Соотношение субъектной ресурсности и академической задолженности у студентов, обучающихся по индивидуальным образовательным траекториям в условиях экстремальных социальных вызовов

Abstract

Domestic higher education is going through a stage of active search for new forms of education focused on sustainability in an era of change. It is important to understand how factors of different levels of complexity (pandemic and innovative learning format) jointly affect the success of university education and resource parameters as markers of psychological well-being. Academic indebtedness is viewed as an external marker of the subjective resource of students. The aim of the work is to assess the ratio of academic debt and subject resource capacity among students studying according to individual educational trajectories (IET) and traditional educational technologies in universities of the Tyumen region. 280 students were polled anonymously via google-forms. Data collection methods: self-organization questionnaire E.Yu. Mandrikova; the scale of basic beliefs by R. Yanov-Bulman; questionnaire «Methods of coping behavior» by R. Lazarus; methodology for assessing «autonomy – dependence» G.S. Prygin; scale of psychological well-being K. Riff (adaptation of T.D.Shevelenkova, P.P. Fesenko); questionnaire «Losses and acquisitions of personal resources» N.Ye. Vodopyanova, M. Stein. Data analysis methods: Kruskell-Wallis H-test and Spearman's r-rank correlation test. The results of the study made it possible to formulate the following conclusions: 1) Students enrolled in IET have less pronounced subjective resources than students enrolled in traditional technology. Factors of different levels of complexity (pandemic and innovative teaching format) affect the success of university studies and resource parameters. IET advancement occurs in stages, is associated with the awareness of oneself as a subject of activity, requires the mobilization of resources for the development of the environment. A stressful factor was the transition to a distance learning format in the context of a pandemic, which led to a significant loss of resources among students enrolled in individual educational trajectories. 2) Protecting the parameters of subject resource capacity could be successful through the expansion of the functions of tutor support - specialists who are close in age to students and at the same time deeply integrated into the environment of a university that implements IET. The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of the scientific project No. 20-413-720004 "Resource subjectivity of students in universities that implement innovative educational technologies in the face of extreme social challenges in the Tyumen region."