The study of the cognitive model of patriotic disposition in the value-semantic sphere of personality among students of higher educational institutions

Makarchuk Anastasiya Igorevna Assistant Professor; Department of Labor Psychology and Organizational Psychology; Omsk State Technical University Postgraduate student; Department of Labor Psychology and Organizational Psychology; Omsk State Technical University Office 207 Mira ave., office 207, Omsk region, 644050, Russia makarchukanastasi@yandex.ru Milcharek Tadeush Petrovich ORCID: 0000-0002-3894-8118 PhD in Philosophy Head of the Department; Department of Labor Psychology and Organizational Psychology; Omsk State Technical University Docent; Department of Labor Psychology and Organizational Psychology; Omsk State Technical University Office 207 Mira ave., office 207, Omsk region, 644050, Russia milcharek@mail.ru Khalitova Karina Rakhimovna Postgraduate student; Department of Labor Psychology and Organizational Psychology; Omsk State Technical University teacher-psychologist ; Department of Youth Policy; Omsk State Technical University Office 207 Mira ave., office 207, Omsk region, 644050, Russia halitova.karina@mail.ru Frenkel' Mariya Vladimirovna Senior Lecturer; Department of Labor Psychology and Organizational Psychology; Omsk State Technical University Postgraduate student; Department of History, Philosophy and Social Communications; Omsk State Technical University Office 207 Mira ave., office 207, Omsk region, 644050, Russia frenkel_m@mail.ru

Tsvetkova Ol'ga Alekseevna ORCID: 0000-0001-5985-3006 Senior Lecturer; Department of Labor Psychology and Organizational Psychology; Omsk State Technical University Office 207 Mira ave., office 207, Omsk region, 644050, Russia zvetol@mail.ru Other publications by this author

Relevance. Currently, the patriotic education of young people is one of the main directions of the domestic policy of our state. Over the past decade, many regulatory documents have been created that set the direction for government agencies and institutions to work in this area, namely the Federal Laws "On Youth Policy in the Russian Federation", "On Education in the Russian Federation", and the Decree of the President of the Russian Federation "On Approving the Foundations of State Policy for the Preservation and Strengthening of Traditional Russian Spiritualmoral values" and others.

In accordance with the strategy for the development of education until 2025, "the priority task of the Russian Federation in the field of child rearing is the development of a highly moral personality who shares Russian traditional spiritual values, possesses relevant knowledge and skills, is able to realize his potential in a modern society, is ready for peaceful creation and protection of the Motherland."In other words, the formation of a patriotic attitude: a sense of pride in one's country, respect for history, state symbols and monuments of the Fatherland, etc. is a priority task of the Russian Federation.

Patriotism is a multidimensional concept and can be defined as a feeling of love and devotion to the Motherland, as an attitude, as a social duty, as a psychological readiness to serve the Motherland, as a moral social and political principle, as a moral position ^[1-6].

Among psychologists, the greatest contribution to understanding this problem was made by V.A. Koltsova, V.A. Sosnin, S.I. Kudinov, I.B. Kudinova, S.A. Gavrilushkin, C.B. Meshcheryakova, A.B. Potemkin, T.V. Bespalov, G.V. Zdereva, V.V. Dulina, A.N. Vyrshchikov.

The position of N. M. Karamzin, who argued that, that patriotism is intentional for every person, and not imposed by the state or the ruling elite. On the contrary, at every mental level – physical, moral, and political – the subject of patriotism independently generates symbols of the Motherland ^[7].

In addition to the symbolic system, which is an integral attribute of the ontological consolidation of society, there are special methods and mechanisms on the basis of which we divide the phenomenon of patriotism into levels. The ontological basis of the political level of patriotism is the state. It creates the anthropological model of a citizen necessary for his own existence ^[8-12].

In psychology, the age of the student period is considered to be a transitional one, uniting youth and early adulthood ^[13-14]. Here, a person develops an "I - concept", identity formation takes place. He masters a set of adult social roles, as a rule, self-determination occurs in the profession ^[15-16].

In late adolescence, a system of values and ethical principles is formed, acting as guidelines for behavior. It promotes the development of moral feelings (sympathy or antipathy, respect or contempt, gratitude or ingratitude) that underlie patriotism, humanity, duty, honor and conscience. In short, a worldview is being formed, a system of values, an important component of which is a civic position.

In psychology, a category of values can be considered as the general meanings of a person's life that are realized and accepted by a person; guiding principles of life that determine how to behave, a desirable state or lifestyle; standards that guide the choice or assessment of actions, people, events, the embodiment of social ideals and acting as a standard of what is proper ^[17-19].

M. Rokich defined personal and social values in terminal values, and moral and value values in instrumental values. Accordingly, the patriotic attitude belongs to the group of terminal values.: patriotism as an idea, a belief about what is important to me. At the same time, it also applies to instrumental ones that are related to the course of action and the achievement of a goal: patriotism as a belief that guides activities and helps to make a decision. Thus, the patriotic attitude encompasses both kinds of value orientations.

Considering the phenomenon of patriotism through the prism of values, B. Yerasov, highlighting such values as moral, vital, political, aesthetic, and social, attributed patriotism to social values.

According to D.A. Leontiev, personal values are both sources and carriers of meaningful meanings for a person ^[20]. In psychology, there is no single point of view on the relationship between the concepts of value and meaning. It is noted that these structures are interdependent personal dynamic formations. In this study, we are interested in whether the construct of patriotism is represented among the respondents and what place it occupies in the value-semantic sphere of the personality of students of higher educational institutions.

Research objectives and methods

The purpose of the study: to study the cognitive model of patriotic attitude in the value-semantic sphere of personality among students of higher educational institutions

The object of research: the value-semantic sphere of personality

Subject of the research: cognitive model of patriotic attitude in the value-semantic sphere of personality among students of higher educational institutions

Scientific novelty

The study attempts to recreate individual cognitive models of patriotism as a component of the system of personality constructs, the value-semantic sphere of personality.

Methodology and research methods

The study of the patriotic attitude of students of higher educational institutions involves the use of a comprehensive methodological approach that takes into account the multidimensional and dynamic phenomenon of patriotism.

The theoretical and methodological basis of this study was formed by the concepts of the value-semantic sphere of the personality of B. S. Bratus, M. Rokich, B. Yerasov, D.A. Leontiev, as well as the approach of N. M. Karamzin to the phenomenon of patriotic attitude. It was important to consider the psychological aspects of patriotism through the prism of the characteristics of student age (E. Erikson, I.S. Cohn).

By identifying with a certain community, a person receives satisfaction of the needs for belonging, acceptance, and identity (A. Maslow and E. Fromm). This is how a patriotic attitude is formed. Components of the patriotic attitude (V. V. Stolin, E. Fromm): love; respect; intimacy; caring; responsibility; knowledge ^[21-22].

Patriotic attitudes, meanings and values, which are reflected in social needs, are a basic component of patriotism. Therefore, it is advisable to study patriotism as a value-semantic relationship.

Many researchers pay attention to the activity component of patriotism, expressed in deeds and actions. They associate patriotism with service, the ability and willingness to sacrifice their interests in favor of the interests of the Motherland. Patriotism not only expresses social feelings of love for the Motherland and higher beliefs, but also indicates a person's willingness to act. Rokich).

According to the ideas of the theory of J. According to Kelly, the construct does not always fully act for a person as a distinguishing feature by which this person evaluates significant objects of reality (objective or subjective) and makes decisions ^[23]. Thus, the system of constructs determines the behavior of a person. In this sense, J. Kelly likens a construct to a relation and an attitude. The system of constructs seems to be an important area of research when the task of a scientist is to predict the behavior of a personality in a complex phenomenological field. Acting as a decision-making tool, the system of constructs determines and directs the behavior of a personality, and in this regard, the reconstruction of the cognitive model of a personality, on the basis of which decision-making takes place, is a more accurate way to predict its behavior than the reconstruction of a single attitude or an isolated defined relationship. Nevertheless, it should be noted that even a complete reliable model of the system of personality constructs will not provide the researcher with one hundred percent accurate predictive material. Representing a dynamic education, the system of constructs is constantly in motion: a person discovers new knowledge and ways of interacting with the world, revises constructs that have lost their referency. However, even taking into account these limitations, this approach is promising for solving a number of tasks related to the effective prediction of human behavior not in artificially created laboratory conditions, but in real life.

At the same time, widespread surveys often encourage a person to simulate some artificial situation for him, and, thinking within the framework of the recreated model, to give some answer regarding the way of thinking or acting in this artificial situation. The vast majority of respondents successfully cope with this task, however, the answers produced by the respondents tell the researcher little about how a person will behave in real life. J. Kelly associates this phenomenon with the irrelevance of the constructs proposed by the personality and (or) the lack of formation of his own constructs for making decisions in the proposed situation. The construct formed in the process of research remains unnecessary, useless for the personality, and is not integrated into the system by it, since the personality does not find use for this constructor in its own life. However, with frequent repetition of surveys, especially on similar topics, the construct once formed may well guide the behavior of a person in a similar survey situation. And then it is likely that the person will give similar answers to similar questions, but the construct will not be carried out beyond the survey situation, and with the seemingly high reliability and validity of the research results, it is impossible to give an idea of the real picture.

In this regard, in order to determine the effectiveness of the implemented programs, as an intermediate or control cross-section, as well as for a more accurate, "targeted" formation of these programs, it seems important to find out whether the patriotic attitude has found a place in the system of constructs of students, in the system of life values, and if so, what is the place of patriotic attitude in cognitive models of students, what constructs it is included in, what personal constructs it is associated with, what is the individual semantic content of the value of a patriotic attitude for a person. It is also important to study the features of the value-semantic sphere of students who reject patriotic values for themselves.

Methods and techniques: To find out whether the patriotic attitude is represented in the basic system of personality constructs, the method of J. P. Morgan's role repertoire grids was used. Kelly. Based on the idea that patriotism, which functions in society, is one of the significant social values (B. Yerasov), it is to be expected that this construct, once formed, will find its manifestation in a system of constructs relevant to the individual in relation to basic social roles.

The triad method was used to identify the subject's system of constructs. To clarify and clarify the content of the constructs, a conversation was conducted with the respondents after filling out the forms.

To find out whether the patriotic attitude of students is included in the system of basic life values, we modified the methodology of J. Kelly as follows:

After asking the students to introduce themselves, their whole life was a success, we asked them to list 10 things (any, even material, even ideal, any) that the respondent should have for this. After that, the respondents were asked to look at the list and determine if there were any conditions under which this or that item would be needed. Thus, we were able to capture the connections between value constructs that were directly noted by the respondents. Then, to reveal the semantic content of the value construct, we asked for each value to write: - what will happen if it happens; and - what will happen if it doesn't happen. Thus, bipolar value constructs were obtained, the connections between which were determined, in addition to relying on the direct instructions of the respondents, by the similarity of the content of life values.

The study sample consisted of 68 students from different universities in Omsk.

The results of the study and their discussion

An analysis of the students' role repertoire grids showed that the patriotic attitude as a construct turned out to be relevant for only 2 students, which was only 2.9% of the sample. That is, less than 3% of students have patriotism, a patriotic attitude is an intentional structure, used in everyday life as a decision-making tool, and behavior is guided.

The first student's patriotism became part of the Patriot-Dreamy construct. In general, the system of constructs of this student looks like this:

1. "The Dreamy Patriot"

2. "Cute Is Serious"

3. "Understanding is Explosive"

4. "Calm – Conflicted"

5. "Not faithful is Faithful"

6. "Reasonable – Rational"*

7. The "Warm Gossip Man"

8. "Looking at others is Ambitious"

9. "The Faithful One is Walking"

Figure 1 – Student 1's construct system

In Fig. 1, we see that in the system of constructs of this student, in addition to construct 9 (Faithful – Walking), all the others are more or less closely related to each other, and form a group. The construct we studied, 1–"Dreamy–Patriot," turned out to be most closely related to construct 2–"Cute–Serious." At the same time, the pole "Patriot" correlates with "Serious", while "Dreamy" is associated with "Cute".

In addition, the construct "Dreamy – Patriot" is quite close to the constructs "Understanding – Explosive", "Calm – Conflicting", "Reasonable – Rational". The "Patriot" pole is correspondingly closer to "Explosive", "Conflicting", and "Rational".

The constructs "Warm – Gossip" and "Not faithful – Faithful" were next in distance from the construct we are interested in, where "Patriot" is closer to the poles of "Faithful" and "Gossip", respectively; and it is followed by a connection with the construct "Looks at others – Ambitious", where it is closer to patriotism. the pole of ambition.

Thus, it turns out that the semantic content of the "Patriot" image for this student includes such characteristics as impulsiveness, pragmatism, conservatism, a tendency to follow their own views and beliefs, even if they conflict with the views and beliefs of other people, make the "Patriot" "uncomfortable", lead to conflicts, "hurt", they "hurt the feelings" of others. For the most part, pragmatism concerns orientation when making decisions for the benefit of oneself (to a greater extent) and loss for others (to a lesser extent). Benefit and loss refers to material gain or loss, as well as the acquisition or loss of career prospects / advancement on the social ladder. He is not inclined to keep other people's secrets, and on the way to achieving his goals he can "go over his head." It should be noted that the reverse pole of the construct, which includes a patriotic attitude, is emotionally closer to the subject himself – "dreamy". This respondent values sensitivity, plasticity, thoughtfulness, criticality, and the ability to consider the opinions and interests of others in people more.

The system of constructs of the second student turned out to be like this:

1. "He loves his Homeland – He wants to leave Russia"

2. "Serious – You can't trust him"

3. "Cloudy – Clear"

4. "The first one doesn't act like it"

5. "Solid – Neither that nor that"

6. "Family – Friends from school"

7. "Creative – Does not like to change"

Figure 2 – Student 2's construct system

In this case, the constructs do not have such extensive relationships, but they do not include isolated constructs, as was the case in the first case (Fig. 2). The "core", that is, probably the earliest, which has acquired the greatest number of connections for this student is the construct "Creative – Does not like to change." At the same time, the "Creative" pole has a generally great emotional appeal for the respondent, it is associated with the clearly positively assessed "Relatives" pole of construct No. 6, "Relatives are familiar from school," but it is also associated with the poles "He cannot be trusted" and "Neither one nor the other."

Here we see that a patriotic attitude is contrasted with positive migration attitudes. The very wording of the pole indicates a subjectively more positive emotional assessment of patriotism, in comparison with the assessment of the first student. However, a meaningful analysis of the connections in the system of constructs has shown the ambiguity of the emotional assessment of this pole of the construct.

In the system of constructs, the polar pair "Loves His Homeland – Wants to leave Russia" is associated only with the constructs "Serious – cannot be trusted" - closer, and "Does not like to change – Creative". At the same time, the pole of the patriotic attitude for the respondent is closer to "Serious" and "Does not like to change." And if there is no doubt about the "Serious" pole of its greater subjective attractiveness for the respondent, then the "Does not like to change" pole has an ambiguous, but predominantly negative connotation for the student in question. Such results suggest an ambivalent emotional attitude with a predominance of a positive assessment of patriotism.

In general, the patriot in the system of constructs of this student represents a person who is somewhat insufficiently flexible and prone to innovation and creativity, but one who can be relied on, who in pursuit of his own success will not work himself out, enter into conflicts and actively compete with others.

Comparing the models of patriotic attitude in the systems of personal constructs of these two students, it can be noted that in both cases students associated a patriotic attitude with the pole of "Serious", however, these are completely different constructs in terms of content: in the first case, a nice person is opposed to a serious one, in the second – a person who cannot be trusted. Diving into the semantic content of the verbal designations of the constructs, we will see that what is similar in the constructs of patriotism of these students is the connection with the poles of constructs that speak about rigidity and receive negative subjective assessments from respondents.

Among the main life values of the study participants, no corresponding patriotic attitude was found. However, 3 of the respondents showed the opposite pole of patriotism – an attitude towards external migration, i.e. values and plans related to moving to a permanent place of residence in another country.

The value system of the first respondent is dominated by comfortable social relations with the immediate environment, personal success, and material well-being. Material security should satisfy the need for security; relationships with the immediate environment should serve as a source of enjoyment by satisfying the need for trust, love, acceptance; personal success should serve to satisfy the need for respect and self–esteem. At the same time, non–achievements in the sphere of material prosperity symbolize for the respondent a large number of difficulties and anxiety about the possibility of overcoming them; lack of close, warm, trusting relationships with loved ones – suffering; lack of personal achievements - moderate dysphoria. For this student, emigration symbolizes greater freedom for self-realization, whereas failure to achieve it seems to be a distressing fact and causes concern about the success of attempts at self-realization.

The second respondent is characterized by a predominance of prosocial attitudes and values, and it is important for him to help loved ones and those in need, to be helpful, and to provide support. Such values are not akin to sacrifice, the respondent may sacrifice his own comforts and desires, but he is not ready to lay down his life on the altar of beneficence. Failure to achieve these goals correlates with self-disappointment, severe negative experiences, that is, these values are now defined as the main ones for the respondent. As for the first respondent of this group, material values are important for this student, but they mostly serve the purpose of satisfying the need for recognition and high social status. Failure to achieve in this area is regarded as unimportant, it encourages us to look for other ways of self-realization. Emigration for this student serves the purpose of gaining greater freedom of self-realization and satisfying the need for security. Failure to achieve this goal is rejected.

For the third student, the values of free self-realization, safe existence, and the well-being of loved ones turned out to be the most important. Free self-realization means for the respondent the absence of fear for himself and his loved ones when showing his own authenticity (demonstrating his own views, ideas, beliefs), the absence of anxiety that some of his ideas and achievements may be used contrary to the principles of humanism. That is, behind this proclaimed value there is the same need for security. This confirms the student's idea that if they fail, they will live in fear.

Conclusions

1. The value-semantic sphere of personality and its components are what is created and changed by the personality itself. Having studied the system of basic constructs of individuals, we can conclude that the patriotic attitude included in this area is also unique and has its own systemic organization.

2. Patriotic attitude includes emotional, value-based, semantic, cognitive and behavioral aspects. The value-semantic aspect presupposes an independently-produced system of basic personality constructs reflected in the basic social roles of a given personality. These constructs guide a person's behavior and activities, and help them decide how to act in various situations.

3. Intentional patriotic attitude is poorly formed among university students.

4. The concept of "Patriot" is related to the concept of "Serious" (meaning "inflexible"). One individual semantic model suggests that a patriot correlates with such qualities as explosive, conflicted, rational. Another individual semantic model reflects connections of a different nature – "Serious", that is, true to his beliefs, so you can trust him, and "Does not like to change." That is, the semantic relation to constructs, despite the external similarity of concepts, is very different and at the same time has a different emotional coloring.

5. Along with the patriotic attitude, migration attitudes were identified and their interrelationship was discovered. So, in the concept of "Loves his Homeland" – "Wants to leave Russia", the student negatively evaluates the last pole. Migration attitudes in the semantic space are associated with the needs for free self-realization and security

Conclusion

The formation of a patriotic attitude is a complex, multi–stage process, an important component of which is the living of a person in situations where patriotism determines a meaningful choice and determines its correctness, thus becoming a relevant construct, integrating into the system of personal constructs on which a person relies when making life choices. In this aspect, the object system of patriotic education is ineffective: by forming knowledge about objects external to the individual, and some emotional attitude towards them, such a system does not create precedents for personal choices and assessments in the context of everyday life of young people. That is, such a system does not imply the manifestation of students' subjectivity. Probably, in order for a patriotic attitude to be embedded in an individual system of constructs, other forms of educational influence are necessary, the roots of which must originate from early family education.