Samarin A.V. 1, Mehrishvili L.L. 2

1 ORCID: 0000-0001-9348-8575, Applicant, Tyumen State University, 2 ORCID: 0000-0002-2411-2678, Doctor of Sociological Sciences, Professor, Tyumen Industrial University, Tyumen

HEALTH IN THE SYSTEM OF LIFE VALUES OF STUDENTS: ACCORDING TO THE RESULTS OF SOCIOLOGICAL RESEARCH

Annotation

The purpose of the study is to analyze the role and place of health in the system of life values ​​of student youth. The significance of this aspect of the study is determined by the fact that for students today health is not a basic value. Students define health as a secondary value, which is what the authors of the article tried to show based on the results of their own empirical research. An analysis of the components of a healthy lifestyle of student youth was carried out based on the results of sociological research.

Keywords: student youth, health, values, value system, hierarchy of values ​​of student youth.

Samarin A.V. 1,MekhrishviliL.L. 2

1 ORCID: 0000-0001-9348-8575, Postgraduate student, Tyumen State University, 1 ORCID: 0000-0002-2411-2678, PhD in Sociology, Professor, Tyumen Industrial University, Tyumen

HEALTH IN THE LIFE VALUE OF STUDENTS: SOCIAL RESEARCH RESULTS

Abstract

The aim of this study is to analyze the role of health and place in the system life values ​​of student’s youth. The importance of this aspect of the study is determined by the fact that for the students of today’s health is not a basic value. Students define health as a secondary value, and tried to show that the authors based on the results of their own empirical research. The analysis of the components of a healthy way of life of students according to the results of sociological research.

Keywords: students, health, values, hierarchy of values ​​of student’s youth.

The transformation of Russian society could not but affect the system of values ​​and value systems of Russians. In this regard, much attention is paid to the problem of youth values, which are defined as stabilizing elements of social consciousness, social interaction and patterns of individual behavior in society. In sociology, this problem continues to remain quite relevant, since its solution is connected with the system of life activity of the individual and social groups.

The priority social values ​​of students are high material income, receiving a quality education, prestigious work and relationships with other people. The value systems of students are currently associated mainly with achieving high material well-being and success in life, as a result of which such significant values ​​as health and a healthy lifestyle are being crowded out.

From the point of view of the axiological approach, health acts as a universal human value, which correlates with the basic value orientations of the individual, and occupies a certain position in the value hierarchy. The predominance of some value orientations over others is considered as factors determining human health.

The prevalence of such harmful habits among students as smoking, drinking alcohol, narcotic substances and psychotropic drugs indicates that existing methods of forming a value-based attitude towards health do not yet produce the desired results. Accordingly, there is a need for a comprehensive adjustment of these methods.

Empirical basis of the study – materials of a questionnaire survey of students (N=430), conducted at the Federal State Educational Institution of Higher Education "Tyumen State University" and the Federal State Budgetary Educational Institution of Higher Education "Tyumen Industrial University" in March - April 2016. The sample size was 430 people, of which 208 were university students with a humanitarian focus and 222 with a technical focus. The following students took part in the survey: 1st year – 118, 2nd year – 112, 3rd year – 122, 4th year – 77.

Self-rated health is an individual’s assessment of his physical and mental state, a key indicator of attitude towards health, which is characterized by three main functions: 1) regulatory, 2) evaluative, 3) prognostic.

Our study of students’ attitudes towards their health showed that 18.4% of students define their health as “excellent”, 52.8% of students define their own health as “good”, 24.9% of students believe that they have “satisfactory” health and 2.8% of students identified their health as “poor” (Fig. 1).

Rice. 1 – Self-assessment of their own health by students of humanitarian and technical universities, (in%)

As shown in Fig. 1, the largest share of answers falls on the “good” option. However, it is necessary to take into account the fact that self-assessment of one’s own health is a subjective indicator. Students evaluate their health based on the standards, norms and values ​​of the cultural environment that surrounds them. The surveyed students of leading universities in the Tyumen region position themselves as the elite of society, who must be at their best and have good health. The study demonstrated that the majority of students (81.3%) consider health to be a determining factor in life support.

University education itself should be the center for managing the health of students. Today, the realities are such that in modern university education there are many risk factors that affect the health of students. In fact, all this contributes to physical inactivity, weakening of the muscular system of the students’ body, and it is designed for significant motor volumes, in which it is experiencing a large deficit.

In this study, respondents were asked to identify the most relevant risk factors in their opinion that contribute to the deterioration of their health. The most popular answers were: 1st place – “Bad habits”, 2nd – “Violation of the diet” and 3rd – “Violation of the work and rest regime”. Our study confirms the results of identical sociological studies conducted earlier, which demonstrate that bad habits are among the top three health risk factors.

Healthy lifestyle- this is everything that in a person’s behavior and activity has a beneficial effect on his health. A healthy lifestyle helps maintain and improve health and is the basis for the prevention of most diseases. According to a number of domestic and foreign researchers, the health of the population depends more than 50% on lifestyle.

In the block of the questionnaire of our study, which concerned the healthy lifestyle of students, respondents were asked to identify one of the most significant obstacles to leading a healthy lifestyle.

Thus, 27.2% of students chose the answer – “lack of free time.” Accordingly, 21.4% and 20.9% are “lack of desire” and “lack of motivation.” 16.5% of respondents chose the answer – “lack of funds.” Minor obstacles to maintaining a healthy lifestyle for students are: “lack of the required level of support for physical culture and sports from government bodies” and “lack of appropriate knowledge” - 6.2% and 3%, respectively. In the “Other” line, respondents could express their own opinion on this issue. The most popular opinions were: “laziness”, “poor health”, “the way of life that has developed in the family” and “the lifestyle of the immediate environment”.

In order to find out whether a healthy lifestyle affects success in life, respondents were asked to identify the three most important conditions that contribute to achieving success in life in the first place. So, according to the general array of respondents surveyed, students put “having a life goal” in 1st place, “relationships with other people” in 2nd place, and “healthy lifestyle” in 3rd place. Thus, for students, maintaining a healthy lifestyle is one of the important aspects in achieving success in life.

Values. Research from past years has shown that the main life values ​​of young people are family, friends and health, followed by interesting work, money and justice.

In this study, students were asked to rank values ​​by degree of importance from 1 to 10 (1 being the most significant and 10 being the least significant) (Table 2).

Table 2 – Hierarchy of life values ​​of students (entire array of respondents)

	Rank	Average value
Family relationships	1	3,9
Relationships with friends	2	4,2
good health	3	4,9
Getting a quality education	4	5,2
Material well-being	5	5,3
Pleasant pastime, relaxation	6	5,5
Career growth	7	5,7
Recognition and respect of people	8	6,5
Social activity	9	6,9
High social status	10	7,0

The most significant values ​​for students are: “family relationships,” “relationships with friends,” and “good health.” Our survey confirms the results of identical studies. It should also be noted that, in its value essence, health is a good, i.e. something that meets needs, interests, and has a positive meaning for people. According to the axiological hierarchy, health belongs to the category of the highest, universal values, since it has an enduring, comprehensive and timeless meaning.

To summarize, we note that when self-assessing their own health, students define it mostly as good, while respondents, identifying risk factors that contribute to the deterioration of their health, highlight bad habits.

For students in b O To a greater extent, there is not enough free time to lead a healthy lifestyle. A healthy lifestyle is one of the priority conditions for achieving success in life. However, students believe that the most priority condition in this matter is relationships with other people. Modern youth believe that having good connections will help in realizing their life plans, finding a prestigious job and career growth.

The dominant life values ​​for students is family relationships. The respondents' need for a happy family life is explained by the fact that students are already thinking about creating their own social unit, realizing that for them this is the most important thing in life. Consequently, interest in family life is predominant. Good health is an integral part of the life of any person, including students. Most students understand that without good health, they will have neither the strength nor the desire to do anything in life - develop, set and achieve their goals.

List of literature / References

1. Student health: sociological analysis / resp. ed. I.V. Zhuravleva: Monograph. – Moscow: INFRA-M, 2014. – 272 p. – (Scientific thought). – DOI 10.12737/375 (www.doi.org).
2. Konev Yu.M., Rebysheva L.V., Savitskaya Yu.P. Value orientations of modern student youth (according to the results of a sociological survey of students of the Tyumen State Oil and Gas University) // Modern problems of science and education. 2015. No. 1-2.
3. Larionova I.S. “The health of a modern person as a value.” Man of the Future and criterion consciousness. Way out of the global crisis. Proceedings of the World Ethical Discussion Conference (Tula, 2005) Volume 1.
4. Plato. Laws // Collection. cit.: In 4 vols. M., 1994, T. 4. P. 78.
5. Samarin A.V. The influence of risk factors on the formation of the health of student youth. Electronic journal “Modern problems of science and education”. – 2015. – No. 1; URL:science-education.ru/121-18162 (access date: 04/27/2016).
6. Semenov V.E. Value orientations of modern youth [Text] // V.E. Semenov // Sociological studies. – 2007. – No. 4. – P. 37-43.
7. Yablokova A.V. Human health and the environment. M. 2007 - 186 p.

List of literature in English / References in English

1. Zhuravleva I.V. Zdorov’e studentov: sociologicheskij analiz / hole. Ed. I.V.Zhuravleva: Monograph. – Moscow: INFRA-M, 2014. – 272 p. – (Scientific Thought) – DOI 10.12737/375 (www.doi.org).
2. Konev Y.M., Rebysheva L.V., Savitskaya Y.P. Cennostnye orientacii sovremennoj studencheskoj molodezhi (according to the results of a poll of students Tyumen State Oil and Gas University) // Sovremennye problemy nauki i obrazovanija. 2015. No. 1-2.
3. Larionov I.S. Zdorov’e sovremennogo cheloveka kak cennost’ Chelovek Budushhego i kriterial’noe soznanie. Vyhod iz global’nogo krizisa. Materialy vsemirnoj jeticheskoj discussionnoj konferencii (Tula, 2005) Volume 1.
4. Plato. Laws // Coll. cit.: In 4 t. M., 1994, T. 4. S. 78.
5. Samarin A.V. Vlijanie faktorov riska na formirovanie zdorov’ja studencheskoj molodezhi . Jelektronnyj zhurnal “Sovremennye problemy nauki i obrazovanija.” – 2015. – No. 1; URL: www.science-education.ru/121-18162 (reference date: 04/27/2016).
6. Semenov V.E. Cennostnye orientacii sovremennoj molodezhi // VE Semenov // Sociologicheskie issledovanija. – 2007. – No. 4. – S. 37-43..
7. Yablokov A.V. Zdorov’e cheloveka i okruzhajushhaja sreda. M. 2007 – 186 p.

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North Eastern Federal University named after M.K. Amosova

nutrition problems of modern student youth

Gerasimova V.I., student

4th year, Financial and Economic Institute

Russia, Yakutsk

The article discusses a study on the nutrition of students using the example of NEFU named after. M.K. Ammosova. Nutrition is the basis of a healthy lifestyle. The problem of quality nutrition for students is recognized as a key factor in improving the quality of life. The sociological study was conducted in February 2015.

Key words: nutrition, student, health, food, disease.

The article deals with the study of nutrition of students on an example NEFU them. Ammosov. Nutrition is the foundation of a healthy lifestyle. The problem of quality supply of students recognized the key factor to improve the quality of life. A sociological study conducted in February 2015.

Keywords: nutrition, student, health, nutrition, disease.

Relevance of the research topic. One of the most important components of a healthy lifestyle is balanced nutrition. The majority of the population neglects their health. We are concerned about the growing popularity among students of fast food products containing large quantities of various flavors, dyes, and modified components. Therefore, poor nutrition becomes a serious risk factor for the development of many diseases. Unfortunately, statistics in recent years show a sharp increase among young people suffering from obesity, diseases of the cardiovascular system, diabetes, etc.

Such diseases can be prevented by leading a healthy lifestyle and, first of all, eating right.

The sociological problem of the study is that the majority of modern students do not eat properly and because of this they have health problems. The problem of quality nutrition for students in general is also recognized as a key factor in improving the quality of life.

This educational sociological study was conducted in February 2015. The questionnaire was compiled to study the problem of nutrition among students using the example of students from the North-Eastern Federal University. A total of 100 respondents from 1st to 5th courses took part, of which 45 were boys and 55 girls, aged 16 years and older.

By gender, respondents were divided into 45 boys and 55 girls. Of these, there are 22 boys and 16 girls in the age group of 16-20 years, and 23 boys and 39 girls in the age group of 20 years and older.

The distribution by rate is presented in Table 2

eating disorder student disease

Analysis by course of respondents shows that the predominant share of the 3rd course is 50%, followed by the 2nd course - 20%, 1st course - 15%, 4th course - 12% and the smallest share of the 5th course - 3%.

Based on the results of the survey, we found that the majority of respondents (73%) believe that they are not eating properly. Only 27% of respondents believe that they eat properly.

The majority of students generally prefer home-cooked food, which is very pleasing - this is as much as 65%. 18% prefer to eat in a cafeteria or cafe. It’s also like it’s still homemade food. Only 7% of respondents prefer fast food.

The good news is that 48% of our students rarely drink beer, low-alcohol drinks and energy cocktails (the survey was anonymous, so we tend to believe our students); 35% of students stated that they never drink beer, low-alcohol drinks, etc., 15% claim that they drink often and only 2% of students admitted that they drink constantly.

Also, 48% of students rarely drink Coke, Pepsi, Sprite and other carbonated drinks. 29% of respondents drink carbonated drinks often, 12% of respondents abstain from carbonated drinks and 11% of students abuse carbonated drinks.

Another encouraging fact is that the majority of respondents rarely eat shawarma and fried pies, cheburek, belyashi, etc. products. More than half of our students rarely eat fast food, although the trend in recent years suggests that establishments of this type are very popular.

There are also sad facts - almost half of student youth often eat fried, fatty, spicy foods. Only 1 to 6% of students abstain from such foods. From 11 to 18% stated that they constantly eat fried, fatty, and spicy foods.

Another important question in our questionnaire is “The ratio of your weight to height” - half of the respondents considered that their weight to height ratio was within the normal range, below the norm for 22% of respondents, above the norm for 17%, 2% of respondents considered the ratio of their weight to growth is much higher than normal and they do not hide it. And 9% of respondents do not know the ratio of weight to height.

As it turned out, more than half of the student youth do not have chronic diseases (62%), which is very encouraging, only 10% of respondents have chronic diseases such as: chronic gastritis, anemia, bronchitis, cardiovascular PIC, sinusitis, tonsillitis, ARVI, pancreatitis and tonsillitis.

And so the conclusion from all our work: students aged 16 years and older, fortunately, mostly do not suffer from chronic diseases associated with poor nutrition, but time flies insatiably quickly in the future if we do not reconsider our nutritional culture and draw certain conclusions for ourselves may threaten: gastritis, cardiovascular diseases, diabetes, stress, depression...

In conclusion, we can say that nutrition is the basis of a healthy lifestyle. At a young age, according to statistics, eating disorders are visible, especially among students. They can be caused by a number of reasons. Damage to your own kidney tissue, nephrosis and nephritis, can be caused by drunkenness, drug addiction, substance abuse, or excessive consumption of spicy, smoked and pickled foods. Fortunately, our students do not abuse alcohol.

Based on the results of the study, we can conclude that the majority of students confirmed that they do not eat properly. Students of our university prefer to eat at home, i.e. prefer home-cooked food to fast food. Fortunately, most students have good digestion and do not have chronic diseases.

In order to avoid serious health problems in middle and adulthood, you should take care of this from a young age, so as not to create problems for yourself and the future generation.

Sources used

1. Kalyuzhny E.A., Kuzmichev Yu.G., Mikhailova S.V., Maslova V.Yu. Results of monitoring the physical health of students based on active self-assessment // Scientific opinion: scientific journal / St. Petersburg University Consortium. - St. Petersburg, 2012. - No. 4. - pp. 133-137.

2. http: //www. medinform. su/healthy_feed/others/s013

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Yuditskaya Ekaterina Sergeevna, student, Novosibirsk State University of Economics and Management [email protected]

Scientific supervisor: Svetlana Anatolyevna Ilinykh, Dr. Sociol. Sciences, Professor of the Department of Sociology, Novosibirsk State University of Economics and Management

Quality of life of student youth: experience of empirical research

Abstract: In this article, the author presented several conceptual approaches to defining the category “quality of life” for students. Based on students’ own sociological research, the main components of this phenomenon were identified. The quality of life was assessed according to 8 main indicators: financial situation, health, learning conditions, transport infrastructure, environmental quality, psychological climate, housing conditions and quality of food. Key words: quality of life, student youth, health, nutrition.

Students are one of the driving forces of social progress, on whose abilities the possibility of social modernization largely depends. Students are of particular interest to researchers, since they are the ones who will determine the state of the intellectual level of our country and its competitiveness. However, the educational environment can create great stress on physical and mental health. Restriction of natural mobility, exam stress, uneven educational activity in traditional education systems, leading to periodic mental overload - all this raises the question of studying the quality of life of student youth. It is impossible not to note the insufficient study of the topic in scientific knowledge. The contradiction between the need of sociological theory for the concept of quality of life and the impossibility of its development within the framework of classical methodology determines the relevance of studying the quality of life of students. The problem arises of insufficient attention to the study of the quality of life of students and the possible serious consequences of this. The category of quality of life, which served as the basis for many modern researchers, was introduced into scientific circulation by J. Galbraith in the 60s of the 20th century. During these years, the concept of quality of life was actually synonymous with “lifestyle” and was used for political purposes of the state. This is what marked the beginning of massive applied research into the quality of people’s lives in Western sociology. A. Pigou and J. Galbraith are the main representatives of the economic approach to determining the quality of life. Russian sociologist and candidate of psychological sciences D. G. Davydov defines quality of life as “an integral phenomenon determined by many factors, namely: human health, economic, social, political , environmental, natural and other conditions of his life, as well as the individual’s subjective assessment of various aspects of his life.” This is a geographical approach to the quality of life. Currently, a psychological approach is gaining momentum, which defines the quality of life as a person’s satisfaction with his life and is expressed in the level and degree of realization of his needs. This opinion is shared by the German sociologist E. Fromm and the British economist P. Converse.

The German sociologist U. Beck and the Soviet philosopher and sociologist D. M. Grishiani are representatives of the ecological approach to the quality of life. In their opinion, “quality of life is the creation of conditions under which not only the environment is not disturbed and the question of the existence of man as a biopsychosocial being is not raised, but also natural resources necessary for the existence of future generations are preserved.” Analyzing the presented approaches to determining quality life, we can identify a general trend in the evolution of the concept. Initially, quality of life was associated with ensuring human rights, therefore, the main indicators were labor activity, income, medical services, education, etc. Somewhat later, environmental issues (state of the environment) were added to these indicators. Then, at the present stage, the most important set of indicators was included: social activity, psychological comfort, the opportunity to take part in solving important issues, etc. As for the quality of life of student youth, it is worth noting that changes are constantly taking place in society, including in the education system: modernization of the educational process, introduction of innovative training programs, transition to a two-stage system of higher education. This has a direct impact on students and their quality of life. The difficulty also lies in the fact that to date, a single holistic system of indicators of the quality of life of the population, student youth in particular, has not been developed. According to I.S. Karpikova, for the most complete assessment of the quality of life of the population as a whole, including student youth, it is necessary to analyze more than 1000 indicators that evaluate the most important events from different angles. Students are rightfully the driving force and hope for modernizing the existing way of life. But at the same time, they, as a social group, have not been studied well enough. This is a completely vulnerable social group, so the level of quality of life is definitely important for the activities of society.

Fig.1. Satisfaction with the learning conditions, teaching staff, and the atmosphere at the university as a whole

From the data in Figure 1, we can conclude that students have a predominance of positive assessments of all indicators. 55% are more likely to be satisfied and satisfied with the learning conditions, 61.6% with the teaching staff, and 65% with the atmosphere at the university. Finally, the last component of a student’s quality of life, identified in a study of NSUEU students, is the psychological climate in the student body. Almost half of the surveyed students (43.3%) have developed friendly relations in their group, and 33.3% of students communicate with classmates only within the university. Only 5% of respondents have tense or conflictual relationships in their group. The phenomenon of dividing a student group into several microgroups united by interests (which is observed in 53.3% of respondents) deserves special attention. Also, the majority of students had friendly relations with teachers (56.7%), and with the administration - friendly (33.3%) or neutral (31.7%). So, the problem of quality of life is a priority for solving socio-economic problems at any level. The category “quality of life” is reduced to eight integral properties: financial situation, health status, educational conditions, transport infrastructure, environmental quality, psychological climate, housing conditions and quality of nutrition, which constitute the environment and system for supporting the life of the population. Currently in modern Russia there is a clear tendency towards a deterioration in living conditions (hygienic and social), which can give rise to structural changes in the state of physical and mental health of the population of the entire country, and especially young people. It is young people who are most sensitive to changes and react more sharply to them.

Links to sources 1. Artamonova A.I., Perepelitsa D.I., Kubrak A.Yu. Health and quality of life of students of medical and military universities // Health and education in the XXI century. 2006, no. 1. P. 4046.2. Davydov D.G. Modern approaches to the study of quality of life // Social sciences and modern society. No. 2 (16). 2012. MABIU S. 5467.

3. Karpikova I. S. Indicators of the functioning of the social protection system in the aspect of assessing the quality of life of the population // News of the Irkutsk State Economic Academy. –2011. –No. 3. –S. 175178.4. Mazepina O. Yu. Problems of determining and measuring the level of quality of life of the population // Quality of life and human potential of territories. –2014. –No. 6. P. 8390.5. Proskuryakova L. A. The problem of modern society is improving the quality of life of students // Almanac of modern science and education. –2005. –No. 5. P. 174176.6. Subetto A. I. Social quality of life: category and foundations of theory // Economics of quality. –2015. –No. 1. S. 196211.

2.1 Sociological study of student problems

In the course of conducting a study to identify the problems of student youth, 50 people were interviewed - students of the Novosibirsk State University of Economics and Management (NSUEiU) - from the first to the fifth year, ten people from each year. A total of 12 boys (24%) and 38 girls (76%) were interviewed. In this study, we aimed to identify the features of current problems of student youth at the present stage (using the example of NSUEM students). To do this, we identified the main categories, after analyzing which we can formulate specific questions for respondents: problems of adaptation, problems of socialization, objective and subjective factors influencing the emergence of problems among students, social activity of students themselves, what transformations are possible on the part of the university management, as well as reform at the state level. Adaptation problems involve, first of all, the emergence of financial problems and problems with housing. In order to find out the student’s financial situation, the question was asked whether he works and if he works, then for what reason. As it turned out, 40% of respondents (20 people) work, and another 40% realize the need to work, but do not work, and only 20% answered that they do not need work. (See Table 1).

Table 1 Distribution of answers to the question “Are you working?”

Finding out why students work, we received the following results (no more than three could be chosen from the proposed list of options): the most frequently chosen answer is “need money”, it was chosen by 18 respondents out of 20 working (which is 90%); in second place is the option “it is necessary to gain experience”, it was noted 14 times (70%); Next - “I like the work itself” - was chosen by 7 respondents (35%); and the options “I like the team” and “to somehow occupy my free time” were noted 6 and 4 times, respectively (30% and 20%). Let us present the results obtained in the form of a diagram (Fig. 1).

Rice. 1 Reasons for student employment.

As can be seen from the data obtained, the main reason why students work is “lack of money.” It is also important to note the quite often chosen answer “the need to gain experience.” This suggests that students are aware of the need to already have some work experience when finding a job after graduating from university. And this is really important, since one of the main problems of modern student youth is the problem of unemployment.

As noted above, problems of adaptation of students suggest the presence of difficulties with housing. The respondents were asked the question “Where do you live?”, the following data was obtained: 56% of the respondents, that is, more than half, live with their parents; 30% - rent housing; only 4% chose the answer “I live in a dormitory” and 10% chose another answer option, among which, mainly, there were answers such as “I live in my own apartment” (such answers were found among senior students).

Having received such data, we noticed a very low percentage of respondents who answered that they live in a dormitory. The questionnaire asked whether the university provides students with places in a dormitory. The results were obtained as follows: “yes” - 8%, “yes, but there are not enough places” - 78% and “I don’t know” - 14%.

From the above data it is clear that the problem of housing insecurity for students is quite acute. The university cannot provide dormitory space for all its nonresident students, which entails difficulties for students in providing themselves with housing while receiving their education. In search of a solution to this problem, students are forced to look for rented housing, which requires additional funds. And it is not always possible to obtain these funds from parents, therefore, it is necessary to look for a source of income, which leads to such a situation as the need to combine work and study (the phenomenon of “secondary employment” of students), while devoting less time to study than they should.

The category of socialization problem was also highlighted. Speaking about the process of socialization, it would be logical to turn to the analysis of leisure time of student youth. Therefore, in order to find out how students distribute their free time, we asked the question “What do you do in your free time from study and work (if you work)?” Several answer options were offered; you had to choose one of them, or indicate your own option. The respondents answered as follows: the options “Study and work take up all my time”, “I play sports or attend other clubs” and “Meeting with friends” were chosen the same number of times (28% each); 8% of respondents answered that they do nothing , and 8% chose the “other” option, where they mainly indicated that in their free time from their main studies they also receive additional education or study foreign languages. Respondents who indicated the “other” option can be classified in the first group, that is, those who answered that studying (and work) takes up all their time, since in their free time they are engaged in self-development, that is, they continue their studies outside the walls of the university. Let's consider the obtained data in the form of a diagram (See Fig. 2).

Rice. 2 Distribution of free time by students.

The activity of students is quite high, since more than half spend all their time on study, work, additional education, sports and other leisure clubs and events. Only 8% of respondents answered that they do nothing.

Table 2 Students’ assessment of their health status

42% have minor health problems, 40% are not sick at all, 16% have some kind of chronic disease and 2% are abstinent. In general, we have a positive picture: the vast majority (more than 80%) either do not get sick or have minor health problems. But such a positive assessment of the health status of students was given by the students themselves, and we cannot rely on it when assessing the health status of students in general. That is, we are dealing specifically with an assessment of health, and not with the real state of health of students.

Within the framework of the issue of socialization, the level of problems among student youth in general was also analyzed. We were interested in the students’ assessment of their life situation, so respondents were asked to reflect on their level of problem. in the questionnaire, they were asked to mark their level of problem on the proposed five-point scale, where 1 is the minimum level of problem, 5 is the maximum. The answers were distributed as follows (See Figure 3):

Rice. 3 Level of problems in students' lives.

As we can see, the majority of respondents - 42% - rate their level of problem as “2 points,” that is, below average. The distribution of answers was approximately equal at levels 1 (minimum level) and 3 (average level), 22% and 26%, respectively; 6% of respondents rated their level of problems at 4 points (above average) and 4% - at 5 points, that is, the maximum level of problems.

In general, we can say that students do not assess their lives as problematic. When assessing their lives, the majority of students were distributed on a scale of up to 3 points, which generally creates an optimistic picture. Without completely denying the presence of problems, young people still do not consider their lives to be highly problematic. It can be assumed that such answers to a certain extent indicate the students’ attitude towards life in general. Perhaps students view the problems that arise as temporary difficulties, or as certain steps, steps that need to be taken at this stage of life, and therefore do not evaluate them in a negative light.

The second research task, after identifying the current problems of student youth, was to determine the factors influencing the emergence of problems among students. For this purpose, all factors were divided into objective and subjective. We included the following as objective factors: lack of external resources (finance, housing, friends, necessary acquaintances) and lack of internal resources (age, health, education); to subjective factors - the absence of subjective internal qualities, such as determination, independence, sociability, optimism.

In order to identify the factors, the question was asked: “What factors, in your opinion, influence the occurrence of most problems among students?” Ranking had to be done. Analysis of the results showed that students put objective factors in first place, such as “level of material security” (Rank 1; 44.9%) and “level of housing security” (Rank 2; 30.6%). Along with them, “lack of appropriate education” (Rank 3; 18.4%) and “no friends or necessary acquaintances” (Rank 4; 14.3%) were also indicated. In last place were subjective factors: “lack of optimism” (Rank 8; 18.4%), “lack of sociability” (Rank 9; 24.5%). (See Appendix 1)

Thus, we can conclude that students attribute mainly objective factors to the main reasons for their problems.

The third research task was to study the vision of students themselves regarding possible solutions to the problems of students at the present stage. The following theoretical concepts were identified: social activity of the students themselves, possible transformations on the part of the university leadership and reform at the state level as a whole.

To clarify the position of students (active, passive) and their attitude regarding the distribution of responsibility for solving existing problems, a number of questions were asked. Conventionally, they can be divided into three groups of questions, each of which reveals: 1) the level of activity of students; 2) students’ assessment of the work of the university; 3) the opinion of students regarding at what level the problems of student youth should be solved.

So, analyzing the answers received to the first group of questions, we can say that in general the level of student activity is quite low. Answers to the question “Do you take part in rallies or strikes organized by students?” were distributed as follows: “I have never participated” - 74%, “I took part once” - 16%, “I regularly participate” - 2%, “Such methods are not used in our university” - 8%.

And answering the second question, “Have you ever put forward any proposals for solving student problems to the leadership of your university or other higher authorities?”, 94% of respondents answered that they had never put forward any proposals. The numbers speak for themselves. The level of student activity is more than low. The results are presented in Tables 3, 4.

Table 3 Participation in rallies and strikes organized by students

Table 4 Proposals for solving student problems

The second group of questions concerned student satisfaction regarding the functioning of the university, and it included a number of questions. In addition to the issue already discussed above about providing students with places in a dormitory, we were also interested in how satisfied students were with the work of the medical center. After analyzing the responses received, the following results were obtained (See Fig. 4).

Rice. 4 Satisfaction with the work of the medical center.

The largest percentage of answers was given for the option “Not satisfied” - 34%, 12% - “rather dissatisfied”, 16% - “rather satisfied”, and only 4% - “completely satisfied”. An interesting fact is that 28% found it difficult to answer, and 6% generally answered that there is medical science at the university. there is no point.

To the question “Are there any sports sections, creative or leisure clubs at your university?” We also received not entirely satisfactory answers. 82% of respondents answered that “There are leisure activities at the university, but they do not participate in them,” 12% “attend only the sports section,” and only 4% attend several sections (2% found it difficult to answer).

Further, when considering students’ satisfaction with the work of the university, we were interested in whether the university provides assistance to students in finding employment. Only 16% answered that such assistance is provided to students, 8% said that assistance in finding a job is not provided to students, and 76% (!) responded that they have no information on this matter.

Closing this group of questions, we considered it appropriate to place one open question, which read as follows: “What measures to improve the work of your university could you suggest?” (See Appendix 2). As it turned out, the most acute problem is dissatisfaction with the functioning of such “divisions” of the university as: the library, the canteen, and the medical department. point, dean's office, dormitory - students indicate (16%) the hostility and lack of tolerant attitude on the part of staff towards students. Also, along with this, students drew attention to the need to improve buildings and dormitories; The following proposals were made: make repairs, insulate the buildings, hang mirrors, curtains, organize places for relaxation. In fact, the recommendations listed are nothing more than the minimum necessary conditions for a normal, comfortable stay within the walls of the university.

Another important aspect for improving the work of the university is, according to students, the need for technical equipment (more computers, printers, educational literature, new equipment in classrooms), which would ensure convenience and greater productivity of the educational process.

Along with the above, measures such as:

* providing assistance in finding employment, as well as the inclusion of senior students in the profession. practice;

* social benefits scholarships for disabled people, increasing scholarships and encouraging “gifted” students;

* providing students with housing;

* better inform students about what is happening at the university;

* improving the level of education and teaching;

* improvement of the schedule;

* interview students about their problems.

It can be noted that, in general, respondents were active in answering this question. Quite a lot of proposals were made. Apparently, students really do not have enough so-called “feedback” from the leadership of the university; there is a need to speak out (sometimes complain, criticize), and make suggestions. This gives reason to believe that students still have their own position, their own opinion, but do not always have the opportunity to express them.

And finally, the third series of questions revealing students’ opinions regarding at what level the problems of student youth should be solved. Let us briefly analyze the data obtained. The first question asked in the questionnaire was: “At what level, in your opinion, should the issue of providing students with housing be resolved?” The results are presented in the form of a diagram (See Fig.5)

Rice. 5 Students’ opinions on the level at which the housing issue should be resolved.

The majority nevertheless expressed the view that responsibility for providing housing for nonresident students falls on the university where the young person is studying (66%). Only 26% of respondents hold the state responsible. And only 4% answered that “this is a problem for the students themselves.” Speaking about the organization of events and leisure clubs for students, the majority of respondents also place responsibility on the university (52%), only 12% believe that this issue needs to be resolved at the state level. However, in this matter there is a high percentage of those who believe that students themselves should organize their leisure time - 32%. In the question regarding responsibility for the health of students, the state again has very low expectations - only 18% answered that “The state should be involved in improving the health care system.” The answer “The university where the student studies” was also chosen by a small number of respondents - 20%. And students consider themselves to a greater extent responsible for maintaining their health (60%).

As we can see, respondents see the state to a lesser extent as the main subject of solving current problems of student youth. What explains this? Perhaps because young people have lost “a sense of faith in their native state” and do not hope to receive any tangible help from it. Much “closer” to the student with his problems is the university and its leadership, which should provide students with satisfactory learning conditions. Ultimately, students today rely more on their own strengths, as well as on the university they entered (which, in turn, needs to improve the work of its structures and new equipment).

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• HEALTH
• STUDENTS
• FOOD QUALITY AND MODE
• FOOD PRODUCTS
• DIET
• FAMILY COMPOSITION

The article is devoted to the study of the quality and diet among modern students. It was revealed that with age, students’ attitude to nutritional rules becomes less responsible, which may be explained by changes in the quality and lifestyle (work, family, etc.). As a result of the study, it was determined that the diet of most students is provided with basic nutrients: proteins, vitamins and minerals.

• Individual psychological characteristics of students’ health
• A healthy lifestyle is a necessary condition for life safety
• Monitoring the physical activity of university students
• Using a barefoot computer simulator “breathing” to preserve and strengthen the health of students
• Nitrate content in vegetables grown under industrial and home production conditions

Relevance

Recently, more and more attention has been paid to the problem of students’ health, since in Russia 35% of students have chronic diseases. Also, the deterioration of the population's health leads to significant socio-economic losses. Analyzing the state of the health problem, in particular, of students, it is clear that this is one of the reasons for their poor attitude towards their health, towards a healthy lifestyle, and entails negative consequences. The deterioration of students' health during their studies at a university is largely due to the adverse effects of social and hygienic environmental factors and hereditary genetic predisposition. A change in the usual routine of a student entering a university is also a fact.

Another factor is the change in the student’s usual schedule due to the combination of two aspects of activity, work and study. Often, students are engaged in unskilled labor: they work as loaders, waiters, security guards, as a rule, this happens in the evening or at night. Already in the first years, more than 30 percent of boys and 15 percent of girls combine study and work. This leads to a significant disruption of the daily routine. About a third of students eat hot food only once a day. The problem of proper nutrition among students is widespread throughout the world. It is students who often prefer semi-finished products and often eat whenever and wherever necessary, just to quickly satisfy their hunger.

Many studies have shown that the Western style of eating is popular among students. This style of eating is monotonous, saturated with animal fats and sugars, a large number of sandwiches washed down with carbonated drinks, a very small amount of vegetables, fruits, cereals, and roots is used. Quite often, students, during breaks between classes, snack on anything they can find: chips, cookies, chocolate, sparkling water. Some individuals “quench their hunger” by smoking a cigarette. In a modern city, students spend a lot of time on the road, which also encourages them to snack or satisfy their hunger at fast (but unhealthy) food establishments.

The purpose of the study was to identify the characteristics, regime and quality of nutrition of modern students of the Arzamas branch of UNN.

Materials and methods

The study was conducted among 1st-2nd year students aged 17-20 years old based on the results of filling out the “Student Health Passport” as part of research work at the Arzamas branch of Nizhny Novgorod State University named after N.I. Lobachevsky during the 2013/14 academic year. year 373 students (60 boys and 313 girls) participated in the study. During the study, a survey was conducted, including 24 questions, aimed at identifying the characteristics, mode and quality of nutrition of modern students. Processing of statistical data was carried out in the Excel-2003 editor.

Research results

Based on the results of the survey, it was found that when purchasing products, priority (56.1%) is given to the expiration date, 32.4% of students choose a product taking into account its cost, and 11.5% of those studied do not pay attention to the quality of the products at all. Many students (23.6%) do not even have an idea about the negative impact of genetically modified organisms, therefore, they do not pay attention to their presence in the diet. Of the respondents, 7.1% of students know nothing about food additives, and 24.3% are not interested in their effect on the health of the body.

27.2% of respondents answered that they often eat dry food, and 34.3% regularly eat kirieshki, kompashki, chips and other similar products.

In order to study the composition of the quality of the students’ diet and the regularity of consumption of basic food products, a survey was conducted, the results of which are presented in Table 1.

Table 1

Types of foods consumed by students during the week, %

According to the data presented in Table 1, we can observe that students most often consume baked goods, cereals and potatoes (97.9%), in second place are meat products, vegetables and fruits, as well as various sweets (69.2%, 68 .3% and 68.6% respectively). Fish and seafood are consumed less frequently during the week (45.1%), and dairy products are consumed even less frequently – 32.4%.

As an “advantage”, it can be noted that meat products, vegetables and fruits are often consumed by students, i.e. the diet of most students is provided with basic nutrients: proteins and vitamins. The downside was that students consume sweets more often than normal.

During the study, using a questionnaire, we determined 3 groups of students according to the degree of compliance with the principles of rationality and balanced nutrition (Fig. 1). We see that in first year students aged 17-18 years, more students (22.1%-21.1%) follow the principles of nutrition than senior students aged 19-20 years (14.2%-6.4% ). It was revealed that with age, students’ attitude to nutritional rules becomes less responsible, which may be explained by changes in the quality and lifestyle (work, family, etc.).

Figure 1

Taking into account the different social status of students (family composition, place of residence, study profile), the degree of nutritional rationality was studied (Table 2). Students from intact families have a more balanced diet (28.5%). Violation of the principles of rationality in percentage terms is observed less among them (57.2%) than among students from single-parent families (64.8%).

Based on the results of this table, we can observe a more balanced diet among students from rural areas (19.7%). Students from the city are more likely to have problems with eating disorders (63.3%) than students from rural areas (51.4%). This may be due to the fact that in rural areas the conditions and environment have a positive effect on the health of students.

Among students of humanitarian profiles, more problems arise with rational nutrition (24.4%) than among students of natural science profiles (15.8%). This may be explained by the fact that students devote more hours to specialized subjects that are related to health issues.

Table 2

Diet of students depending on family composition

Social status	Rational and balanced nutrition	Nutrition with periodic violation of the principles of rationality and balance of foods	Irrational and unbalanced nutrition
Students from two-parent families
Students from incomplete
Students from the city
Students from rural areas terrain
Students of humanities (IFF, PPF, FDiNO)
Students of natural sciences (physics and mathematics, EHF)

During the survey, the regularity of food intake during the day was analyzed (Table 3)

Table 3

Results of a study of students' diet

Number of meals					students

From Table 3 we can conclude. First year students have a more rational diet. The number of meals is on average 4-5 times a day. With age at 19-20 years, this number noticeably drops to 2-3 times. This may be explained by the fact that in senior years students combine study with work, the study load increases, thereby reducing meal time to a minimum.

Conclusion

Nutrition is the basis of a healthy lifestyle. At a young age, according to statistics, eating disorders are visible, especially among students. They can be caused by a number of reasons (for example, gastritis can be caused by poor nutrition, nervous exhaustion, smoking, and colitis can be caused by an unbalanced diet). Damage to your own kidney tissue, nephrosis and nephritis, can be caused by drunkenness, drug addiction, substance abuse, or excessive consumption of spicy, smoked and pickled foods.

In order to avoid serious health problems in middle and adulthood, you should take care of this from a young age, so as not to create problems for yourself and the future generation.

Based on the results of the study, we can conclude that students aged 17-18 years have a more rational diet, and from the age of 20-21, the attitude towards healthy eating rules noticeably worsens.

References

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5. Dobrotvorskaya, S.G. Factors of self-development and healthy longevity of a person / S.G. Dobrotvorskaya. - Kazan: Center for Innovative Technologies, 2007. - 132 p.
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