Axiological aspect of students’ representation about success

Problem and purpose. Pedagogical interaction in the modern university should be of developing nature, based on the understanding of actual demands of society and socio-psychological characteristics of students. For the Russian society, the issues of realizing the productive motivation of the youth, particularly the motivation for achieving success, are especially significant. In the studies of achieving motivation, its procedural determinants and characteristics are established. At the same time, the axiological aspect determining its unfolding in real life activity has been little studied. In accordance with this, a study of the structure of the value preferences of success for modern students was made. Methodical support and research background. The study used the methodology “Students’ Motivation to Achieve Success in the University” by S.А. Pakulina. The methodology is designed to determine the students’ value preference for various aspects of success, grouped into two trends: exteriorized and internalized success. Exteriorized success is characterized by luck, the material standard of living, recognition, power. Internalized success is characterized by the result of one’ s own activity, per-sonal success, success as a mental state, overcoming obstacles, vocation. The students of Krasnoyarsk universities (591 respondents) took part in the study. Data processing included correlation analysis using the Spearman coefficient, factor analysis, cluster analysis (by the method of the future neighbor in Euclidean space), and ranking. Results.The correlation analysis revealed that all indicators of the significance of the values of success are related to each other by positive connections. The level profile of the significance of the values of success can be either generally higher or lower. Two factors were determined as a result of the factor analysis. In each, we can distinguish three groups of indicators: indicators that have mean values in both the first and second factors, a kind of axiological core of success (overcoming obstacles, the material standard of living, the result of one’ s own activity, luck); indicators of subjective personal values (success as a mental state and personal success), having large values in the first factor and having no value in the second factor; indicators of values of social significance (power and recognition), having large values in the second factor and not playing a significant role in the first one. As a result of the cluster analysis, four groups of respondents were identified. Groups that have especially low values have either subjective-personal values or values of social significance, have reduced indicators of values attributed to the axiological core of success. Conclusion. The value component of students’ success is multidimensional. The levels of significance of various value aspects of success are interconnected positively and are given by the cumulative influence of subjective personal values and values of social significance. In accordance with this, the psycho-pedagogical means of developing the motivation to achieve success should be aimed at the formation of social interest, the development of individual strategies for the realization of social utility and the skills of obtaining positive feedback in the process of achieving the set goals.