vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2023-32-1-110-129vovr-4169Research ArticleСОЦИОЛОГИЯ ВЫСШЕГО ОБРАЗОВАНИЯSOCIOLOGY OF HIGHER EDUCATIONДоверие студентов и их образовательная траектория после окончания вузаStudents’ Trust and Their Educational Trajectory after GraduationКузнецовИ. С.KuznetsovI. S.

Кузнецов Игорь Сергеевич – канд. социол. наук, науч. сотрудник

117218, Москва, ул. Кржижановского, 24/35, корп. 5

Igor S. Kuznetsov – Cand. Sci. (Sociology), Researcher

4/35, bldg. 5, Krzhizhanovskogo str., Moscow, 117218

kyznetsov.igor@gmail.comИнститут социологии ФНИСЦ РАНРоссияInstitute of Sociology of the Federal Center of Theoretical and Applied Sociology of the Russian Academy of SciencesRussian Federation202321012023321110129Copyright © Кузнецов И.С., 20232023Кузнецов И.С.Kuznetsov I.S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/4169

Статья посвящена роли доверия студентов в формировании их образовательной траектории после окончания вуза. В частности, рассматривается вопрос о связи доверия студентов к субъектам высшего образования (однокурсникам, преподавателям и менеджменту вуза) с их намерением продолжать обучение по специальности, полученной после успешного завершения программы бакалавриата или специалитета. Природа доверия сопряжена не только с психологическими особенностями человека, но также находит свою укоренённость в социальных отношениях. При изучении образовательных траекторий такая отличительная черта данного феномена позволяет сместить акцент с социально-экономических, институциональных, гендерных и психологических факторов, которые регулярно находятся в поле зрения исследователей, на реляционные – которые сравнительно реже появляются в сфере их интересов. В работе использованы данные социологического опроса учащихся российских вузов. Показано, что доверие студентов к академическому менеджменту, в отличие от их доверия к другим акторам, является наиболее значимым показателем того, что они будут продолжать обучение по своей специальности. Доверие студентов к однокурсникам и преподавателям является менее устойчивым фактором. Кроме того, более важным для принятия решения о продолжении образования по полученной специальности является не радиус, а адресат доверия – то есть не количество субъектов, которым молодые люди испытывают доверие, а то, кому именно из этих субъектов они доверяют.

The article is devoted to the role of students’ trust in shaping their educational trajectory after graduation. In particular, the question is how students’ trust in the actors of higher education (peers, teachers and university management) is related to their intention to continue their education in the specialty received after graduating from a bachelor’s or specialist’s degree. The nature of trust refers not only to the psychological characteristics of a person, but also finds its roots in social relations. When studying educational trajectories this hallmark of trust makes it possible to shift the focus from socio-economic, institutional, gender, and psychological factors that are regularly in the field of researchers’ attention to relational ones, which appear relatively rarely in their field of interest. The work uses data from a sociological survey of students of Russian universities. The results obtained are that students’ trust in university management, in contrast to their trust in other actors, is the most significant indicator that they will continue their education in their specialty after graduation. Students’ trust in peers and teachers are less stable factors. In addition, the addressee of trust, rather than the radius, is more important for students to decide whether to continue their education in their specialty after graduation.

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The authors declare that there are no conflicts of interest present.