” and ensuring social control over the behavior of the individual, who must strive to be healthy in order to participate in the socio-economic activities of society.
As rightly noted by A.Sh. Zaichik and L.P. Churilov, the theory of conflict had an important influence on the formation of the sociology of health, with a shift in the emphasis of research on diseases and the health care system, to the study of health and the social institutions that form it (E. Fridson, I. Zola), which explains the development of society through the clash of interests of various social groups and questions the social control function of health care1.
Of great importance for the development of the sociology of health are the works of the representative of structuralism P. Bourdieu, who introduced the concept of habitus (a set of social relations, a system of social orientations), explaining the behavior of an individual who reproduces socio-cultural rules, life styles of different social groups. The theory he developed made it possible to explain the connection between belonging to a certain social group, lifestyle and attitude to health.
In relation to the study of health and health behavior, it seems possible, from our point of view, to consider the theory of structuration by E. Giddens3. His theory proceeds from the fact that in social life actions and structures are inextricably linked and do not exist without each other. It is social actions that create and reproduce social structures, and the latter largely determine social actions. Social practices are the same in a certain time and space due to the reflexivity of agents, which is interpreted by E. Giddens as “monitoring the flow of social life.” In turn, individuals, mastering the laws and skills of social activity during socialization, ensure the repetition of social practices, which makes their typification and scientific analysis possible.
From the standpoint of Jewish theory, E. Giddens examines health, illness and the influence of social factors on them!. Social factors have a serious influence on the occurrence and course of the disease and on the reactions of the sick person. The more developed the culture in which a person lives, the less likely it is that throughout his life he will... suffer from serious illnesses. In addition, there are certain generally accepted rules that prescribe how to behave in case of illness. Modern views on health and illness arose as part of profound social transformations that have influenced many aspects of human beliefs about biology and nature.
It was E. Giddens’ theory of structuration and his views on the processes of social interaction that became the theoretical and methodological basis of the dissertation research, since it allows, on the one hand, to take into account and analyze the practices of self-preservation behavior of student youth, and on the other hand, to determine the impact of structural factors on these practices ( socio-cultural norms, social institutions, established patterns of behavior).
Student youth: health in the value system
Since 1918, medical prevention programs have become an integral part of the social policy of the Soviet state. It was domestic healthcare that became its founder: The first people's commissar of health care, N.A. Semashko, obtained from the Council of People's Commissars that, among the priority tasks of the new state, there was ashrophylaxis; improvement of the population; prevention of infectious and social diseases; including the fight against tuberculosis and alcoholism. This: activities took place: in two directions. The first is outpatient services, dispensary „.. observation, - compulsory vaccinations, child patronage, sanatorium and resort provision. Second: - a system of tourism and sports recreation - physical education (GTO standards for different age groups). ) became an example for other countries: the world. Hot preventive work gradually faded into the background; the health department refocused on the treatment of illnesses; and in developed countries, the health care strategy was revised several times: ... until the 1960s, it was based on the fight. with epidemic infections, and later - protection from chronic diseases of a non-infectious nature. In the 1980s, the health care system in our country began to focus exclusively on patients, addressing them almost all social and medical resources allocated for the protection of national health. Until the beginning of the new century, the healthcare system was focused mainly on combating existing diseases and was objectively unable to radically improve the health status of the country's population. For this, a new strategy for protecting and improving the health of the population was needed, adequate to the prevailing socio-economic conditions.
In the 20th century, in many countries of the world, healthcare developed in fundamentally new conditions, which were both negative (declining birth rate, aging population; progressive increase in the need for medical care, constant increase in healthcare costs, spread of bad habits - drug addiction, smoking, alcoholism; global spread of AIDS and other infectious diseases; adverse effects on health from environmental factors; deterioration in the quality of drinking water and food; increased stress; technological disasters; terrorism and local wars); and a progressive nature (development of science and healthcare, the emergence of fundamentally new medical technologies and medicines, improvement of healthcare management systems, standardization of medical activities). The mentality of the population changed significantly, the level of legal self-awareness, expectations and demands of citizens regarding healthcare increased.
Global changes in the sphere of social relations, lifestyle, environment, medical-demographic, environmental, and political processes have had a significant impact on the healthcare system operating within the framework of the old paradigm corresponding to the conditions of the 20th century. Currently, the Russian state is taking measures to change the situation in the field of healthcare, environmental protection and demography: the amount of funding allocated to this industry is increasing, concepts and programs for the development of healthcare are being created, and reforms are being implemented in the field of protecting the health of citizens. It is proposed to implement a new approach to preserving and strengthening the physical, mental and spiritual health of the nation. Its essence lies in the transition from the unjustified concept of constant improvement of medical care to the population to the concept of reproduction (preservation and strengthening) of population health and development of the country’s human capital.
It is completely unjustified to attribute all health problems to doctors. To be fair, it should be noted that the share of healthcare itself in the overall assessment of the factors maintaining human health accounts for 10-15%. Another 15-20% is a genetic predisposition to certain diseases, and 60-65% is determined by the quality of life, the state of the environment, adequate nutrition, the presence of stress and the general culture of a person, i.e. by how well he maintains his body2. Thus the concept! public health in Russia at the end of the 20th century, was focused precisely on those 10-15%) of the industry itself.
In accordance with the strategic action plan for the development of the industry, healthcare, adopted in March 2001 at a meeting of the expanded board of the Russian Ministry of Health, a fundamentally new direction of activity was developed - the transition from a system focused on the treatment of the disease to a system of protecting the health of citizens based on the priority of a healthy image life and aimed at preventing diseases. The formation of a state policy for protecting and promoting the health of healthy and practically healthy individuals is one of the priorities of the domestic healthcare system. The concept of “health of the healthy” refers to the health of those 5-7% of the total population, both here and abroad, who are considered absolutely healthy. And secondly, it's health.
Bad habits and sexual practices of students
A more detailed analysis of the types of self-preservation behavior shows some differences in the choice of behavioral strategies within each of the five groups (Table 6). For students with physical activity, self-medication is in second place, and medical activity is in third place. Students who choose self-medication as a priority type of self-preservation behavior consider physical activity second, and medical activity third. For the group of students with medical activity, self-medication and physical activity are in second and third place in popularity, respectively. Students who adhere to self-discipline choose self-medication and physical activity as additional parameters of self-preservation behavior. Student youth. adheres primarily to the rules of healthy eating; also chooses physical activity and self-medication.
Big? part of the student: youth as the main; types of self-preservation behavior choose physical activity (57%) and self-medication (54%). Medical activity (47%) and self-discipline (43%) are popular among a smaller number of students. Nutrition as a type of self-preservation is given attention only by 38% of student youth... Every student; choosing a priority strategy of self-preservation/behavior; uses others, but to a lesser extent; degrees.
Important? characterization of the image; life=and; health;; is he a student? the structure of their meals. Various factors influence the organization of meals for students. With one; hand, is it largely determined? by the students themselves is; reflection; their social attitudes and lifestyle. On the other hand, the nature of nutrition depends on the organization of the educational process, place of residence; material wealth, parents; the students themselves.
Included in the daily diet of modern students; tea and sandwiches are required (Table 7). Almost all students drink tea every day, and more than half take it with sandwiches. Only a small number of university students (12%) rarely eat sandwiches, while the number of those who do not eat them at all is very small.
Quite often vegetables appear on students' menus. More than half of university students consume them daily, and almost 40% have vegetables on their table once or twice a week. Meat occupies a significant place in the diet of students, but it is somewhat inferior to sandwiches and vegetables (45% of students consume it daily, another 40% of students eat it once or twice a week). Dairy products occupy a similar position to meat in the student nutrition structure. For 40% of students, they appear on the table every day, another 37% of students consume dairy products at least once or twice a week. The daily diet of a third of students includes sausages, and another 40% of students consume them once or twice a week.
Although the consumption of fruits for students is traditional, only a third of students consume them daily, while the majority eat them much less often. But students more or less often always consume both fruits and vegetables: not at all. They are absent from the diet of only 1% of students.
Potatoes, cereals and pasta that make up the traditional diet of Nizhny Novgorod families; among students they are used somewhat less frequently. Most students use them mainly once or twice a week. The share of those students who consume these products every day does not exceed 30%. Eggs are on the table; students appear relatively rarely (most eat them no more than once or twice a week) - Very, rarely included in the diet; students enter the fish. Near; 40%; University students prefer or allow themselves to eat it; one or two? times indivisible and practically the same - once a month.
Among various drinks;. In addition to tea, the most popular are juice and? coffee; Although coffee; and is consumed somewhat more often than juices by a fifth of students? doesn't drink it at all. Various, soft drinks: drinks, lemonades are rarely consumed by students. Most people drink them. one phase per month and less often:.
Alcoholic drinks in the nutrition structure of students; occupy the last positions: However, it should be noted. that preference: among them: given to shiv. Traditionally, a fifth of students consume it once or twice a week; quarter - approximately once a month: More than a quarter of students drink beer more than once a week. Several wines appear on the students’ table: less often, beer; however the number of those who; it is not used at all below. Vodka is the least popular among students. It is not used at all: half of the students use it, less than once.... IN; A quarter of students use it every month.
Students' meals are not regular and balanced. Half of young people eat two meals a day. Another 5% of university students eat almost once a day. Only 37% of university students adhere to regularity in their diet, and try to eat three to five times a day. Thus, the diet of modern students cannot be called healthy. Its basis is sandwiches. In addition, meals among students do not differ with the necessary regularity. eat no more than twice a day, which directly affects their well-being and health.
The dependence of the nutritional structure on the regularity of food consumption is traced. The more often students eat during the day; the more varied and balanced their diet is. While. a decrease in the frequency of meals also affects the diet of students - the diet becomes less balanced and healthier. Regularity of meals? depends on living conditions. Students living directly with their parents eat more often, while rare food consumption is more common among those students who live separately from their parents (either in a dormitory or renting an apartment). In addition, there is a decrease in the regularity of nutrition depending on the course. Thus, in senior years, the number of those who eat no more than twice a day, and sometimes less often, increases.
For most students, the usual place for lunch on school days is the university cafe, where half of all students have lunch. Another 18% of students have lunch in the university cafeteria. The lower proportion of those who dine in the university cafeteria is largely due to the fact that the cafeteria is located inside the university campus, while the buildings of various faculties are located throughout the city, and only university cafes operate in them. Thus, for most students, the main place of lunch is the university's catering establishments.
A significant portion of university students (42%) try to eat at home or in the dormitory. Other lunch spots are less popular among students. Thus, a small part of students eat in Nizhny Novgorod cafes. Students rarely bring lunch in the form of sandwiches from home (7%) or buy food on the street, on the go (8%). About a fifth of students do not have lunch at all. Moreover, most of them are those who eat no more than twice a day. That is, students who eat twice a day tend to skip lunch and eat only in the morning and evening.
The level of student satisfaction with the quality of their food cannot be called high. Only about a third are satisfied with it, but not fully. Another 27% of university students could not clearly assess the quality of food. About a quarter of students are dissatisfied with the food to one degree or another. Only 16%) of students stated that they were absolutely satisfied with the quality of their food. Mostly, students who live with their parents demonstrate satisfaction with food. They feed three to five times a day. However, it should be taken into account that among those students who are satisfied with the quality of their food, there is an increased proportion of young men who are traditionally less picky about their food.
Main types of students: lifestyle and well-being
The consumption of strong alcoholic drinks in the healthy group is at the same level as that of the majority of their peers - university students (Appendix, Table 15). Like many of them, healthy people also often abuse such drinks: 59% drink several times a month, 16% drink from one to several times a week. But at the same time, the group has the highest percentage of those who have never tried strong alcohol (24%).
Healthy students are more careful than others in sexual relationships - almost half of them almost always use contraception during contact. The study showed that the nature of these relationships is typical for most students. It is also typical for representatives of this group: sex is absent in the lives of 35% of students in this group.
The majority of students in the group (75%) live with their parents, and, quite likely, are under their constant control. Probably, thanks to their parents, these students do not have serious health problems. Their lifestyle and behavior directly depend on the attention and participation of their parents.
Attitude to one's own health: indifferent and interested. An important aspect of the attitude towards their own health is the willingness of students, firstly, to show interest in health problems in general and their own health in particular and, secondly, their willingness to sometimes sacrifice a little of their own comfort in order to maintain their health. at the proper level. In this aspect, it was possible to identify two groups - those who are indifferent to the state of their health and those who lead a healthy lifestyle. In the group of people who are indifferent to the state of their health, in fact, the health problem is no less pressing than in the group of sick students. Thus, 59% of students in the group feel healthy, and 26% feel unhealthy. 14% of students in this group did not think about this problem at all (Table 15). Indifferent students not only do nothing to support; your health; - BUT No. are deliberately ruining him. Do they eat regularly? and only 13%, fully, the same number noted walks in the fresh air, 17% go in for sports, only 14% take vitamins. These. results come in. contradiction with another indicator: 89% of indifferent students said that they still spend from one to; 2-4 hours studying; aimed at strengthening: health.
Those who are indifferent do not fulfill even the basic “conditions” for: maintaining health: Only L%; maintains diet and sleep patterns; 1% - does hardening procedures. 3% - morning exercises. In general, 60% of these: students are recognized; that's all! they do nothing to maintain their health; But? And. don't think about it; (Table 18): At; In this they do not differ from other university students in their awareness; health, and they don’t know at all about the basic parameters of this health.
A fifth are indifferent; the student knows our own weight; no growth - (Appendix, Table 16): Only 27%. know OJ vaccinations, 29% - about blood pressure readings. 46% know about diseases suffered in childhood (65% of the sample); own body to various types of diseases. The survey results may alarm not only sociologists studying the lifestyle of students, but also medical workers, because these students have the same health problems as most of their fellow students (Table 16) : this includes fatigue (noted by 52% of students), and mild ailments (29%), and a depressed psychological state - stress, depression (24%), colds (21%).
At the same time, these students clearly do not like to see doctors: 53% visit a doctor for health reasons no more than once a year, 14% - 108 once every few months (Appendix, Table 13). Let us note that the majority of the indifferent group are young men (61%), and, as in the healthy group, a significant part of these students study at the faculties of radiophysics and mechanics and mathematics.
Having quite serious health problems, however, students in this group do not show much interest in information about a healthy lifestyle and ways to improve health. 69% of students in the group are not at all interested in such information. And those; those who are interested in such information practically exclude special sources from the proposed list (Table 17): consultations with doctors were noted by 13%, consultations with specialists in health and sports centers - 4%. And getting information from printed sources seems to be the most difficult task for this group: they use magazine articles. popular with 17% of students in this group, books and brochures - with 9%, and specialized magazines about health - with 2%.
Keywords
NUTRITION / SOCIOLOGY OF NUTRITION / NUTRITIONAL MEDICINE / ETHNOGRAPHY OF NUTRITION / METHODOLOGICAL APPROACHES TO NUTRITION STUDY / NUTRITION PRACTICES FOR YOUTH / FOOD DIARIES/FOOD/ SOCIOLOGY OF FOOD AND NUTRITION/ MEDICINE OF FOOD / ETHNOGRAPHY OF FOOD / METHODOLOGICAL APPROACHES IN NUTRITION PROBLEM/ FOOD PRACTICES OF YOUTH / FOOD DIARIESAnnotation scientific article on sociological sciences, author of the scientific work - Noskova Antonina Vyacheslavovna
The article reveals scientific approaches to nutrition research and analyzes modern nutrition practices of students at two Moscow universities. The author notes that the need for a scientific study of nutrition was realized at the end of the 19th and beginning of the 20th centuries. He analyzed the social context of three areas of research into the problem of nutrition - natural science, ethnographic and sociological - and answered the question why proper nutrition is an urgent problem for modern society. The work shows how social transformations have changed the sociocultural regulation of the process of food consumption. The article reveals the variety of scientific approaches to defining food: food as a factor of physical health, food as an ethnocultural tradition, food as a social habit and a marker of an individual’s social status. Particular emphasis is placed on European sociology of nutrition. Over the past thirty years, several special sociological theories have emerged in this area: the sociology of food, sociology of nutrition, sociology of menus, etc. Consumer abundance in modern Western society has changed the point of view of sociologists on the essence and functions of nutrition. Nutrition practices are increasingly subject to new social influences. An essay on the nutrition of 60 Moscow students shows some peculiarities youth nutrition practitioner. An analysis of attitudes towards the choice of food products (dishes) is made, the influence of social/dietary/religious norms on the eating behavior of students is shown. The meaning of “healthy eating” in the interpretation of young people is revealed. The article concludes with a conclusion about the dialectic of freedom/social pressure for modern youth nutrition practitioner.
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Research of the Nutrition Problem: Methodological Approaches and Daily Practices
The article analyzes some scientific approaches to nutrition research and current nutrition practices for students of two Moscow Universities. The author notes that the necessity for scientific studying of food has been understood at the end of the XIX the beginning of the XX centuries. In the article the social context of three directions of researches of a nutrition problem is analyzed: natural-scientific, ethnographic and sociological. The answer to a question why the healthy nutrition for modern society is an actual problem is given. It is shown that modern social transformations have changed sociocultural regulation of nutrition consumption. The variety of scientific approaches to food is revealed: a food as a factor of physical health, a food as an ethnocultural tradition, a food as a social habit and marker of the social status of the individual. The special emphasis is made on the European sociology of food. In the last thirty years in this area, some special sociological theories were formed: sociology of nutrition, sociology of food, sociology of menu, etc. Consumer abundance in modern western society has changed a view of sociologists on the essence and functions of food. New social factors give now more pressure on the nutrition practices. Based on food diaries and essays of 60 Moscow students, the author's project shows and analyzes the current nutrition practices of youth. The analysis of some peculiarities in the youth choice of food is made. The influence of social/dietary/religious norms on food behavior of students is shown. Value of "healthy food" in youth interpretation is shown. In the end of the article, the author notes the dialectics of freedom / social pressure for nutrition practices of modern youth.
- HEALTH
- STUDENTS
- FOOD QUALITY AND MODE
- FOOD PRODUCTS
- DIET
- FAMILY COMPOSITION
The article is devoted to the study of the quality and diet among modern students. It was revealed that with age, students’ attitude to nutritional rules becomes less responsible, which may be explained by changes in the quality and lifestyle (work, family, etc.). As a result of the study, it was determined that the diet of most students is provided with basic nutrients: proteins, vitamins and minerals.
- Individual psychological characteristics of students’ health
- A healthy lifestyle is a necessary condition for life safety
- Monitoring the physical activity of university students
- Using a barefoot computer simulator “breathing” to preserve and strengthen the health of students
- Nitrate content in vegetables grown under industrial and home production conditions
Relevance
Recently, more and more attention has been paid to the problem of students’ health, since in Russia 35% of students have chronic diseases. Also, the deterioration of the population's health leads to significant socio-economic losses. Analyzing the state of the health problem, in particular, of students, it is clear that this is one of the reasons for their poor attitude towards their health, towards a healthy lifestyle, and entails negative consequences. The deterioration of students' health during their studies at a university is largely due to the adverse effects of social and hygienic environmental factors and hereditary genetic predisposition. A change in the usual routine of a student entering a university is also a fact.
Another factor is the change in the student’s usual schedule due to the combination of two aspects of activity, work and study. Often, students are engaged in unskilled labor: they work as loaders, waiters, security guards, as a rule, this happens in the evening or at night. Already in the first years, more than 30 percent of boys and 15 percent of girls combine study and work. This leads to a significant disruption of the daily routine. About a third of students eat hot food only once a day. The problem of proper nutrition among students is widespread throughout the world. It is students who often prefer semi-finished products and often eat whenever and wherever necessary, just to quickly satisfy their hunger.
Many studies have shown that the Western style of eating is popular among students. This style of eating is monotonous, saturated with animal fats and sugars, a large number of sandwiches washed down with carbonated drinks, a very small amount of vegetables, fruits, cereals, and roots is used. Quite often, students, during breaks between classes, snack on anything they can find: chips, cookies, chocolate, sparkling water. Some individuals “quench their hunger” by smoking a cigarette. In a modern city, students spend a lot of time on the road, which also encourages them to snack or satisfy their hunger at fast (but unhealthy) food establishments.
The purpose of the study was to identify the characteristics, regime and quality of nutrition of modern students of the Arzamas branch of UNN.
Materials and methods
The study was conducted among 1st-2nd year students aged 17-20 years old based on the results of filling out the “Student Health Passport” as part of research work at the Arzamas branch of Nizhny Novgorod State University named after N.I. Lobachevsky during the 2013/14 academic year. year 373 students (60 boys and 313 girls) participated in the study. During the study, a survey was conducted, including 24 questions, aimed at identifying the characteristics, mode and quality of nutrition of modern students. Processing of statistical data was carried out in the Excel-2003 editor.
Research results
Based on the results of the survey, it was found that when purchasing products, priority (56.1%) is given to the expiration date, 32.4% of students choose a product taking into account its cost, and 11.5% of those studied do not pay attention to the quality of the products at all. Many students (23.6%) do not even have an idea about the negative impact of genetically modified organisms, therefore, they do not pay attention to their presence in the diet. Of the respondents, 7.1% of students know nothing about food additives, and 24.3% are not interested in their effect on the health of the body.
27.2% of respondents answered that they often eat dry food, and 34.3% regularly eat kirieshki, kompashki, chips and other similar products.
In order to study the composition of the quality of the students’ diet and the regularity of consumption of basic food products, a survey was conducted, the results of which are presented in Table 1.
Table 1
Types of foods consumed by students during the week, %
According to the data presented in Table 1, we can observe that students most often consume baked goods, cereals and potatoes (97.9%), in second place are meat products, vegetables and fruits, as well as various sweets (69.2%, 68 .3% and 68.6% respectively). Fish and seafood are consumed less frequently during the week (45.1%), and dairy products are consumed even less frequently – 32.4%.
As an “advantage”, it can be noted that meat products, vegetables and fruits are often consumed by students, i.e. the diet of most students is provided with basic nutrients: proteins and vitamins. The downside was that students consume sweets more often than normal.
During the study, using a questionnaire, we determined 3 groups of students according to the degree of compliance with the principles of rationality and balanced nutrition (Fig. 1). We see that in first year students aged 17-18 years, more students (22.1%-21.1%) follow the principles of nutrition than senior students aged 19-20 years (14.2%-6.4% ). It was revealed that with age, students’ attitude to nutritional rules becomes less responsible, which may be explained by changes in the quality and lifestyle (work, family, etc.).
Figure 1
Taking into account the different social status of students (family composition, place of residence, study profile), the degree of nutritional rationality was studied (Table 2). Students from intact families have a more balanced diet (28.5%). Violation of the principles of rationality in percentage terms is observed less among them (57.2%) than among students from single-parent families (64.8%).
Based on the results of this table, we can observe a more balanced diet among students from rural areas (19.7%). Students from the city are more likely to have problems with eating disorders (63.3%) than students from rural areas (51.4%). This may be due to the fact that in rural areas the conditions and environment have a positive effect on the health of students.
Among students of humanitarian profiles, more problems arise with rational nutrition (24.4%) than among students of natural science profiles (15.8%). This may be explained by the fact that students devote more hours to specialized subjects that are related to health issues.
Table 2
Diet of students depending on family composition
Social status |
Rational and balanced nutrition |
Nutrition with periodic violation of the principles of rationality and balance of foods |
Irrational and unbalanced nutrition |
Students from two-parent families |
|||
|
Students from incomplete |
|||
Students from the city |
|||
|
Students from rural areas terrain |
|||
Students of humanities (IFF, PPF, FDiNO) |
|||
Students of natural sciences (physics and mathematics, EHF) |
During the survey, the regularity of food intake during the day was analyzed (Table 3)
Table 3
Results of a study of students' diet
Number of meals |
students |
||||
From Table 3 we can conclude. First year students have a more rational diet. The number of meals is on average 4-5 times a day. With age at 19-20 years, this number noticeably drops to 2-3 times. This may be explained by the fact that in senior years students combine study with work, the study load increases, thereby reducing meal time to a minimum.
Conclusion
Nutrition is the basis of a healthy lifestyle. At a young age, according to statistics, eating disorders are visible, especially among students. They can be caused by a number of reasons (for example, gastritis can be caused by poor nutrition, nervous exhaustion, smoking, and colitis can be caused by an unbalanced diet). Damage to your own kidney tissue, nephrosis and nephritis, can be caused by drunkenness, drug addiction, substance abuse, or excessive consumption of spicy, smoked and pickled foods.
In order to avoid serious health problems in middle and adulthood, you should take care of this from a young age, so as not to create problems for yourself and the future generation.
Based on the results of the study, we can conclude that students aged 17-18 years have a more rational diet, and from the age of 20-21, the attitude towards healthy eating rules noticeably worsens.
References
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- Kalyuzhny E.A., Kuzmichev Yu.G., Mikhailova S.V., Boltacheva E.A., Zhulin N.V. Features of the physical development of rural schoolchildren in the Arzamas region // Bulletin of the Moscow State Regional University. - No. 3. - 2012. - P.15-19.
