Abstract:

Introduction:
Educational success is an urgent research polydisciplinary problem. Traditionally, it was considered within the framework of a pedagogical discussion. As a social problem, it has become actual in the last decade, when the worldwide trend of students’ failures at all levels of education and its profound economic and social consequences became obvious. The study of students' self-assessment of their educational success and its influence on the choice of a future strategy has gained relevance. The purpose of the article is to describe a typology of students based on their self-evaluation in educational success based on the empirical data. Another goal is to characterize the strategies of educational activity and professional self-determination of these students’ types.

Research Methods:
A study of the educational success evaluation of high school students in the Sverdlovsk region was carried out by the research team of the Ural Federal University (Russia) in January - February 2021 using the method of a massive online survey. The total sample size is 701 people. The sample is stratified with proportional placement. Nested selection from each stratum was used.

Results:
An empirical typology of subjects of educational activity was carried out on the basis of a TwoStep cluster analysis, based on such indicators of success, as “attitude to education”, “volume and quality of knowledge gained during training”, “ability to apply the acquired knowledge in practice”, “general academic achievement”. Two clusters were revealed: with an increased (38.6%) and a reduced (61.4%) level of self-evaluation of success. Based on the correlation analysis, it is shown that these clusters of students differ in the objective characteristics of educational success (grades, points); their attitude towards education; their learning motivation; their strategies for acquiring knowledge in the education system; their evaluation of formal and informal results of educational activities; their attitude to additional education and self-education; and their educational and professional plans for the future.

Conclusions:
The research revealed a bunch of problems and contradictions in the organization and implementation of the educational activities of high school students. Thus, a group of unsuccessful students has a reduced adaptive potential in education. They are more likely to talk about dysfunctions in formal education. In their opinion, education does not guarantee success in life, and does not give confidence in the future. “Unsuccessful” high school students are characterized by high subjective risks in achieving formal results. They are usually passive in choosing a future strategy associated with the sphere of formal education and professional self-determination. It concerns the choice of an educational institution, the choice of a profession and the ability to predict one's professional future.

Keywords:

Educational institutions, secondary education, educational success.