Volume 12 Issue 4 was published. 
The main theme of the issue: Risks of Interethnic Conflicts in the Context of Contemporary Social Transformations
The articles are published in the Bulletin of the Institute of Sociology (Vestnik Instituta Sociologii) in Russian with a special supplement in English.
There are some full-text articles translated into English that originally was published in the journal in Russian.
For full-text articles in English please click here
2021. Vol. 12. No 4 published 12/27/2021
2021. Vol. 12. No 3 published 09/30/2021
2021. Vol. 12. No 2 published 06/30/2021
2021. Vol. 12. No 1 published 04/01/2021
All Issue:

2021 ( Vol. 12)  |  4   3   2   1  
2020 ( Vol. 11)  |  4   3   2   1  
2019 ( Vol. 10)  |  4   3   2   1  
2018 ( Vol.   9)  |  4   3   2   1  
2017 ( Vol.   8)  |  4   3   2   1  
2016 ( Vol.   7)  |  4   3   2   1  
2015 ( Vol.   6)  |  4   3   2   1  
2014 ( Vol.   5)  |  4   3   2   1  
2013 ( Vol.   4)  |  2   1  
2012 ( Vol.   3)  |  2   1  
2011 ( Vol.   2)  |  2   1  
2010 ( Vol.   1)  |  1  

Krzhizhanovskogo Street, 24/35, korpus 5, 117218, Moscow, Russia

Tel.: +7 (499) 128-85-19
Fax: +7 (495) 719-07-40

e-mail: vestnik@isras.ru

Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences

web-site: https://www.fctas.org

Self-evaluation of educational success as an institutional phenomenon: sociological analysis of efficiency and intrasystem contradictions

Elena A. Shuklina Doctor of Sociology Yeltsin Ural Federal University, Ekaterinburg, Russia,
mailto: e.a.shuklina@urfu.ru
ORCID ID=0000-0001-6478-4332
Self-evaluation of educational success as an institutional phenomenon: sociological analysis of efficiency and intrasystem contradictions.
Vestnik instituta sotziologii. 2021. Vol. 12. No. 3. P. 99-119

DOI: 10.19181/vis.2021.12.3.739

The reported study was funded by RFBR, project no. 19-29-07016

Дата поступления статьи: 20.05.2021
This Article is downloaded: 57 times
Topic: Economics and education social adaptation: Russian specifics

For citation:
E. A. Shuklina. Self-evaluation of educational success as an institutional phenomenon: sociological analysis of efficiency and intrasystem contradictions. Vestnik instituta sotziologii. 2021. Vol. 12. No. 3. P. 99-119
DOI: https://doi.org/10.19181/vis.2021.12.3.739


In the context of the institutional transformation of education and the complication of the processes of its functioning and development in the information age, the problem of analyzing the self-assessment of educational success as a subjective regulator of human educational activity becomes of particular importance. The article examines the subjective assessment of success in formal education as a reflection of students' ideas about the degree of compliance with the system of institutional requirements through their acceptance / rejection. The analysis of the problems of educational success is bazed on the material of a large-scale sociological study of schoolchildren, students of secondary vocational education (SVE) and universities of the Sverdlovsk region (N = 2489 people). There were carried out the typologization of subjects of educational activity in accordance with the level of self-assessment of educational success; comparison of the types identified during the transition from one subsystem of education to another (school - secondary vocational education - university); determination of individual-personal and institutional contradictions and conflicts in the assessment of educational success as points of growth, the search for coordination of the needs and interests of the individual, on the one hand, and education as a social institution, on the other.

The author comes to the conclusion that the self-assessment of educational success is a stable institutional construct that uniformly regulates educational activity at all stages of education, carrying out the process of differentiation of its subjects. At the same time, it can be dysfunctional in relation to the institution of education, its implementation of an adaptive, socio-cultural function, the function of professional self-determination.

The results of the sociological study demonstrated that the institutionally formed model of self-assessment of success for educational communities in the current conditions is not optimal. Gradually transforming in accordance with the needs of students, the possibilities of the educational institution, the challenges of the time, it will have to change, creating conditions for broader prospects and diversity of the educational and professional future of students.


institute of education, educational success / failure, educational communities, educational motivation, professional self-determination

  1. Abels H. Interaction, identity, presentation. An Introduction to Interpretive Sociology. St. Petersburg, Aleteya, 2000: 272 (in Russ.).

  2. Berger, P. L., Luckmann, T. The Social Construction of Reality. A Treatise on sociology of Knowledge. Transl. from Eng. by E. Rutkevich. Moscow, Medium, 1995: 323 (in Russ.).

  3. Birina O. V. Ponjatie uspeshnosti obuchenija v sovremennyh pedagogicheskih i psihologicheskih teorijah [The concept of the successful training in modern pedagogical and psycho­logical theories]. Fundamentalnye issledovaniya, 2014: 8-2: 438–443 (in Russ.).

  4. Bourdieu P. Reproduction elements for a theory of the teaching system. Transl. from Fr. by N. A. Shmatkom. Moscow, Prosveshchenie. 2007: 267 (in Russ.).

  5. Bourdieu P. Formy kapitala [Forms of capital]. Ekonomicheskaya sociologiya, 2002: 3: 5: 60–65 (in Russ.).

  6. Gorbunova E.V. Elaboration of Research on Student Withdrawal from Universities in Russia and the United States. Voprosy obrazovaniya, 2018: 1: 110-131 (in Russ.). DOI: 10.17323/1814-9545-2018-1-110-131

  7. Gorshkov M.K., Klyucharev G.A. Nepreryvnoe obrazovanie v sovremennom kontekste [Continuing education in a modern context]. Moscow, Yurajt, 2017: 224 (in Russ.).

  8. Zavadskaya M.A. Akademicheskaya neuspevaemost' kak sociologicheskij fenomen: perspektivy mikrosociologicheskogo analiza [Academic failure as a sociological phenomenon: perspectives of microsocial analysis]. Zhurnal sociologii i socialnoj antropologii. 2011: 14: 2: 102–118 (in Russ.).

  9. Zborovskij G.E., Ambarova P.A. The Transition of Educational Communities from Failure to Success in Human Capital Transfer. Mir Rossii, 2021: 30: 1: 88–110 (in Russ.). DOI: 10.17323/1811-038X-2021-30-1-88-110

  10. Konstantinovskiy D.L. Izmerenie neravenstva v obrazovanii [Measuring educational inequality]. Rossiya reformiruyushchayasya: ezhegodnik. Moscow, Novyj hronograf, 2018: 16: 171–191 (in Russ.). DOI 10.19181/ezheg.2018.8

  11. Heckman J. Policies to foster human capital. Voprosy obrazovaniya. 2011: 3: 73–137 (in Russ.).

  12. Cokolov S. Diskurs radikal'nogo konstruktivizma. Tradicii skepticizma v sovremennoj filosofii i teorii poznaniya [Discourse of Radical Constructivism. Traditions of skepticism in modern philosophy and the theory of knowledge]. Myunhen, Phren, 2000: 333 (in Russ.).

  13. Shmeleva E. D., Frumin I. D. Faktory otseva studentov inzhenerno-tekhnicheskogo profilya v rossijskih vuzah [Dropout Factors for Engineering Students in Russian Universities]. Voprosy obrazovaniya, 2000: 3: 110–136 (in Russ.).

  14. Shuklina E.A. Educational success in the phenomenological sociology of knowledge. Vestnik Permskogo nacional'nogo issledovatel'skogo politekhnicheskogo universiteta. Social'no-ekonomicheskie nauki, 2020: 3: 62-75 (in Russ.).

  15. Shutc A. Izbrannoe: Mir, svetyashchijsya smyslom [Favorites: A world glowing with meaning]. Transl. from Eng. and Germ. by V. G. Nikolaev et al. Moscow, ROSSPEN, 2004: 1056 (in Russ.).

  16. Berger J. B. Optimizing Capital, Social Reproduction, and Undergraduate Persistence: A Sociological Perspective. J. M. Braxton (ed.) Reworking the Student Departure Puzzle. Nashville, TN, Vanderbilt University, 2000: 95-124.

  17. Casarico A., Micheletto L., Sommacal A. Intergenerational transmission of skills during childhood and optimal public policy. Journal of Population Economics, 2015: Vol. 28: 2: 353372.

  18. Cremer H., Pestieau P. Intergenerational Transfer of Human Capital and Optimal Education Policy. Journal of Public Economic Theory, 2006: Vol. 8: 4: 529–545.

  19. Glasersfeld Е.von. Radical Constructivism. London, Falmer Press, 1996: 323.

  20. Kuh G.D., Love P.G. Cultural Perspective on Student Departure. Reworking the Student Departure Puzzle. Nashville, TN, Vanderbilt University, 2000: 196–212.

  21. Parsons T. School Class as a Social System. In: Parsons T. Social Structure and Personality. London, 1964: 130–154.

Content 2021' 38