PSYCHOSEMANTIC ANALYSIS OF STUDENTS' ATTITUDES TOWARDS DIFFERENT TYPES OF SELF-EDUCATIONAL ACTIVITIES

Abstract

The article presents the results of a study on the attitude of student youth towards various types of self-educational activities. The research employed theoretical methods such as the analysis of scientific sources, data generalization, substantiation of types of self-educational activities among student youth, and formulation of conclusions. Empirical methods included a written survey using the psychosemantic analysis method to assess the attitude of student youth towards self-educational activities. The results were further analyzed using descriptive statistics and the Mann-Whitney U-test for mathematical data processing.

The research findings provide insights into the attitude of student youth towards five types of self-educational activities, considering their assessment, level of engagement, and quality of implementation. Specifically, the study examines the attitude towards the following types of self-education activities: reading scientific literature related to the subject, searching for information on the Internet, participating in trainings and seminars, engaging in webinars and online courses, and watching video materials. The assessment of these types of activities encompasses their perceived importance for professional development, influence, efficacy, modernity, and dynamism. The study also analyzes the level of engagement in implementing these self-educational activities, including the awareness of knowledge, regularity of implementation, and level of interest. Additionally, the quality of implementation is assessed based on the degree of independence in organizing such activities and the presence of challenges during implementation.

The findings indicate that student youth hold a generally positive attitude towards all types of self-educational activities, considering their perceived importance, influence, efficacy, modernity, and dynamism.