Release:
2025. Vol. 11. № 1 (41)About the authors:
Tatyana S. Kienko, Cand. Sc. (Sociology), Associate Professor, Department of Social Technologies, Deputy Director for Research, Institute of Philosophy and Socio-Political Sciences, Southern Federal University, Rostov-on-Don, Russia; tskienko@sfedu.ru, https://orcid.org/0000-0002-5558-2322Abstract:
This article discusses the features and factors of motivation for participation and non-participation of student youth in research activities. The empirical base was the materials of a pilot online survey of students of one of the social and humanitarian departments of the Southern Federal University (N = 192 people). Students with a high cognitive interest and desire for self-development aim for an academic career, although their motives of achievements and recognition also carry weight. The desire for communication with interesting people and making useful contacts is typical for students focused on other career strategies. The most popular are internal local academic events of universities and student social networks, as well as large-scale science popularization formats. Among the reasons for non-participation in research activities, a lack of interest in the topics of scientific events is noted. This highlights the need for a greater practical orientation of student science towards the “real-life” interests and problems of young people. A significant part of the respondents noted a fear of the complexity of science and public speaking, especially girls. One of the significant factors for non-participation is the lack of free time, especially among young men, who combine work and study more often than women. To reduce the risk of talented students leaving academia and to encourage scientific careers, expanding opportunities for flexible employment within universities for undergraduates is considered advisable. The results of the study can serve as a basis for identifying non-obvious forms and tools for stimulating youth science based on the internal resources of universities and the student youth themselves. The studied university revealed social media resources as tools for scientific communication and motivation, as well as differentiated approaches to organizing scientific learning and motivation systems, including the development of “male” and “female” formats and events.Keywords:
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