Science for Education Today, 2022, vol. 12, no. 4, pp. 46–71

Determining specific features of vocational students’ socio-psychological portrait: Moral educational aspect

Savchenkov A. V. 1 (Chelyabinsk, Russian Federation), Uvarina N. V. 2 (Chelyabinsk, Russian Federation), Gnatyshina E. A. 2 (Chelyabinsk, Russian Federation)
1 South Ural State Humanitarian Pedagogical University
2 Southern Ural state humanitarian and pedagogical University

Introduction. The problem of reducing the role of moral education is becoming especially relevant for secondary vocational education. The purpose of this study is to identify the specific features of students’ socio-psychological portrait for organizing an effective and efficient educational process in vocational educational institutions. The identified features are supposed to be used in the course of preparing future teachers for implementing moral education within the framework of vocational educational settings.
Materials and Methods. The study followed systemic, axiological, contextual, nuclear and learner-centered approaches. The authors also relied on S.L. Rubinshtein’s structural approach to personality studies, as well as on the conception of preparing future teachers for moral educational activities (A.N. Tkacheva et al). A survey based on the questionnaire developed by the author was conducted in the Ural Federal District (the Russian Federation). It was aimed at identifying the features of vocational students’ socio-psychological portrait. The research sample consisted of second, third and fourth-year vocational students (n = 387).
Results. This article analyzes the views of Russian and international researchers on the following aspects: age characteristics of vocational students (psychological characteristics of adolescence); the main difficulties faced by students in the learning process; socio-psychological portrait of vocational students. The article also presents the results of a survey of vocational students in the Ural Federal District, aimed at identifying the features of their socio-psychological portrait. Within the framework of the theoretical analysis, the following specific features of the socio-psychological portrait of vocational students have been revealed: 1) during the adolescence, a large number of personal contradictions often lead to conflicts and intolerant behavior of students, which complicates the process of their training and
moral education; 2) most of the students are brought up in low-income single-parent families, they are mainly focused on obtaining a working profession, and vocational training is of paramount importance for them. During the empirical study, it was found that: 1) nearly half of those surveyed (56.33%) made an independent choice of their future profession, while the majority of the students (55.81%) had a clear intention to get a working profession; 2) more than half (55.30%) of vocational students faced educational and life difficulties during their school years, and the vast majority (72.90%) had difficulty in certain subjects, which indicates gaps in their basic training; 3) among the difficulties accompanying the learning process, the respondents mentioned time management (42.89%), low income (49.61%) and learning difficulties (39.79%); 4) among special values, the vocational students mentioned cooperation (79.84%), goodwill (66.15%), honesty (59.43%) and justice (59.17%). The identified qualities can determine successful and efficient moral educational process at vocational educational institutions.
Conclusions. The results of the theoretical analysis and empirical research, namely the identified age, psychological, cultural and other characteristics of students and economic and social conditions of their living, must be taken into account in order to organize an effective and efficient educational process in vocational educational institutions. Some points of the survey results coincide with the conclusions made in previous research investigations: the orientation of students towards professional activities, the independent choice of a working profession by the majority of vocational students, and the secondary importance of moral educational activities.


Vocational students; Adolescence; Moral educational activities; Value orientations of students.

For citation:
Savchenkov A. V., Uvarina N. V., Gnatyshina E. A. Determining specific features of vocational students’ socio-psychological portrait: Moral educational aspect. Science for Education Today, 2022, vol. 12, no. 4, pp. 46–71. DOI:
  1. Hisler G. C., DeHart T., Krizan Z., Wright A. G. Neuroticism as the intensity, reactivity, and variability in day-to-day affect. Journal of Research in Personality, 2020, vol. 87, pp. 103964. DOI:
  2. Andrienko O. A., Bezenkova T. A. On the work experience of teaching activities organization with adolescent students. Prospects of Science and Education, 2018, no. 5, pp. 26–32. (In Russian) DOI: URL:
  3. Borodina N. V., Simonyan A. R., Ukraintseva I. I., Khachaturova N. Yu., Khovyakova A. L. Features of the sociological portrait of a student studying in the most popular and promising specialties of secondary vocational education. Bulletin of the Adyghe State University. Series 3. Pedagogy and psychology, 2017, no. 4, pp. 40–49. (In Russian) URL:
  4. Mikhaleva L. N., Kozhekina T. V., Elchaninova E. Yu., Kuznetsova L. I., Novikova S. A. Social portrait and vital values of pedagogical college students. Pedagogical Journal of Bashkortostan, 2008, no. 6, pp. 74–82. (In Russian) URL:
  5. Baibarodova L. V., Gruzdev M. V., Kharisova I. G. Training Of Future Teachers To Educational Activity. Yaroslavl Pedagogical Bulletin, 2018, no. 2, pp. 17–25. (In Russian) DOI: URL:
  6. Schick M. R., Spillane N. S., Breines J. G., Kahler Ch. W. Positive psychological characteristics and substance use in first nation adolescents. Substance Use & Misuse, 2022, vol. 57 (8), pp. 1196–1206. DOI:
  7. Lemoyne J., Brunelle J.-F., Huard Pelletier V., Glaude-Roy J., Martini G. Talent identification in elite adolescent ice hockey players: The discriminant capacity of fitness tests, skating performance and psychological characteristics. Sports, 2022, vol. 10, pp. 58. DOI:
  8. Borghuis J., Denissen J., Oberski D., Sijtsma K., Meeus W., Branje S., Koot H. M., Bleidorn W. Big five personality stability, change, and codevelopment across adolescence and early adulthood. Journal of Personality and Social Psychology, 2017, vol. 113 (4), pp. 641–657. DOI:
  9. Jansen K., Kiefer S. M. Understanding brain development: Investing in young adolescents’ cognitive and social-emotional development. Middle School Journal, 2020, vol. 51 (4), pp. 18–25. DOI:
  10. Kim D, Nam J. K., Keum C. Adolescent Internet gaming addiction and personality characteristics by game genre. Plos One, 2022, vol. 17 (2), pp. e0263645. DOI:
  11. Allen J. J., Anderson C. A. Satisfaction and frustration of basic psychological needs in the real world and in video games predict internet gaming disorder scores and well-being. Computers in Human Behavior, 2018, vol. 84, pp. 220–229. DOI:
  12. Bender P. K., Gentile D. A. Internet gaming disorder: Relations between needs satisfaction in-game and in life in general. Psychology of Popular Media Culture, 2020, vol. 9 (2), pp. 266–278. DOI:
  13. Oleinikov A. V. Factors of psychological resilience to life difficulties of secondary vocational education students. Psychological Research, 2016, vol. 9, № 45. pp. 6. (In Russian) DOI: URL:
  14. Shalamov V. V. Personal characteristics of students of educational institutions of the Ministry of Internal Affairs of Russia as a condition of their readiness for training activities. Pedagogical Education in Russia, 2016, no. 6, pp. 217–224. (In Russian) DOI:  URL:
  15. Blasi M. D., Giardina A., Giordano C., Coco G. L., Tosto C., Billieux J., Schimmenti A. Problematic video game use as an emotional coping strategy: Evidence from a sample of MMORPG gamers. Journal Behavioral Addictions, 2019, vol. 8 (1), pp. 25–34. DOI:
  16. Bonnaire C., Baptista D. Internet gaming disorder in male and female young adults: The role of alexithymia, depression, anxiety and gaming type. Psychiatry Research, 2019, vol. 272, pp. 521–530. DOI:
  17. Gnatyshina E., Uvarina N., Savchenkov A., Pakhtusova N., Shumakova O., Savelyeva N. Stress resistance of teachers as one of factors of effective educational activities. Smart Innovation, Systems and Technologies, 2021, vol. 227, pp. 761–772. DOI:
  18. Ivanova O. E., Uvarina N. V., Lysenko Y. V., Pakhtusova N. A., Savchenkov A. V. Development of the concept of managing stakeholders in the Russian educational agglomeration based on the agile methodology. IOP Conference Series: Earth and Environmental Science, 2021, pp. 012004. DOI:  URL:
  19. Kucherova O. E., Tarasova S. I., Anokhina S. V. Professional education of the future specialist in the general system of educational work of colleges of secondary vocational education. Scientific Result. Pedagogy and Psychology of Education, 2018, vol. 4 (4), pp. 63–72. (In Russian) DOI:  URL:
  20. Sadovnikova S. M. Pedagogical support of students in the system of secondary vocational education. Vocational Education in Russia and Abroad, 2014, no. 2, pp. 101–107. (In Russian) URL:
  21. Semenova N. V. Conception development of student social maturity in professional educational organizations. World of Science. Pedagogy and Psychology, 2019, vol. 7, no. 5, pp. 13. (In Russian) URL:
  22. Thompson M. N., Fetter A. K., Perez J. College student psychological distress: Relationship to self-esteem and career decision self-efficacy beliefs. Career Development Quarterly, 2019, vol. 67 (4), pp. 282–297. DOI:
  23. Adler N. E., Epel E. S., Castellazzo G., Ickovics J. R. Relationship of subjective and objective social status with psychological and physiological functioning: Preliminary data in healthy white women. Health Psychology, 2000, vol. 19 (6), pp. 586–594. DOI:
Date of the publication 31.08.2022