COMPARATIVE RESEARCH OF PREVAILING VALUE-SEMANTIC ORIENTATIONS OF STUDENTS AT TECHNOLOGICAL AND HUMANITARIAN UNIVERSITIES

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1 International Journal of Civil Engineering and Technology (IJCIET) Volume 9, Issue 13, December 2018, pp , Article ID: IJCIET_09_13_115 Available online at ISSN Print: and ISSN Online: IAEME Publication Scopus Indexed COMPARATIVE RESEARCH OF PREVAILING VALUE-SEMANTIC ORIENTATIONS OF STUDENTS AT TECHNOLOGICAL AND HUMANITARIAN UNIVERSITIES Yuri Dudko, Marina Prilepa, Svetlana Denisenko, Konstantin Petukhov and Larisa Fomenko Federal State Budget Educational Institution of Higher Education "K.G. Razumovcky Moscow State University of Еechnologies and Management (the First Cossack University)" , Moscow, Russian Federation ABSTRACT The paper is aimed to analyze the results of comparative research of valuesemantic orientations of students at technological and humanitarian universities. Based on the analysis of the problem development current state, the relevance of students' value-semantic orientations study has been determined. The actual research of students' value-semantic orientations, their life priorities, which are the main for this comparative study, have been described. The authors have analyzed the features of life meaningfulness, compared the indicators of its intensity between studentscondtructers and students-humanitarians, described the features of the hierarchy of value orientations. The influence of such values on the attitude to professional activity and the chosen profession has been interpreted. The value priorities in life and professional self-determination common for this age have been established. The authors have analyzed the intensity of the prevailing youth's value-semantic orientations in relation to their professional training and self-realization in the future specialty and formulated the conclusions and prospects for further research. Key words: University, Values, Value-Semantic Orientations, Value-Semantic Sphere, Hierarchy of Values, Meaningfulness of Life, Professional Training Cite this Article: Yuri Dudko, Marina Prilepa, Svetlana Denisenko, Konstantin Petukhov and Larisa Fomenko, Comparative Research of Prevailing Value-Semantic Orientations of Students at Technological and Humanitarian Universities, International Journal of Civil Engineering and Technology (IJCIET) 9(13), 2018, pp INTRODUCTION The problem of value-semantic development becomes especially urgent in the study of students. It is difficult for a young man/woman not only to adequately socialize, but also to editor@iaeme.com

2 Comparative Research of Prevailing Value-Semantic Orientations of Students at Technological and Humanitarian Universities find his/her inner calling, to correctly comprehend his/her true values and meanings. Students are encouraged by the rapid changes in the society, combined with the age crisis, to continuous personal development. Destructive conditions of socialization contribute to the value-semantic orientations (VSOs) deformation, which, in turn, leads to the disorientation and disorganization of a student. The content of the modern student youth's VSOs plays a leading role in terms of future prospects and direction of society development. In the framework of the education humanization, which is based on the principal theoretical provisions in relation to the semantic dimension of the existence of a personality, the problem of development of valuesemantic sphere of students, is of particular importance, since the formation of a conscious, socially active personality, capable of self-development and self-realization, is one of the priorities of higher education. The change in social status, increasing requirements and expectations regarding the maturity of a personality, leads to a complication of the problem of social adaptation of students during their studies at a graduation, arising as a result of inconsistencies between idealized views and the surrounding reality and leads to deformation of a personality's VSOs. Accordingly, this is manifested in the difficulties of selfdetermination of life priorities of young professionals, their social maladjustment. The relevance of the comparative study of VSOs peculiarities typical for students of technological and humanitarian universities is determined by the fact that VSOs act as a psychological education, which reflects the features of a generalized interpretation of life and structuring personal experience by individuals, on the one hand, and determine the prevailing vectors of life (including professional) self-determination, on the other hand. Accordingly, the study of peculiarities of understanding life and VSOs of students of technological science and humanities gives the opportunity to interpret the specificity of the elaboration of their position in life, which defines their life and professional perspective. On this basis, there is an important need to study the youth's VSOs in the context of the development of the future profession. The study of a person's value-semantic sphere has received considerable attention on the part of such researchers as D.A. Leontyev, A.L. Nosenko, I.S. Kon, Y.L. Trofimov. In modern research, the attention is paid to the direct study of various aspects of students' VSOs. So, in her study, O.N. Martynova [1] defined the main features, components and stages of formation of professional consciousness and self-consciousness of engineers. E.L. Rudneva [2], studying the features of values for students, notes the predominant influence of the social environment on the changes that occur in the youth ascospore, and the crisis nature of the motivational and value orientation in this category of subjects. The predominant role of VSOs in relation to future professional activities and life in general is noted in the work of N.A. Buravleva [3], which defines the need to pay special attention to the values of students in the learning process. At the same time, L.N. Bannikova [4] studied the features of moral value orientations of students, which are defined by the author as the most common and significant at this stage of their lives. In the study of N.M. Sarajeva [5] the VSOs of a young person in the process of training and vocational training are summarized in the subjective position of a student as a wellestablished, subject-biased sense-generating center of personality structure, which determines the active nature of professional and personal self-development in the process of vocational education. In her study, O.V. Myltasova [6] considers students' VSOs as a leading factor in the development of their independence. L.G. Bezumova [7] considers VSOs as a significant editor@iaeme.com

3 Yuri Dudko, Marina Prilepa, Svetlana Denisenko, Konstantin Petukhov and Larisa Fomenko factor of students' self-consciousness, a factor that generalizes their personal attitude to professional activity. Summarizing the results of these studies, it can be argued that the VSOs issues of different educational institutions are certainly relevant, and the comparison of intensity of students' technological and humanitarian specialties will determine the differences in their interpretation of life experience, attitude to the profession and life, in general. The purpose of the paper is to analyze the results of a comparative study of the VSOs characteristics of students at technological and humanitarian universities. 2. RESEARCH OF FEATURES OF VSOS OF STUDENTS AT TECHNOLOGICAL AND HUMANITARIAN UNIVERSITIES We have carried out a comprehensive study of VSOs of students at technological and humanitarian universities, which was attended by 90 first-year students of a technological and 90 first-year students of a humanitarian. In the empirical study the methods "Diagnosis of the real structure of value orientations of a person" (S.S. Bubnov) and "Life meaning orientations test" (D.O. Leontyev) were used. The results of comparison of indicators of life meaningfulness of technological and humanitarian universities students are presented in Table 1. Table 1. Features of life meaningfulness of students at technological and humanitarian universities Group studied Low level of life meaningfulness Average level of life meaningfulness High level of life meaningfulness technological 36.1% 18% 45.9% humanitarian 54.8% 26% 19.2% Based upon the results of the study, we have determined that the students of the technological and the students of the humanitarian differ in the level of life meaningfulness. Thus, 45.9% of the students who studied at the technological are characterized by a pronounced meaningfulness of life. That is, the actions they perform are subject to the general logic of their lives, are subject to their own meanings and semantic settings. This percentage among the students of the humanitarian is 19.2%. Also, 18% of the students who studied at the technological and 26% of the students who studied at the humanitarian have an average level of life meaningfulness. They, in their life acts, rely more on their life concepts, but in some situations can act to counterbalance the inherent meaning of life, breaking the logic of precommitted actions. In addition, 36.1% of the students who studied at the technological and 54.8% of the students at the humanitarian are characterized by a pronounced low level of life meaningfulness. They do not have leading life concepts that regulate their professional development, actions and professional choices of such boys and girls are often situational and do not obey the general logic of life. Such students are characterized by an undifferentiated attitude to life and the diffusivity of the sense sphere, the variability of social behavior, which is expressed in the problems of life self-determination, vision of themselves in the future profession and field of activity editor@iaeme.com

4 Comparative Research of Prevailing Value-Semantic Orientations of Students at Technological and Humanitarian Universities To prove the statistical significance of differences in the life meaningfulness of the students, the χ 2 -Pearson criterion was used, the empirical value of which is equal to Comparing the values of χ 2 -empirical with χ 2 -critical, (p < 0.05); (p < 0.01) and K=2, one can assert that there is a pronounced statistical difference between the indicators of the life meaningfulness of technological and humanitarian universities students, since χ 2 - empirical > χ 2 -critical. Consequently, students of the technological are characterized by a more pronounced meaningfulness of life than students of the humanitarian. The results of comparison of students' VSOs at the technological and humanitarian universities according to the method developed by S.S. Bubnova are represented in Table 2. Table 2. Features of the hierarchy of values of students at the technological and humanitarian universities Group studied technological humanitarian financial position social status communication new knowledge rest love recognition of others health enjoying beauty helping others achieving positive change 32.2% 31.5% 30.3% 29.4% 5.3% 4.7% 3.5% 3.2% 15.4% 33.2% 35.5% 31.6% 14.3% 25.8% 34.7% 3.8% 29.7% 31.6% As evidenced by the data presented in Table 2, different groups differ in terms of hierarchy of values. Thus, the students of the technological are characterized by the most pronounced values that determine their life activity, such as improvement of financial situation (32.2% of the sample), achievement of high social status (31.5%), communication (30.3%), and knowledge of the new (29.4%). The least expressed values of the students of the technological are the achievement of positive social changes (3.2%), helping others (3.5%), enjoying beauty (4.7%) and health (5.3%). Among the students of the humanitarian the most important values are as follows: communication (35.5%), recognition of people (34.7%), achievement of high social status (33.2%), achievement of positive changes in society (31.6%), new knowledge (31.6%), helping others (29.7%) and love (25.8%). The least expressed life values of students of the humanitarian are health (3.8%), rest (14.3%) and improvement of financial situation (15.4%). To prove the statistical significance of the recorded differences in the life values hierarchy of students of the technological and humanitarian universities, the criterion of φ*-angular Fisher transformation was used. Its empirical values in terms of value orientations are as follows: improvement of material conditions 1.75*; attainment of high social status 0.18; communication 0.19; new knowledge 0.25; rest 0.22; love 1.32; recognition of others 2.35**; health 0.08; enjoying beauty 0.46; helping others 2.99**; positive changes 3.18**. Comparing the value of φ*-empirical with φ*-critical: 1.64 (p < 0.05) and 2.31 (p < 0.01), it can be said that there is a pronounced statistical difference in the manifestations of the values of improving the financial situation (at the level of statistical significance (p < 0.05), the recognition of people, helping other people and achieving positive changes in society at the level of statistical significance (p < 0.01). There is no statistical difference in other indicators of the intensity of life values editor@iaeme.com

5 Yuri Dudko, Marina Prilepa, Svetlana Denisenko, Konstantin Petukhov and Larisa Fomenko Therefore, the authors can say that the students of the technological in life and vocational training are more focused on achieving material well-being. Accordingly, they regard the chosen profession and its development as a way to improve their own financial situation. These students regard their own professional training and development not from the standpoint of the ability to provoke changes in society and receive aesthetic pleasure (which are the least significant values of the studied), but from the point of view of possibility to improve the financial situation at the expense of future professional activity. The predominance of such values among students reflects their attitude to learning, which is subordinated to the weight, practicality, the possibility of further use of the acquired knowledge in professional activities. On the other hand, the students of the humanitarian are much more focused on the values of achieving positive social changes, helping others and being recognized by others. Such values, reflecting the general humanistic orientation of the personality of studenthumanitarians, correspond to their chosen specialty. They seek to achieve positive changes in society, to care for others, to help them, to educate them and to improve their lives. Such students regard their professional activity from the point of view of social significance and are focused on public recognition. At the same time, the representatives of both subgroups are characterized by expressed values of achieving a high social status, communication and new knowledge. They believe that their professional activities will not only be a way to improve material well-being, but also a means to achieve social status and recognition. The importance of communication for the representatives of both groups indicates that, communicating with others, students show their interests, beliefs and values, acquire social experience and receive feedback on their own psychological characteristics, life plans and professional prospects. Such values of students indicate the importance of assessing the social environment and self-expression for young people, which corresponds to the general laws of psychological formation of a person in adolescence. The interesting fact is the combination of the new knowledge value with the improvement of the material status for the students of the technological and help to other people demonstrated by the students of the humanitarian. In particular, such pronounced combinations can be interpreted as orientation of students of the technological on development of the knowledge and abilities proceeding from their expediency for future professional activity, practicality and improvement of a material condition. On the other hand, students of the humanitarian are more focused on expanding their knowledge and developing skills to help other people. 3. CONCLUSIONS It should be noted that the system of VSOs is formed before the beginning of professional activity. The period of study at a higher education institution coincides with the period of personal maturity, personal choice and doubt. This is a period of intensive development of VSOs as the highest psychological mechanism of a personality development, which is associated with personal and professional self-determination, the search for self-importance and ways of self-realization. At this time of active personal development, the gaining maturity student youth requires external support and moral and psychological guidelines. Therefore, the optimal conditions for the development of future specialists' VSOs from the department is a specially organized construction of the educational process in higher education, aimed at the development of value-semantic components of a personality. The students' VSOs reflect the most important life priorities for them, according to which their understanding of life events and strategy of life and professional self-realization are editor@iaeme.com

6 Comparative Research of Prevailing Value-Semantic Orientations of Students at Technological and Humanitarian Universities formed. Based on the results of the comparative study, it was determined that the students of the technological have a more meaningful attitude to life and clearly understand their life and professional goals more than the students of the humanitarian. The latter have difficulties in defining clear life goals and plans. The authors also recorded differences in the manifestations of life values of the two groups studied. Thus, the students of the technological are more focused on achieving material well-being than the students of the humanitarian whose predominant values are helping other people, their recognition and achieving positive changes in society. At the same time, both groups of the subjects are characterized by the predominance of the values of communication, knowledge, achievement of high social status, which are defined by us as general psychological orientations in adolescence. However, the problem of the VSOs of the technological students is not completely developed and requires further study. In particular, the subject of further research of the authors is the features of structuring the life meanings of students and the definition of the mechanisms of formation of youth's VSOs in the process of professional training. ACKNOWLEDGEMENTS The authors thank Profs Andrey Zaytsev, Ahmet Yalciner, Anton Chernov, Efim Pelinovsky and Andrey Kurkin for providing NAMI-DANCE software and for their valuable assistance in tsunami numerical modelling of this study. Profs. Nobuo Shuto, Costas Synolakis, Emile Okal, Fumihiko Imamura are acknowledged for invaluable endless collaboration. The VMP is grateful to Dr. B. K. Rastogi, Director General, Institute of Seismological Research (ISR) for permission to use of ISR library and other resource materials. APS is thankful to Director General, ISR, for permission and encouragement to conduct such studies for the benefit of science and society. REFERENCES [1] Martynova, O. N. Self-realization potential of future engineers. Samara: Publishing House of Samar State Aerocom University Press, [2] Rudneva, E. L. Formation of life and professional value orientations of students. Abstract of thesis of the Doctor of Science (Pedagogy), [3] Buravleva, N. A. Value orientations of students. Bulletin of Tomsk state pedagogical University, 6, 2011, pp [4] Bannikova, L. N., Boronina, L. N. and Vishnevskiy, Yu. R. New developments in the value orientations of students of the Ural. Sociological researches, 2, 2013, pp [5] Sarajeva, N. M. and Ishmukhametov, R. R. Value orientations of students with different levels of subjectivity. Gramota, 12(50): in 3 chapters, ch. II. 2014, pp [6] Myltasova, O. V. Features of value orientations of students of different forms of education. Actual problems of modern education: experience and innovation. Togliatti, 2014, pp [7] Bazanova, L. G. and Yarochkin, N. N. The change of values in the semantic field of individual students in their learning process in University. Bulletin of Samara Humanitarian Academy. Series: Psychology, 1(3), 2008, pp editor@iaeme.com

7 Yuri Dudko, Marina Prilepa, Svetlana Denisenko, Konstantin Petukhov and Larisa Fomenko [8] Abdulaeva, R., Gireeva, M., Bikbulatova, V., Rabadanova, R., Yulina, G. Psychological and pedagogical technologies in the implementation of the practical orientation of the educational environment of the University. Revista Espacios, 38(40), 2017, pp