Conflictogenicity of secondary employment of students (based on the materials of an interdisciplinary study of students in Barnaul)

Kolegaeva Elizaveta Aleksandrovna Student; Department of Sociology and Conflictology; Altai State University 656049, Russia, Altai Territory, Barnaul, Dimitrova str., 66, room 520 liza.lizochka03@mail.ru ZHeldakova Arina Vladimirovna Student; Department of Sociology and Conflictology; Altai State University 656049, Russia, Altai Republic, Barnaul, Dimitrova str., 66, room 520 arina.zheldakova@gmail.com Klimova Anastasiya Alekseevna Student; Department of Sociology and Conflictology; Altai State University 656049, Russia, Altai Territory, Barnaul, Dimitrova str., 66, room 520 nastysha.klimova.2000@list.ru Maslov Vladislav Sergeevich Student; Department of Sociology and Conflictology; Altai State University 656049, Russia, Altai Territory, Barnaul, Dimitrova str., 66, room 520 agutsyarutsrfao@mail.ru Perin Sergei Aleksandrovich Student; Department of Sociology and Conflictology; Altai State University 656049, Russia, Altai Territory, Barnaul, Dimitrova str., 66, room 520 Ssaynirov@mail.ru

Ahmedova Angelina Rustamovna Student; Department of Sociology and Conflictology; Altai State University 656049, Russia, Altai Territory, Barnaul, Dimitrova str., 66, room 520 axmedovaangelina@mail.ru

Introduction

The study of the conflict of secondary employment is relevant in the modern labor market, where many, including students, choose additional work. The reason may be both the need for an additional source of finance, and the need for self-development, increasing one's level of professionalism. However, the secondary employment of a student has a two-way effect: on the one hand, there is an accelerated professional socialization of an individual, and on the other hand, it negatively affects the educational process due to lack of time to prepare for a session or classes, etc. In addition, not every employer is ready to provide a flexible schedule, and not all students are able to correctly prioritize between study and work, which can lead to conflicts with the employer or teachers. The study of the conflictogenicity of secondary employment helps to identify possible problems associated with this phenomenon and develop a set of measures to solve them. It follows from the above that the study of the conflictogenicity of secondary employment plays an important role in creating conditions for the sustainable development of the individual and society as a whole.

Scientific development

The theoretical development of this topic is at a fairly high level. Conflict and conflictogenicity are studied by many authors, both domestic and foreign. In the works of these authors: A. Ya. Antsupov, A. I. Shipilov, L. Kozer, K. Boulding, R. Darendorf, A. A. Nigmatzyanova and others, the greatest theoretical emphasis is placed on the study of this phenomenon.

Secondary employment of students has been studied both within the framework of domestic and foreign socio-humanitarian knowledge. It is worth noting the works of G. Simmel, M. Weber and K. Jaspers as a kind of theoretical basis for all approaches to the study of secondary student employment. Among domestic researchers, E. Ya. can be distinguished. Varshavskaya, A.V. Varlamova, E. N. Zaborova and others. Many authors identify problems with the practice of secondary employment of students, including a decrease in academic performance, but there is no clear opinion on the impact of secondary employment of students on their lives. Despite the rather detailed theoretical elaboration of the problem, the question of the conflictogenicity of secondary employment of students remains open.

There are many definitions of conflict in the literature, but it is generally understood as disagreement, incompatibility of goals, interests, norms of behavior, relationships, etc. Conflict is a contradiction, a clash of opposing views, interests, points of view, forms of behavior; disagreement within a person or between people, fraught with serious consequences for them, a state of internal discomfort or difficulties in establishing normal relationships ^[1]. In Russian literature, conflict is characterized as the highest stage of the development of contradictions in the system of relations between people, social groups, social institutions, and society as a whole, which is determined by the strengthening of opposing tendencies and interests of social communities and individuals ^[2]. Thus, the following definition can be distinguished as the leading one for the study: conflict is the confrontation of public actors in order to realize their conflicting interests, positions, values and views ^[3].

A. A. Ivanikhin argues that social conflicts are inevitable in any social structure, as they are a necessary condition for social development. And the more complex the social structure, the more differentiated the society, the more freedom and pluralism there is, the more divergent and sometimes mutually exclusive interests, goals, values and, accordingly, more sources for potential conflicts. Every conflict in society is social, since any conflict, by definition, is a relationship (clash) of interests of various social actors – individuals or social groups ^[4].

The conflictogenicity of various phenomena in society, in turn, is interpreted differently depending on the field of research. Y. G. Gryaznova, for example, defines it as a process of increasing contradictions in views, interests and values under the influence of endogenous and exogenous factors, leading to a clash of sides and exacerbating the ways of interaction between them ^[5]. In modern Russian society, conflictogenicity is understood as a set of tensions of social, economic, political, ethnic and other characters that can lead to conflict. These are not contradictions, but inconsistencies and unmet needs, the aggravation of a particular problem caused by the actions of various communities or political leaders.

Conflictogenicity manifests itself in different spheres of society, therefore, for the purpose of research, its individual components, various types of conflictogenicity can be distinguished: social, economic (socio-economic), political, ethnic, legal, spiritual, etc. Each of these spheres has its own characteristics and patterns, but they are closely interrelated, and in certain periods of public life one of the spheres can play a decisive role. In this context, the phenomenon of a working student in modern Russia becomes especially relevant, since it affects both the social and economic spheres. It is important to determine the motives for the employment of students, as well as to identify the conflictogenicity of the phenomenon of secondary employment. There are many theoretical approaches to the study of both secondary student employment and conflict-related issues.

The secondary employment of students has been studied in detail both within the framework of domestic and foreign socio-humanitarian knowledge. The main theoretical approaches to this phenomenon are laid down by the works of G. Simmel, M. Weber and K. Jaspers. The classics of sociology argue that the need for work in the implementation of educational activities is due, on the one hand, to the need to gain economic independence with the help of outside income, and on the other hand, to the realization of creative potential applicable to both work and educational activities. Secondary employment promotes social flexibility, allowing the student to switch from academic to work activities, as different social roles are applied. It is also important to note that secondary employment is determined by two parameters. One parameter implies satisfaction of the constantly growing material needs of students, and the other implies rational activity, which directly depends on constructive motives, for example, to gain work experience for easier entry into the labor market, etc. ^[6]. The need to earn a living is the first and main reason for student employment, as many secondary employment researchers point out. If we consider this phenomenon from the perspective of roles and social statuses, then it is obvious that two social roles are combined, namely, the student, whose activities are focused on studying, and the employee, activities aimed at completing tasks for monetary remuneration. Despite the qualitatively different meaning of activities within each social role, it turns out that their real combination at different points in time is possible ^[7].

Secondary employment performs several functions. Firstly, it is an improvement in the financial situation of the student, that is, secondary employment serves as a source of income. Secondly, it is gaining work experience, that is, secondary employment is a way to gain work experience even at the stage of studying at the university. Thirdly, secondary employment is not limited to the academic framework of educational programs and in fact an individual can try himself in any field of activity interesting for himself ^[8]. It is also worth noting the actualizing function – an individual moves from a state of opportunity (to work, to receive additional income) to a state of reality when a person begins to work and receive material remuneration. The integrative function of secondary employment manifests itself in simplifying the professional integration of an individual into almost any team. Young people often have overestimated ambitions and idealistic ideas about work. In fact, the situation is such that, having entered the labor market, you can be completely dissatisfied ^[9]. The practice of secondary employment allows you to get information about the real situation on the labor market, objectify ideas about what is happening, and this is how it performs an information function.

Of course, secondary employment has a number of advantages, such as shortening the period of professional start, structuring the life path, developing self-determination skills in the professional community, gaining socio–professional status, and most importantly, increasing competitiveness in the labor market ^[10]. In addition, secondary socialization has a positive effect on the block of general cultural, communicative competencies of an individual, on a number of basic professional competencies. The practice of secondary employment generalizes the social and cultural capital of an individual ^[11].

However, we are interested in the conflict-prone aspects of secondary employment. The key problem of secondary student employment is that often the specialty of study is in no way related to the place of work. This fact increases the likelihood that an individual after graduating from university will go to work outside of his specialty, which makes it more difficult for the demands of the labor market and the education system to produce specialists to lead to a certain common denominator. Also, not all students are able to correctly prioritize work and academic activities, as a result of which there are distortions that negatively affect the study – the main activity of the student ^[12].

It is obvious that the factor of conflict is the lack of time. Students who are engaged in work in addition to studying may face a lack of time to complete tasks and basic responsibilities. Additional work leads to an overload of the schedule, which can cause stress and fatigue for the student himself, as well as dissatisfaction with teachers at the university, for example. Based on the fact that secondary employment is not always desirable, and more often it is even forced due to the need for additional earnings, it may contradict the interests of the student, his goals, as well as disrupt his academic performance.

When determining the factors of conflict, it is important to take into account the psychological state of the student. When a student is constantly under pressure from the outside for various reasons, the risk of conflicts with others increases, since the emotional state affects his reactions and interaction with other people. Pressure from others can also exacerbate the stressful situation of students, they may experience terrible emotions trying to meet the expectations of others. They may also face a serious choice: between their own desires and needs, the expectations of their loved ones and society as a whole. Such pressure can negatively affect both the mental (psychological) and physical condition of the student himself, leading to conflicts and discontent.

For a student practicing secondary employment, not only relationships with relatives are important, but also interaction with subjects of education, of course. Some universities have policies prohibiting students from working because it negatively affects academic performance and learning. Thus, students face not only an internal conflict between the desire to earn money and compliance with university rules, but also non-compliance with university standards. Secondary employment of students can also lead to conflicts with colleagues at work due to differences in worldview, work style and other reasons. Such disputes and conflicts can negatively affect the student's performance, his relationships with others.

In general, it can be concluded that the secondary employment of students can create a number of conflict situations that complicate the student's learning and work activities, negatively affecting his health and emotional state. Therefore, it is important for students to learn how to manage their time on their own, find a balance between study and work, and also be able to constructively interact with everyone around them, both in ordinary everyday life, and at school and at work. In addition, the positive and negative impact of the student's secondary employment on his life was determined. Conflict situations definitely have to be in this case. However, for a deeper understanding of the complexity of the phenomenon of conflict-related secondary employment of students, a detailed study is required.

Research methodology and methods

As part of the study of the conflictogenicity of secondary employment of students, a methodology was developed and a sociological study was conducted among working students of educational institutions in Barnaul (general population). The principle of convenience was applied for the study, as a result of which seven higher educational institutions were selected: Altai State University (AltSU), Altai State Pedagogical University (AltGPU), Altai State Agrarian University (ASAU), Altai State Technical University I.I. Polzunova" (AltSTU), Altai State Medical University (ASMU), Barnaul Law Institute of the Ministry of Internal Affairs of Russia (BUI of the Ministry of Internal Affairs of Russia), RANEPA. The study was conducted using a student questionnaire, in which 322 respondents took part. The sample was formed by a non-random method of typical representatives, including 46 students from each educational institution (23 men and 23 women). The sample size was determined by the researcher's capabilities.

At the second stage, expert surveys were conducted (n=15). The questions were developed on the basis of the primary data of the mass survey, which allowed us to receive detailed comments on the identified patterns.

The results of the study

Consideration of the conflictogenicity of secondary employment of students should begin with the characteristics of the socio-economic situation of the respondents. This will provide information about the current employment of respondents and their financial situation. The majority of respondents are officially employed (64.5%), while 35.5% work informally.

The question of the sufficiency of funds for secondary needs (cinema, theater, restaurants, etc.) revealed that 45.6% of respondents believe that they rather have enough funds, which indicates a satisfactory financial situation. However, 26.3% of respondents noted that they rather lack funds, which may indicate the need for spending restrictions. Only 15.8% of respondents stated that they absolutely do not have enough, while 7% admitted that they categorically do not have enough money for secondary needs. Thus, it can be concluded that about half of the respondents feel the need to improve their material well-being for a full life.

To clarify the motives for employment and the choice of the field of activity, the question was asked "For what reason did you make the choice to combine work with study?". The main reason given by 54.4% of respondents is the desire to earn a living on their own, which emphasizes the desire of students for financial independence. Also, 54.4% of respondents noted the need for additional funds for secondary needs. Almost one in five respondents (21.1) combines work with study to provide financial assistance to parents, while 12.3% do so due to a lack of funds provided by parents or other sources. In addition, 24.6% of respondents took advantage of the opportunity to combine work with study as it became available, and 17.5% seek to develop skills in areas other than their profession. Only 14% of respondents work to pay for basic education. These data indicate that students strive for independent living and are ready to combine work with study in order to provide for themselves and, possibly, their family as early as possible.

So, to the question "Is your work related to your specialty?", the following answers were received. More than half of the respondents surveyed noted that their work is definitely not related to their specialty – 54.4%, while 28.1% indicated that their work is rather not related to their specialty. An absolute minority of respondents indicated that their work is definitely related to their specialty – 7.0%, and 8.8% of respondents noted that their work is more likely related to their specialty. We see that the secondary employment of most of our respondents is not related to their profession. This can be explained by the fact that it is difficult to find a qualified position without a higher education diploma. In addition, the reason for this may be the fear of students working in their specialty without sufficient knowledge and skills and competencies. Therefore, it was important for us to find out if students want to work in the profession at all.

It is important to find out in which areas our respondents are employed. A variety of answers were given, in particular, the IT column with 17.5% of the answers can be highlighted, which may indicate the development of the freelance field among students, since young people are closely connected with modern information technologies. The vast majority of students work in low-skilled jobs with a floating schedule, which satisfies the needs of students: the ability to choose working days and adjust the schedule for the sake of studying, not to receive additional qualifications for the sake of work, since most students are going to change the type of activity after graduation.

The respondents were then asked how satisfied they were with various aspects of their work. The distribution of responses is shown in Table 1.

Table 1. Distribution of respondents' responses to the question of assessing the level of satisfaction with the aspects of work presented in the table, %.

43.3% of respondents expressed complete satisfaction with the work schedule, while 46.8% were rather satisfied, indicating a preference for a free or floating schedule. More than a third of the respondents are completely satisfied with the sphere of secondary employment (34.2%), and 43.6% are rather satisfied. As for the team, 43.2% of respondents are completely satisfied, and 41.6% are rather satisfied, which may indicate the presence of similar interests and ages among employees. However, low-skilled jobs can also attract marginal individuals, which reduces the overall level of satisfaction. Only 20% of respondents are completely satisfied with the salary level, 48.6% are rather satisfied, which indicates that a typical student job is insufficient to meet financial needs. Regarding the position held, 27.8% of respondents are completely satisfied, 45.1% are rather satisfied, which may indicate an acceptable level of independence and responsibility within their work.

An appropriate question was asked to assess the time that students devote to their studies. Almost half of the respondents do not lack time and successfully combine study and work. At the same time, the other half of the students face a lack of time, with 19% of them spending most of their time at work, which probably leads to academic debt.

An important aspect of satisfaction with the educational process is the relationship with the subjects of the educational environment. To assess this aspect, the respondents were asked a corresponding question, the distribution of answers to which is shown in table 2.

Table 2. Distribution of respondents' responses on the assessment of satisfaction with relationships with subjects of education presented in the table (in% of the number of respondents)

We can observe a high level of satisfaction with relationships with classmates, which may indicate a significant level of mutual understanding and solidarity among students. The level of satisfaction with interaction with the teaching staff is also high, which indicates effective cooperation between students and teachers. Similar trends are observed in the assessments of the respondents' relationship with the student administration, which highlights the overall positive climate in the educational environment.

The impact of secondary employment on student academic performance also highlights the conflictogenicity of this phenomenon. The distribution of answers to the question "How has work influenced your academic performance at the university?" is shown in Figure 1.

Fig. 1 Distribution of respondents' answers to the question "How has work influenced your academic performance at the university?" (in% of the number of respondents)

The negative impact of secondary employment on academic performance was noted by 9.3% of respondents who had academic debts, which may indicate a high workload and a lack of time resources for successful education. About 40% of respondents pointed to the positive impact of secondary employment, noting personal growth and improved time management skills. 47.3% of respondents did not record any changes in their academic performance as a result of being involved in secondary employment.

An important aspect of the study is to identify the negative aspects of secondary employment that can cause conflicts or dissatisfaction among students. The respondents were asked the question "What aspects of your secondary employment can cause conflicts or dissatisfaction?". The distribution of responses is shown in table 3.

Table 3. Distribution of respondents' answers to the question: "What aspects of your secondary employment can cause conflicts or dissatisfaction?", %.

*The sum of the percentages in the table exceeds 100%, because respondents could point to several answer options.

The results show that 50.9% of respondents have difficulties in allocating time between study and work. More than half of students (68.4%) face a high probability of overload, which leads to sacrificing sleep and rest time, as well as negative consequences such as stress and low concentration levels, which can affect both studies and work. 24.6% of respondents report a lack of educational materials, which negatively affects their exam preparation. Conflict of interest is noted by 19.3% of respondents, and 10.5% experience financial difficulties, which can reduce income levels and exacerbate financial difficulties.

Determining respondents' priorities in life is an important aspect of the study. In response to the question "Are you ready to sacrifice your job or studies?" the respondents demonstrated a variety of opinions, as shown in Figure 2. About one third of respondents are ready to give up work for study, considering education as primary employment and an important step towards professional self-realization. A quarter of the respondents consider studying to be a secondary job and are ready to sacrifice it for career growth. 38.6% of respondents could not determine the priority between study and work, assessing both areas as equivalent.

Fig. 2 Distribution of respondents' answers to the question "Are you ready to sacrifice your job or studies? (as a percentage of the number of respondents)

These results indicate that young people who combine studies and work strive to develop in both fields, rejecting narrow specialization. Modern youth is confident in the ability to successfully cope with several tasks at the same time, despite the existing obstacles.

The question about the problems that arise when combining study with work was asked by the respondent, the distribution of their answers is shown in Figure 3.

Fig. 3 Distribution of respondents' answers to the question: "Have you encountered problems combining study with work?"

The results show that 19.3% of respondents noted a decrease in academic performance. 47.4% of respondents experience psychological overload, which is associated with a lack of sleep and time to rest, leading to emotional disorders and decreased concentration. 43.9% of respondents indicate a lack of time for personal life, which is especially important for this age group, where the creation of families begins.

Next, the respondents were offered a list of negative situations related to the conflictogenic nature of secondary employment. The distribution of responses is shown in table 4.

Table 4. Distribution of respondents' responses to the question: "Have you encountered the situations presented in the table?" (in% of the number of respondents)

The results show that 24.6% of respondents faced underestimation due to absences caused by work. 15.8% of respondents noted a biased attitude on the part of teachers towards their educational activity. 28.1% of respondents are forced to perform additional tasks for admission to exams. Approximately 40% of respondents are unable to get a diploma in disciplines due to absences, and 19.3% have difficulty integrating into the student body due to absence from extracurricular activities. More than half of the respondents (54.4%) report stress caused by fatigue from combining study and work, which indicates a high burden on working students.

28.1% of respondents faced health problems related to this workload, and 61.4% of students experience negative emotions both at work and at school, which indicates a high level of dissatisfaction and a blurring of their attention between study and work.

Important support measures needed for working students were investigated through a survey of respondents. The question concerned supportive measures on the part of the state, universities, and students' personal lives.

Among the respondents' suggestions, 49.1% believe that financial incentives are a key solution to the problem of working students, since an adequate income level reduces the need for part-time work, allowing them to focus on their studies. 52.6% of respondents noted that the creation of part-time work programs and flexible schedules could facilitate the combination of study and work, minimizing class absences. 24.6% expressed the opinion about the need for subsidizing programs for working students, and a similar percentage considers it important to organize free additional educational programs to eliminate knowledge gaps. 12.3% of respondents did not take additional measures.

As for the support from universities, 52.6% of respondents believe that the introduction of flexible study schedules will allow working students to assimilate educational material more effectively. 21.1% of respondents suggested the creation of special support programs, and 29.8% noted the importance of taking into account the characteristics of students combining study with work. 43.9% of students supported additional opportunities to participate in projects aimed at developing time management skills and workflow organization.

Regarding personal measures, 24.6% of respondents believe that setting a clear work and rest schedule will help in managing secondary employment. 31.6% consider it important to prioritize tasks and delegate part of the workload, and 31.6% of respondents are confident that the use of time management technologies will allow for rational allocation of time. 24.6% believe that getting rid of some of the responsibilities can be a solution to the problem, and 31.6% believe that improving personal qualities will help in effectively combining work and study. Thus, the results highlight the need for a comprehensive approach to supporting working students, including measures from the state, universities and personal time management strategies.

As part of the study of the conflictogenicity of secondary employment of students, an expert survey was conducted, the purpose of which was to identify the causes and ways to reduce the level of conflict in this area. The experts' questions concerned their attitude towards working students, as well as the impact of secondary employment on academic performance and quality of education.

The survey results showed an ambiguous attitude of experts towards working students. Many noted negative aspects, such as missing classes and a decrease in the quality of education, while some experts emphasized the positive aspects associated with the development of responsibility and maturity among students: "I treat working students in two ways. On the one hand, a working student is an adult, responsible person who no longer depends on his parents. On the other hand, the main activity of a student is studying at a university, and when he gets involved in work, his attitude to study becomes really secondary, as a result of which the student practically does not attend classes, does assignments formally, the quality of the student's knowledge decreases. But I would say that a little employment is rather good, full–time employment of a student and his absence from classes is bad." It is important to note that most teachers do not take into account the employment of students when assessing their academic performance, believing that the basic learning requirements remain unchanged. However, in some cases compromises are allowed, for example, the provision of additional tasks to fill in the gaps.

The experts also noted that work in a specialty or in a related field can contribute to a better assimilation of the material: "I believe that a senior student should definitely work with the application of the skills and knowledge that he receives. Then the learning and mastering of the material goes to a higher quality level for such a student. There were such students in my practice, and I was such a student myself." However, the more time a student devotes to work, the more noticeably academic performance deteriorates: "Work in any case negatively affects academic performance, students do not have time to master all the material. This is especially noticeable in dynamics: when a student is just getting a job, he still tries to combine somehow, and then, as he deepens, immerses himself in work, academic performance is already deteriorating." The positive aspects of secondary employment, such as personal growth and socialization, were recognized, but experts stressed that this phenomenon occurs only in rare cases.

The conflictogenicity of secondary employment manifests itself in various aspects, including the student-teacher, student-student relationship and interaction with the administrative apparatus. Students often face the need to balance between study and work, which can lead to internal conflicts and dissatisfaction on both sides. In some cases, students require special treatment because of their employment, which can also cause tension.

Experts pointed out the need for support measures from the state and universities to reduce the level of conflict. The proposed measures include increased scholarships, flexible study schedules and distance education opportunities. The representatives expressed their willingness to support the students, but noted that their efforts should be coordinated with the university administration. In general, the practice of secondary employment does not depend on the wishes of teachers, one way or another it will be present. It is important to find ways to neutralize the negative aspects. So, experts offer some recommendations for students who are secondarily employed: "It is important to set priorities correctly and be ready to independently master various disciplines, everything is possible, because there are many successful examples of the practice of secondary employment."

Thus, the data obtained allow us to understand in more detail the phenomenon of secondary student employment and its conflict-prone nature. The characteristics of the student's social and economic situation, the reasons and motives for employment, as well as satisfaction with their workplace and studies indicate the positive and negative sides of combining study and work. Special attention should be paid to overloads, time allocation, stress and a possible decrease in the quality of education received. The highlighted aspects require an integrated approach to the development of support measures for students. Expert opinions also point to the importance of a balance between education and work, emphasizing the need to regulate the level of student employment.

Conclusions

Based on the analysis of data on the conflictogenicity of secondary employment of students, the following conclusions can be drawn:

1. The high level of student employment is associated with the need for financial independence, covering tuition costs and covering their own needs.

2. Discrepancies between students' preferences and reality regarding the position and working conditions, as well as the profession they receive, can lead to conflicts between study and work, as well as to feelings of dissatisfaction. Many students are forced to choose jobs that do not meet their desires, which can affect their motivation and stress levels.

3. The issue of the need to improve the financial situation of students for a full life remains relevant. Many students are forced to work not only to cover educational expenses, but also to meet basic needs, which negatively affects their academic activities and psychological state.

4. In order to improve the situation and reduce the conflict related to secondary employment of students, it is necessary to introduce support measures from the state and universities, such as the creation of flexible study schedules and support programs for working students. This highlights the importance of adapting educational programs to the needs of students who combine work with study and the need to create conditions conducive to their successful implementation in both fields.