PECULIARITIES OF THE LEVEL OF REFLECTION AMONG STUDENTS WITH DIFFERENT GENDER ORIENTATION

The importance of reflection as a phenomenon is increasing, including in the field of education. It is not only a part of the learning process, but also the result of personal self-development. When choosing their future profession, young people rely not only on their own interests and abilities, but also on their personal qualities, which currently prevail and are sufficiently developed. They also choose a profession based on the qualities that they would like to develop in the future [7].

According to V.P. Zinchenko and B.G. Meshcheryakov, reflection is a mental (rational) process aimed at analyzing, understanding, and self—awareness.: their own actions, behavior, speech, experience, feelings, states, abilities, character, their tasks, assignments, etc [6].

Any field of work requires dedication and dedication from a professional in performing certain activities, therefore it is quite difficult to overestimate the ability to reflect. As a student and in general in a learning situation, a person gets to know this phenomenon most of all, but I would like to highlight two similar studies that took place not so long ago, which reveal the essence of reflection not only of students, but also of professionals in their field. And despite the fact that some students have fairly high levels of gender identity, they may also have lower levels of reflexivity [8].

The assumption of the first study by V.G. Alexandrova contained the theory that the degree of development of reflexive personality traits as a mechanism of self-regulation and perception of the surrounding world directly depends on the specialty that an individual is studying. The research base consisted of 103 students of various universities and fields of study aged 18-22 years. In descending order of the number of students, the specialties are arranged as follows: the field of mathematics and natural sciences, technical areas studying social sciences and humanities, creative specialties, medical areas [5].

According to the results of a study using the MIGA Schneider methodology, it was revealed that out of 103 students who took part in the survey, 23 people are at the stage of premature identity, 18 are at the stage of diffuse identity, 39 are at the stage of moratorium, 21 have achieved identity, and pseudo-identity was revealed in only 2 students. Of the 5 levels of gender identity, only 2 were identified in students of all fields – the moratorium and the achieved identity. Thus, 60 students with achieved gender identity or a moratorium were selected to study the peculiarities of reflexive personality processes of students of different specialties [5].

In the first study, it can be concluded that the majority of students, regardless of their specialty, correspond to the achieved gender identity or the moratorium – two extremes. The rest was averaged and broken down later. This research attracted me to various specialties and it was interesting to analyze it from this point of view [2].

The second study by A.V. Petrov was aimed at studying gender identity and life satisfaction, as well as their relationship. It attracted the study of reflection because overall life satisfaction depends on the level of reflection – the more a person understands and accepts himself, the happier he is and believes that he controls the situation in his professional and personal life [2].

According to T.V. Bendas’s definition, gender identity means identifying oneself with a certain gender, treating oneself as a representative of a certain gender, mastering appropriate behaviors and forming personal characteristics [1].

According to the results of a survey of gender identity, the authors concluded that masculine and androgynous identities predominate in the group with a high overall level of life satisfaction, while feminine identities predominate in the group with a low overall level of life satisfaction. This presumably allows us to conclude that the presence of a traditionally considered adequate gender identity allows an individual to adapt more easily to society, solve current problems and demonstrate a higher level of life satisfaction, unlike people with a gender identity, traditionally considered inadequate. Thus, the first hypothesis of the study can be considered confirmed [2].

A study of gender identity statuses has shown that despite the fact that the formation of gender identity begins in the early stages of human development, it does not end in adolescence and adolescence. Adolescence and adolescence are characterized by two main statuses: premature, stable status, obviously adopted and consolidated at an early age under the influence of social education; and diffuse, which is an unstable status, but at the same time characterizes the passivity of the individual in the process of self-determination [3].

An analysis of the interrelationships between the results of research on gender identity and the degree of life satisfaction revealed the presence of differences between the groups under consideration. In the group with a high overall level of life satisfaction, indirect links between gender identity statuses and the overall level of life satisfaction were identified. These connections were mediated by the respondents' personality orientation towards short-term life prospects and their involvement in solving current problems and tasks. In the group with a low level of life satisfaction, direct correlations were revealed between the level of life satisfaction and the diffuse state of the respondent's gender identity. Apparently, the exclusion from solving the problem of self-determination allows them to subjectively feel satisfied with life. Thus, we can talk about the confirmation of the second hypothesis [3].

It can be assumed that the diffuse status of gender identity has an ambiguous effect on life satisfaction. The lack of personal activity in self-determination, manifested in a group with a low level of satisfaction with their lives, apparently creates a comfort zone, allowing them to be satisfied with what they have achieved [4].

Thus, we studied the results of two studies on the characteristics of the level of reflection among students with different gender orientations, the results of which are very similar: students, regardless of their field of study, have a prevailing gender identity moratorium and achieved gender identity among students with low and high levels of anxiety, students with medium levels of anxiety in most cases Diffuse gender identity was found.