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9in particular, the study of the features of ways of solving search tasks by younger schoolchildren in a sub-stantively-effective form is of serious scientific interest.
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ADOPTION OF REGULATIONS DEPENDING ON THE RESOURCE CHARACTERISTICS OF
MODERN YOUTH
Akimova M.
Russian State University for the Humanities, Professor, Doctor of Psychology
Persiyantseva S.
Russian State University for the Humanities; Associate Professor; Psychological Institute of Russian Academy of Education
Abstract
The article analyzes the normative approach. The issue of regional and educational differences in the adoption of standards is considered. Revealed the relationship between morality and the adoption of civic standards, civic values. The paper proposes methods of normative acceptance for assessing moral traits. To assess the basic life principles that guide modern youth. The set of rights and freedoms is considered as key civic values. Human equality before the law. Recognition of the value of human life, respect for national traditions and for the norms and rules of modern democracy. Truthfulness, patriotism, tolerance, justice, solidarity in a multinational country. The adoption of civic standards and civic values contributes to the well-being and prosperity of Russia, proceeding from responsibility for their country and realizing that they are part of the world community.
Keywords: moral traits, civic values, standards, socio-cultural environment.
A normative approach to the study of personality is developed in psychology as a concept of socialization - the unity of social adaptation and individualization. Group differences in attitude to standards reflect the heterogeneity of socialization conditions - 1) external sociocultural; 2) internal, ensuring the manifestation of personal selectivity, activity in the process of mastering group norms [1].
The adoption of standards is mediated by the experience of social interaction, regulatory acceptance. Normative acceptance determines the act of building the individuality of his mental appearance. Normative acceptance is often considered as a way of individual existence of a norm in the form of personality traits [3].
Three factors act in the process of human development: heredity, education, environment. We do not consider heredity in this article.
The educational system of the state is a powerful system of socialization of young people, which forms the intellectual, cultural and spiritual state of society. Thanks to the standardization of training programs, the national policy of the state is being built, leading to an assessment of the quality of life of its citizens. Educational, educational, professional institutions in the modern world have become centers for the transfer of accumulated knowledge, teaching methods. It is necessary
to systematically monitor the educational process, program and methodological material in order to timely make adjustments to it, "responding" to the "requests and requirements" of modern youth [4].
The student is at the epicenter of the organization of the process and activity, the personality of a person and his self-realization, the manifestation of his abilities. The formation and realization of personal potential as a person is possible only in the conditions of the development of a coordinated unity of his intellectual, spiritual, moral, aesthetic and physical sides. Humani-zation of educational processes maximally contributes to the development of individual human abilities.
The environment is essential to the formation of personality. The normative concept considers standards as given requirements of the social environment. Many common cultural traits serve the purpose of adapting an individual to his social community. This environment defines the desirable, favored, and useful traits. The higher the level of acceptance by a person of the approved traits, norms, rules of a given community, the more effective its adaptation in society will be.
These features include national character traits, national mentality, value structure, specificity of the motivational sphere, worldview, self-awareness, the nature of adaptation mechanisms, and much more.
In the psyche of each person, the standards of their socio-cultural communities are presented to the extent that depends on his attitude towards them. Standards are assimilated under the influence of the environment and the individual forms an attitude towards them. This attitude depends on society and on the personal experience of the individual.
Depending on the socio-cultural conditions and the requirements of society for the individual, individuals assess the importance of the same personality traits in different ways. For example, in collectivist societies, the ability to fit into a group and conformity are considered the greatest personal values. In individualistic communities, the greatest personal value is autonomy, the development of one's abilities, and self-realization.
The normative approach to personality diagnostics was primarily implemented in relation to the moral sphere. The function of morality is to regulate the individual behavior of people in accordance with the norms and principles of the group into which the individual is included. These norms and principles reflect collective assessments, consolidate standards of behavior that meet the interests of the community.
Ideas about morality (moral standards) are determined by social belonging and often depend on subjective judgments about good and evil. The development of morality is characterized by the growth of humanity in relations between people, the deepening of the concept of "justice".
Based on a normative approach to diagnostics, we conducted a study to identify the characteristics of personal development and its variability among students studying in different regional educational environments. The following hypothesis was subject to empirical testing: the levels of acceptance of standards in a modern personality, their ratio and measure of manifestation will differ depending on the resource characteristics of educational-age and regional groups, which will be reflected in the differing content and structure of normative acceptance of individual and group variants of personal development.
The study involved 257 people aged 18 to 21 years, studying in different levels of urbanization and socio-cultural characteristics of regional educational environments (Moscow, Russian State University for the Humanities - RGGU; Moscow Region, Orekhovo-Zuevo, Moscow State Regional Humanitarian University - MGOGU; Kaluga, Kaluga State University named after K. E. Tsiolkovsky (KSU). To study the adoption of moral standards, the following methods were used: Questionnaire of trusting relations, Questionnaire of legitimizing dishonesty, Questionnaire of solidarity. To study the attitude to the norms of civil society and active citizenship, the projective method "Civic Identity" was used [2].
Civic identity is the subject's awareness of himself as belonging to a particular social community. Civil identity in the work is considered as a feeling of belonging to a community of citizens connected not so much with specific state, how much with the appropriation of the values of civil society in its supranational understanding. Values included into the structure of civic identity, turn out to be human rights (including to a fair
trial and fair elections), equality and respect for the rights of the majority and the minority, internal freedom and personal dignity, recognition values of human life, respect rights and legality and much more. Assignment these key humanistic values civil society and awareness of the importance of group unification, on their basis, forms civic identity as the severity of the individual's traits of a citizen. In the Russian Federation, which has united representatives of different religions, nationalities, ethnic groups, the task of finding norms, rules, values is aimed at ensuring consolidation of people. Increasing the number individuals with a pronounced civil identity helps to ensure stability and security, effective development of the country. Civil identity manifests itself in the consciousness and responsibility of the individual, in her active life position, in participation in the life of society.
Formation of civic identity as the appropriation of the values of civil society is a complex process, associated with moral and ethical development and personal maturation, requiring, in the conditions of the transitivity of society, the ability to its deep analysis and search for hidden connections, generalization of information from various sources, intellectual initiative and intellectual criticality.
Civic values are interconnected with moral traits: justice, honesty, trust, solidarity. It is in the conditions of solidarity that people find real support, understanding, sympathy and justice, since there are no polar differences in it. The value of civil society is justice, society's orientation towards equality. For the implementation of justice, it is necessary to take into account the totality of the interests of people and the value orientations of a particular community. The more expanded this community, the more difficult the task of reconciliation the real interests of the people of this community [6].
To study trust as a moral personality trait, the Trust Relationship Questionnaire was used. The questionnaire has scales: 1) positive ideas about different people; 2) the benefits of a trusting relationship; 3) positive ideas about state and public institutions; 4) ideas about the importance of their personality, self-acceptance; 5) the idea of caution as a consequence of human variability. Dishonesty Legitimization Questionnaire so named because it reveals the admissibility of violating one of the most important moral requirements for human communication. Honesty as the opposite of dishonesty is one of the few moral qualities that young people use in describing themselves and those around them. Manifestations of honesty strongly depend on the situation, on the circumstances in which the person is. There are situations in which most people consider it moral to lie ("lie to save"). For example, so as not to cause mass panic, this will entail many casualties or unpleasant consequences. There are situations when manifestations of honesty are entirely determined by the level of morality, and deceit in this case depends on the level of moral responsibility of the individual. The Questionnaire includes five scales: attitudes towards deception, hypocrisy, treachery, deceit and theft.
The Solidarity questionnaire measures personality traits: love for loved ones, attitude towards social
groups, the people in general, and the country. Solidarity is viewed as an objective process, given by social facts. People strive for unification, rallying to achieve common goals, regardless of ethnicity, religious confessions and belonging to public communities. The questionnaire consists of three scales: love for loved ones; patriotism; citizenship. The scale of "love for loved ones" consists of statements reflecting the measure of affection, interest, love, responsiveness towards relatives and friends. The second scale diagnoses the level of patriotism (love and affection for one's country), identification with it, and a trusting attitude towards compatriots. The third scale measures civic position, civic responsibility, the individual's desire to participate in public life.
In the projective methodology, Civic Identity, the stimuli are 27 drawings depicting everyday situations. The interpretation of the figures allows to assess the acceptance / rejection of the values of civil society. In the foreground of each picture, two characters are drawn, one of whom utters words that comment on the situations depicted. With another character, the subject must identify himself and respond to the words of the interlocutor. For each answer, you can get from (- 2) to 2 points, depending on the activity of the position held, its moral and legal or pragmatic, positive or negative assessment. The tasks of the methodology are distributed on 7 scales - assessment of civic values:
1) attitude to the rights of ethnic minorities;
2) the rights of sexual minorities;
3) political rights;
4) liberal values;
5) the rights of the disadvantaged (mercy);
6) the rights of persons with disabilities;
7) attitude towards Russia.
To reconstruct the structure of normative acceptance in different socio-cultural regional environments, factor analysis was applied. Factorization was carried out by the method of principal components followed by rotation by the "Varimax" method.
Factorization data were obtained on the basis of a two-factor solution. Analysis of these data showed the following. If the developing personality of Moscow students is based on moral standards (trust, honesty, solidarity) civic value standards and practices (all their values are included in one factor), then for students living and studying in Kaluga and Orekhovo-Zuev, the standards of the civil sphere , although they are appropriated to one degree or another by the individual, but are not regulated by moral guidelines (they are included in different factors). We believe that students from provincial universities view citizenship as an abstractly functioning social ideology, but not as a personally accepted significant characteristic of the worldview and personal practice mediated by morality.
It is necessary to increase the level of influence of young people in social and civil life. Involve them widely in public and civil affairs. Help them find legal solutions to their activities in political decision-making processes through various institutions. Accept international law national legislation in this regard [5].
In the Federal Law of the Russian Federation No. 489-FZ of December 30, 2020 "On youth policy in the Russian Federation", youth policy is considered as a set of measures aimed at creating conditions for the development of young people and their self-realization in various spheres of life. Self-realization is the application by young people of their abilities, knowledge, abilities, skills, competencies and experience in order to meet their needs for professional, social and personal development. In the text of the Federal Law, such directions for the implementation of youth policy are indicated as education of citizenship; ensuring interethnic (interethnic) and interfaith harmony among the youth; support for youth initiatives; promoting the participation of young people in volunteer (volunteer) activities; support of activities aimed at strengthening civic identity and spiritual and moral valuesof modern youth.
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