Keyword: «university students»

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 this study stems from the insufficient understanding of the determinants of alienation from academic work among university students. Identifying the underlying mechanisms of this phenomenon will help reduce the negative consequences of alienation from academic work among university students and improve the effectiveness of the educational process. The aim of the study is to examine the relationship between personality accentuations and the level of subjective alienation from academic work among university students. Respondents were found to experience both relative and perceived alienation from academic work. A statistically significant positive correlation was found between the excitable accentuation type and relative alienation from academic work.

The article reveals the relationship between the types of digital communication activity of university students and the structural features of their empathy (cognitive, emotional, and intuitive channels), and also determines the presence and nature of the gap between online and offline abilities to recognize emotions. The results of a study conducted on a sample of 1st-4th year students of humanities are presented.

Sociocultural changes in the country have affected educational work at universities: the traditional system of student education has been destroyed, the levers of control have been lost, and youth associations have been eliminated. Today, there is a need to transition from traditional management schemes for the educational process to social and personal management, which is flexible and responsive to current socioeconomic and political changes. One of the key areas of improvement is the use of physical culture and sports in the education of students. Due to the limited scientific data, comprehensive research is required. The purpose of the work is to scientifically substantiate and practically implement a system of social and personal management of students' upbringing using physical education and sports. The system features flexible management that takes into account the requirements and objectives of the educational environment.

The article is devoted to the search for optimal means, methods, and conditions for forming students' readiness for physical and sports self-improvement. It reveals the possibilities of pedagogical design of processes of physical self-education, self-upbringing, and self-development, which are the basis for physical and sports self-improvement. We consider readiness for this type of activity as a state of the subject that ensures the productivity of voluntary physical and sports activities aimed at transforming one's physical and spiritual self. It has been determined that the main means of forming students' readiness for physical education and sports self-improvement is independent work, which is organized on the basis of students' mastery of the system of searching for and mastering physical education and sports knowledge, their ability to design the process of physical education self-improvement, acquire methodological and practical motor skills, develop psychophysical conditions, and enrich their subjective experience of independent physical education and sports activities. In the course of the study, it was established. that the use of the project method increases the effectiveness of the formation of students' readiness for physical education self-improvement, provided that the following pedagogical conditions are met: the organization of joint (teacher-student; student-student) project-research activities based on cooperation; the provision of students with the right to choose research project topics; the actualization of personal meanings and significant motives for physical education and sports activities; the integration of academic and extracurricular work on physical education for students; and the preparation of teachers for cooperation.