Keyword: «self-presentation»

The university’s online self-presentation is an integral part of the university’s electronic information and educational environment. The purpose of the article is to present the results of an empirical study of the online self-presentation of a university in a social network, using the example of the Internet community “VKontakte” of the Institute of Pedagogy and Psychology of the Petrozavodsk State University. The study involved the analysis of 337 publications of the Internet community “VKontakte” within the group of the Institute of Pedagogy and Psychology of the Petrozavodsk State University. As a result, statistically significant correlations were found between the number of publications with “Like” marks and the number of views. “Share” marks have a connection only with the number of views. The influence of the publication topic on its popularity in the online community was also noted; the following headings and their keywords were identified: “congratulations”, “news”, “announcement”, “poll”, “information entry”. The authors studied the influence of targeting and personalization on the popularity of a publication, as well as the influence of the presence or absence of media files (with and without students) on the number of views, “likes” and “shares”.

The article presents the results of an empirical study examining the relationship between psychological characteristics of self-attitude and the features of self-presentation of university students in social networks. The research was conducted on a sample of 77 students of various age groups (18–52 years) using a set of psychodiagnostic techniques. Significant correlations were identified between certain components of self-attitude (self-understanding, expected attitude from others, self-guidance) and characteristics of self-presentation in social networks. A negative correlation was found between self-understanding and the realistic demonstrative self, as well as between self-guidance and the false deceptive self.

The relevance of the research is determined by the fundamental transformation of the labor market and educational paradigm, within which a graduate’s personal effectiveness becomes a system-forming factor of competitiveness rather than an optional supplement to professional competences. In the context of digitalization, hybrid employment, and boundaryless careers, the ability for self-organization, reflexive time management, and proactive positioning acquires critical importance. The issue gains particular significance for students of pedagogical universities in the re-integrated regions of the Russian Federation, where integration processes entail the restructuring of the institutional environment, value orientations, and professional standards, generating high uncertainty in career prospects. The aim of the article is to provide theoretical and methodological substantiation and selection of a set of measures for developing personal effectiveness in preservice teachers, integrating time management tools, self-organization skills, and proactive positioning strategies in the labor market under integration conditions. The methodological basis comprises systemic, axiological, activity-based, environmental, and reflexive activity-oriented approaches. Results: key problem areas were identified – predominance of a short-term time perspective, difficulties with prioritization, procrastination, deficits in self-presentation and resume adaptation skills; digital planning tools were systematized and adapted for pedagogical education (Yandex Calendar, WEEEK, LeaderTask, as well as applications for individuals with disabilities: Structured, Choiceworks); a training program for short self-presentation (“elevator pitch”) was developed for three contexts – job interview, social project presentation, and professional networking; principles for crafting a competitive resume compliant with applicant tracking systems were substantiated; the role of professional networks and digital footprint integration into a unified self-presentation strategy was defined. The theoretical significance lies in a holistic substantiation of personal effectiveness as an integrative construct combining temporal, reflexive, digital, and career components tailored to the specificity of re-integrated regions. The practical significance is determined by the direct applicability of the developed tools in the educational process of pedagogical universities, including recommendations for teachers, tutors, and career centers.