Methods and technology of diagnosis of personal spiritual values of university students

Analysis of made students' survey regarding their attitudes to main values of professional life evidences about their mainly pragmatic orientation in obtaining profession. In particular, the professional life of young boys and girls is a sphere which allows to get profit, provides a comfortable, prosperous life, allows to become famous, to be well known; it is also a sphere where you can successfully and for a long time move forward in activity. The opportunity to have reliable companions and friends, to establish emotionally rich relationships, to satisfy the need for communication and high individual achievements (inventions, books, patents, technologies) have received the lowest number in the students' choice.

Tab. 5. Values of students' professional life

Besides the life success achievement, in students' opinion, is influenced by: money - 32.6% of EG, 31.9% of CG; knowledge - 18.2% of EG, 16.1% of CG; connections - 17.1% of EG, 15.3% of CG; ability to work - 7.6% of EG, 7.1% of CG; persistence - 4.1% of EG 6.2% of CG; luck - 3.9% of EG, 2.8% of CG; will power - 5.1% of EG, 8.7% of CG; expression of spiritual values has been chosen only by 11,4% of EG students, 11.9% of CG.

Results of the method «Diagnosis of reflexivity development level» enabled to divide students by types and reflexivity development levels. It has been established that situational and

perspective reflection is common for students in greater degree. Tendency to retrospective reflection has been demonstrated by 11.7% of EG students and 10.1% of CG. Regarding the level of reflexivity, the following data were received: high level of reflexivity - 22.3% of EG students and 21.9% of CG; medium level of reflexivity - 46.3% of EG students, 48.2 - of CG; low level - 34.7% of students. Consequently, only a relatively small number of students have a sufficient level of reflexivity what can be considered as a positive aspect for the development of spiritual values.

Thus, as a result of the diagnostic study it has been established that a high level of gnostic component formation of spiritual values is observed in 17.4% EG students and 18.1% of CG students, sufficient level - 27.6% of EG, 33.1% of CG students, medium - 35.4% of EG, 33.2% of CG students, low - 19.6% of EG, 15.6% of CG students.

In research made by us as a result of observing the behaviour and relationships of students, analysis of their expressions and ranking the responses to the questionnaires we have specified types of valuable orientations. In particular orientation on the values of social interaction (the most important for students - cognition, friends, mutual understanding) have 7.2% of EG respondents and 9.8% of CG; orientation on the values of individual self-realization (the most important - receiving higher education, independence, productive life) - 19.8% of EG group, 19.2% of CG students; orientation on universal human values of personal happiness (the most important - love, happy family life, materially provided life, health) - 37.9% of EG students, 32.8% of CG; orientation on values of social success (prestigious profession, materially provided life, recognition) - 35.1% of EG students, 38.2% of CG students.

The orientation on values of social success and universal human values of personal happiness is increasing, what can be explained by the new situation of social development at the student's age - the acquisition of personal identity; psychosexual identity (awareness and self-feeling of yourself as a worthy representative of the opposite sex); professional training (professional development). The successful solution of the main tasks of the social development situation at the student's age is taken place subject to the formation in young boys and girls of spiritual values (dignity, responsibility, tolerance, self-sufficiency), ability to establish adequate moral relations with people around you.

Unfortunately, nowadays students often tend to increasing focus on themselves, the attraction to egocentrism, irresponsibility, orientation to satisfy their own needs, regardless of others, aggressiveness in relationships and achieving status, susceptibility to competition, desire for power, but at the same time they are distinguished by introversion, anxiety, irritability (there is not enough warmness for emotions). According to our data in 41.2% of EG students and 42.4% of CG focus on themselves has been found. 38.4% of EG boys and girls and 41.5% of CG are characterized by orientation on communication, interaction what has been expressed in desire to maintain relationships with groupmates, other people, sociability, mercy, courtesy, tolerance, orientation on joint activities (not necessarily for the action completion but for the interaction). In addition to that they are also characterized by orientation on social approval, depending on the group, the need for emotional contact with people. 20.4% of EG students, 16.1% of CG show orientation on action. They are characterized by orientation on business cooperation, the tendency to cooperation, interest in solving business problems, performing the task as good as possible, and ability to defend their personal opinion in the interest of the case useful for achieving a common goal. This data we have obtained using the method «Orientation questionnaire» by B. Bass adapted by I. Peysakhov.

According to scientists' research, self-esteem which is adequate to the level of aspiration and real opportunities of boys and girls affects the way they establish social contacts and is a condition for their further successful life self-determination and self-realization.

As a result, analysis has shown, 40.1% of EG students, 42.2% of CG have adequate self-esteem what is expressed in their possessing of such personal characteristics as confidence in personal opportunities, high self-aspiration, sociability, warmth, mercy, friendliness in relationships with others, tolerance and respect for others. These students never suffer from inferiority complex. Diminished self-esteem was found in 31.2% of EG students and 31.3% of CG. This category of the surveyed has got diminished level of aspiration, lack of self-confidence, tendency to solitude, difficulties in interpersonal contacts, emotional instability, resentment which complicates the process of forming their spiritual values. 28.7% of EG surveyed and 26.5% of CG are characterized by higher self-esteem.

Expression by boys and girls of spiritual values is often situational - 30.8% of EG, 28,7% of CG. But among the expression motives of students' spiritual values together with orientation on communication, interaction with groupmates, valuable attitude to others there have been distinguished orientation motives for the future (students indicate that the developed spiritual values (dignity, responsibility, mercy, tolerance, self-sufficiency) will help them in professional training and will facilitate successful self-realization, establishing adequate relationships with business partners.

Such a choice, in our opinion, is connected with a characteristic tendency of this age period - orientation on the professional and personal self-determination. There have been found 22.1% of EG and 20.7% of CG of such respondents. Orientation to avoid unpleasant situations, the desire to win a positive attitude, authority among others has been observed in 34.6% of EG students and 32.6% of CG. In particular, some boys and girls emphasize attention at the desire to win good attitude from the side of the opposite sex what has been strategically related to the peculiarities of student's age (leading importance at this age acquires communication with the representatives of the opposite sex as a condition of higher social status among peers - psychosexual development). 13.2% of EG students and 18.4% of CG emphasize on the non-obligatoriness of expressing spiritual values or relationship.

As an indication of motivational and valuable component of spiritual values we have also defined empathy. In interpersonal relationships empathy comes out as the ability to see, to feel, to react to the feelings and emotions of another person, to join her emotional life, to share her emotional states, to show mercy and tolerance [11]. Empathy is an important factor in the spiritual development of student youth. The level of empathy of boys and girls we have found out with help of «Empathy diagnosis' (I. Yusupova). Only 11.2% of EG students, 10.7% of CG have a high level of empathy development, what has been expressed in emotional sensitivity to people around, kindness, sociability, mercy, ability to establish contacts and to find common language with others, the ability to encourage and to calm others, selflessness. Boys and girls try to avoid conflicts, to find compromise solutions, show tolerance.

During event evaluation they trust more their feelings and intuition rath er than to analytical conclusions. They constantly need approval from others. The medium level of empathy has been diagnosed in 53.4% of EG surveyed and 51.2% of CG. These boys and girls keep their emotions under control, they have no sense of relaxedness what prevents full perception of others and is an obstacle to the establishment of full relations. In relations with people, they judge about them primarily by actions, less having interest in their motives. Attentive to the interlocutor, trying to understand what stands for his words but during extra expression of feelings they lose patience. 35.4% of EG surveyed and 38,1% of CG have expressed low level of empathy. For this category of students' emotional expressions on the part of others are not understan dable, they treat them with irony which causes significant difficulties in establishing contacts with other people. This is often difficult for such students to start the conversation first especially with strangers. Their relationships with others are formalized what does not facilitate successful spiritual growth of young boys and girls.

Thus, as a result of the diagnostic study it has been established that a high formation level of motivational and valuable component of spiritual values is observed in 22.1% of EG boys and girls, 20.7% of CG; sufficient level - 34.6% of EG boys and girls, 32.6% of CG; medium level - 30.1% of EG students, 28.3% of CG; low - 13.2% of EG surveyed, 18.4% of CG.

Behavioural component of spiritual values involves findin g out the level of communicative and organizational skills of students in interpersonal interaction, communication. Communicative and organizational skills of students have been identified by us via COS test. As a result of study, we have established, that 21.9% of EG boys and girls and 23.2% of CG are characterized by a high level of development of communicative and organizational skills. These students are open to contacts, show the initiative in communication, a desire to develop emotional contacts with others, are sociable, take active part in organization of different events, have many friends and acquaintances.

30,1% of EG respondents and 32.9% of CG are characterized by a medium level of expression of communicative and organizational skills.

Students of this group show sociability and desire to establish relations, always defend their opinion, take active part in organization and conduction of various group, university events, but the potential of their inclinations does not differ by high stability and is often of situational character. 32.7% of EG students and 30.8% of CG have development of communicative and organizational skills lower than a medium level. They show tendency to «uncommunicativeness», feel difficulties in communication, establishing contacts with others, limit the circle of friends. As a rule, they try to avoid participating in events held at group and university levels. These students often take the position of conformists. Low level of communication and organizational skills is observed in 15.3% of EG students and 13.1% of CG. Boys and girls of this group are of little initiative inclined to avoid the relationship, they do not have developed skills of communication and interaction with groupmates. They take part in the events only under force.

Indicators of behavioural component of spiritual values, we have determined the following personal characteristics of boys and girls as introversion - extroversion. Results of the study of control locus show that 35.6% of EG students, 36.3% of CG - are internals. Their characteristic features are responsibility for the events of their life (their decisions, actions and acts), emotional stability, self-sufficiency. Emotional attitude to others is shown in compassion, mercy, sympathy, sociability, flexibility in contacts, expression of warmth and friendship in relationships, sociability and tolerance. Such students accept conventionalities, rules and principles of moral behaviour with others, show the spiritual values in the relationships.

In addition, students were offered to determine the level of formation of specific behavioural skills and abilities in themselves which characterize the expressions of spiritual values (dignity, responsibility, tolerance, mercy, self-sufficiency). Along with the evaluation by boys' and girls' personal expressions of spiritual values in the behaviour a method of generalization of independent characteristics has been used - teachers and curators were offered to evaluate the level of formation of students' spiritual values in interpersonal relationships. With this purpose we have compared the students' evaluations with evaluations of their groupma tes, teachers and supervisors.

As a result of the diagnostic study, we have established that a high level of behavioural component formation of spiritual values is observed by 16.5% of EG respondents, 17.9% of CC; sufficient - 29.7% of EG, 28.5% of CG; medium - 40.7% of EG, 39.3% of CG; low - 13.0% of EG, 14.3% of CG.

To the first group of students characterized by high level of formation of spiritual values we referred those students who have deep and strong knowledge about norms, rules, behaviour models accepted in society, dignity, responsibility, mercy, tolerance, self-sufficiency. They are guided by them in their relationships with others. They are characterized by emotionally positive attitude to themselves and other people, surrounding reality, the unity of inner and external upbringing. Students of this group are self-critical, have adequate self-esteem. Their behaviour in relationships with others is characterized by politeness, tact, kindness, compassion, contact and speech culture. This group included 17.4% of EG and 17.7% of CG.

The second group included students who have a sufficient level of formation of spiritual values (31.0% of EG, 32.3% of CG). These students are characterized by rather deep knowledge of rules, norms, behaviour models accepted in society and realization of the necessity for their compliance in everyday relationships. However, unfortunately, characteristic peculiarity of such students is inconsistency in words and actions. Their behavior is conditioned by situation - depending on the requirements, their own interests, needs and under the influence of significant adults. Students with a reasonable level of formation of spiritual values show politeness, tact, kindness, sensitivity, mercy, tolerance, responsibility in attitude to others; they differ by developed communicative skills, culture of speech. They have adequate self-esteem, ability to regulate their actions.

The third group consists of students who have been stated with a medium level of development of spiritual values (37.3% of EG, 36.0% of CG). These boys and girls realize the necessity to meet moral norms, rules, behaviour models accepted in society but they act selectively according to them. They show positive qualities only in attitude to close friends. They are characterized as self-centered, oriented on their own interests and inadequate self-esteem. Students have difficulties of communicative character related to their insufficient mastery of verbal and nonverbal means of establishing contact. The skills of self-regulation in behavior are not developed enough.

Students with a low level of formation of spiritual values have insuffi cient knowledge of norms, rules, behaviour models accepted in society, spiritual values of the individual. This knowledge is deprived of consistency, is not motivated by internal needs of students, is rarely reflected in their behaviour. The low level of formation of spiritual values is characterized by indifference, inability to empathy, compassion, mercy, absence of behaviour self-regulation. This group included 14.3% of EG, 14.0% of CG.

Levels of formation of students' spiritual values (in%)

So as the results of summative stage of the experiment have shown students have not enough deep background knowledge regarding the main components of the individual's spiritual values. For most students, spiritual values do not act as a mechanism of behaviour regulation. Many young boys and girls are characterized by orientation on themselves, inclination to egocentrism, low level of empathy blocking the development of their spiritual values. Their skills of behaviour self-regulation have not formed what is expressed in uncontrolled acts, actions, offensive language, they also do not possess the skills of effective conflict resolution.

It should be noted that personal work experience at high school and summarizing the study results in the system «student - teacher» gives reasons to state that not always our teachers build relationships with students on the basis of mutual respect, mutual understanding, trust, taking into account age and individual peculiarities of pupils and students. They often forget, as I. Bekh states that «participants in the educational process are equal in communication, take into account partner's considerations, recognize the right to their differences from their own, coordinate their positions. The teacher avoids specific unreasonable regulations, does not treat a student as a passive object of their influences; considers his or her mental state, life experience, system of habits and values; shows empathy, resorts to productive educational actions; expresses the creativity and pedagogical reflection» [1].

In order to identify the opinions and preferences of students concerning the organization of educational activity, finding out their attitude to the compulsory university and group events we have made the survey. The results of answers to the question: «What arguments would you put forward in order not to go to university (group) event?» - have shown that 51.1% of young boys and girls are not interested in the theme of the event; 33.6% have negative attitude to all the university events (they have other interests outside the university); 15.3% like to participate in events but as an organizer. Besides students complain that educational events are planned by a curator declaratively, without students' involvement in their planning (students' interests and wishes are not taken into account); few common cases are held where boys and girls could meet their needs in communication, self-fulfillment and self-determination. Such state of case evidences insufficient organization level of extracurricular educational activity at high school what in its turn affects the formation of students' spiritual values.

According to our survey the main source of receiving students' knowledge about the spiritual values of the individual are: educational activity of the university - 13.6%; communication with friends - 28.7%; personal experience - 27.2%; mass media - 15.4%; the relationship of parents - 15.1%. The received results indicate that the educational activity of the university does not provide students with necessary knowledge and skills concerning spiritual growth.