Subjective perception of inequality and injustice by schoolchildren and students: experience of empirical research

Abstract

Introduction. In modern society, quite a lot of attention is paid to the development of young people, and therefore it seems relevant to study the various parameters of its public mood associated with the perception of inequality and injustice. The purpose of the article is to describe the results of an empirical study aimed at studying the perception of inequality and injustice by schoolchildren and students. Materials and methods. Empirical data are obtained using various standardized methodologies aimed at identifying certain parameters of human development that are significant for the specific perception of inequality and injustice. The results of using the Kullback-Leibler measure to determine the frequency of words related to the understanding of inequality and injustice are presented. The study sample consists of 677 people: students 334 people aged 18 to 23 years old, high school students 343 respondents, aged 14 to 17 years old. Research results. The results of the correlation analysis showed a high (p r ≥ 0.8-0.9) and an average level of reliability of the correlation relationship (p r ≥ 0.5 - 0.7) with both negative and positive values between the various parameters we have chosen methods: various aspects of social frustration are negatively associated with positive coping strategies, optimism and fairness (in the range r=0.92 - 0.52; p≤ 0.01); various aspects of justice with positive expectations, seeking social support, respect for others - self-respect, achievement of results (range r= 0.98 - 0.77; p≤ 0.01); verbal aggression with a negative value r= -0.84 - 0.67; p≤ 0.01. We consider these values continuum: the relationship of justice with positive parameters gives grounds for understanding that in situations of injustice they will acquire a negative value. Three significant factors have been identified that give an idea of the parameters that affect the perception of inequality and injustice by modern schoolchildren and students. Factor load matrix after rotation Promax (PCA) with values from r = 0.5 to p r = 0.9. The correlation coefficient was calculated for the confidence level p≤ 0.01. The results of calculations for verifying personal ideas about inequality and injustice and highlighting their features against the background of statistical data range from 250 to 450 units. frequency distribution density. Conclusion. The results of the study showed that there are certain cognitive, emotional, behavioral and social parameters associated with the perception of inequality and injustice by schoolchildren and students. An important result has been obtained, which consists in the fact that words with a positive emotional connotation correspond, on average, to high frequencies of the use of words recorded by the respondents.