Abstract
The article analyzes the role of the value component and life-meaning orientations in the formation of tolerance. Features of life meaning and value orientations of psychology students with different levels of communicative tolerance. The importance of the formation of communicative tolerance in students. The article presents the results of an empirical study of the features of value and meaning-life orientations in psychology students with different levels of general communicative tolerance. The study was attended by students of DSTU and SFU in the number of 60 people. Students of the humanities (psychologists) were selected. Of these, 35 are girls and 25 are boys. The age of the respondents is from 18 to 22 years. To confirm the hypotheses based on the assumption that differences in life-meaning and value orientations can be found in psychology students with different levels of general communicative tolerance, we used a set of methods: the method “General communicative Tolerance” by V. V. Boyko, the method of “Life-meaning orientations” modified by D. A. Leontiev, the questionnaire “Value orientations” by M. Rokich. It is empirically established that there are significant differences in the meaning-life and value orientations of psychology students with different levels of general communicative tolerance.
Highlights
Modern transformations in society, the processes of globalization, migration of the population affect the value and semantic attitudes of young people
The analysis of the research results suggests that students with a high level of tolerance can build relationships with other people, get in touch with them and interact in communication processes; they accept the individuality of another person, are tolerant of opinions, beliefs, attitudes, and habits that differ from their own; have a high degree of tolerance for the uncomfortable states of others; have the ability to adapt to the characters, habits, attitudes, and claims of others; they do not have the desire to remake and re-educate a communication partner, which, will have a positive impact on their future professional activities as practicing psychologists
The value orientations associated with Education, Good Breeding and Independence are of the greatest importance for group 1
Summary
The processes of globalization, migration of the population affect the value and semantic attitudes of young people. In the socio-cultural environment, meaning-life orientations are formed, thanks to the assimilation of social experience. First of all, they manifest themselves in goals, beliefs, ideals, and many other aspects of a person's consciousness and guide behavior and personal development. They manifest themselves in goals, beliefs, ideals, and many other aspects of a person's consciousness and guide behavior and personal development They determine a person's life path, self-determination, and potential in the present and future. Meaning as a life reference point of a person, as the main life value, is considered by A. A. Bodalev, who says that the meaning of life is the greatest and most significant value in a person's life. "The value-semantic sphere of the individual is formed, transformed and expressed in the process of educational or professional activity. The effective formation of the value and semantic sphere of students is ensured by the implementation of a number of psychological and pedagogical conditions [6]." In many respects, the success of the formation of the value-semantic sphere of students will depend on the values of the teachers themselves [6,7,8,9,10], on the " effective meaning transfer of teachers [9]", on the personal and professional characteristics of teachers " who possess innovative methods and technologies, are ready for constant professional growth, self-development and selfactualization [7]"
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