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Quality of life plans in late adolescence // Pedagogical Review. 2023. Issue 6 (52). P. 164-171

The issues of formation of life plans of students staying in late adolescence are considered. The main idea of the study was that the key abilities of life planning are of ageless significance. The purpose of the empirical study was to identify and evaluate the quality of students’ life plans and the possibility of using the planning skills acquired in youth in old age. To do this, it was necessary to identify what elements of planning can and should be mastered in adolescence, so that they allow them to adapt to life after the end of their working career and ensure life satisfaction in old age. The study involved 80 students of Bunin Yelets State University. The experiment and the method of expert assessments were used as research methods. The experts were non-working pensioners aged 65 to 74 years. It was found that the current life plans of students are sketchy, unsystematic and monotonous. In this version, they cannot provide effective preparation for life at other ages. Experts, based on their own life experience, taking into account the mistakes of planning their own life in late adolescence, identified six positions by which it is necessary both to assess the quality of planning life schedules and to specifically form them. It is these positions that were poorly represented or not presented at all in the plans-reports of students. In particular, this is the structuring of personal time; special individual habits; family responsibilities; organization of communication with friends; key events of the week and month; contribution to the organization of their personal space. It is noted that one of the tools for preparing for life in late ontogenesis can be mentoring on the issues of planning one’s life.

Keywords: life planning, life strategies, personality of an elderly person, old age, late youth

Anti-victim and risk-oriented thinking as competencies of a university graduate // Pedagogical Review. 2025. Issue 1 (59). P. 122-130

The issues of formation and development of competencies for solving professional problems using algorithms of victimization, anti-victimization and risk-oriented types of thinking among university students are considered. The current approach in psychological science to dividing thinking operations into universal (analysis, synthesis, etc.) and disciplinary (subject-specific) specific to a particular scientific discipline is being updated. It is shown that risk-oriented (or risky) and anti-victim types of thinking occupy a special place in this established classification. The objective operations that make up these types of thinking can be radically different from each other, despite the fact that both types of thinking are focused on solving problems under conditions of uncertainty, aggravated by factors of danger to the person or his property. The author's methodology for developing the skills to distinguish between victim, anti-victim and risk-oriented thinking is proposed. The participants of the study were second-year students of Yelets State University, 40 people. The methods used were experiment and group interview. It was found that students mostly made mistakes in solving problems to identify the type of thinking that people used when solving ambiguous situations recorded in educational cases. Moreover, even when solving problems correctly, students were not always able to formulate criteria for distinguishing one type of thinking from another. Errors manifested themselves in the failure to distinguish between risk-oriented thinking and victim, anti-victim and risk-oriented. Most often, errors were recorded when solving problems involving older people. It is concluded that it is necessary to include competencies in anti-victim thinking in educational standards.

Keywords: competencies, risk-oriented thinking, anti-victim thinking, universal thinking operations, objective thinking operations, old age