Abstract:

Introduction:
Self-assessment of the educational success appears to be one of the stable regulators of educational activity. It determines the student's choice of a certain educational strategy, predicts his/her orientation towards the educational and professional future. Article presents the typology of students according to their level of success in education, and their educational strategies according to each type of students.

Research Methods:
The empirical basis is based on the results of a massive online survey of college students conducted in 2021 in a large industrial region of Russia (Sverdlovsk region), carried out at multistage sampling. A cluster selection of educational organizations was arranged in 8 administrative districts of the region. The questionnaires were published on the website of educational organizations. The sample was based on the open statistical data on the number of students in the Sverdlovsk region. The sample size was 1349 people.

Results:
The TwoStep cluster method was used to analyze the self-assessments of the educational success of college students. The division was made in the set of characteristics: “attitude to learning”; "The amount and quality of knowledge gained during training"; "The ability to apply the knowledge gained in practice"; “General academic achievement”. The result performed in two clusters: first (42%) is characterized by a high, and the second (58%) - a reduced level of self-esteem of students. “Unsuccessful” students appeared to be more passive in choosing a strategy for the future associated with the educational and professional spheres. In addition, 48% of “unsuccessful” students see education as dysfunctional, it does not guarantee success in life, high status, does not make life more interesting. For “unsuccessful” students, higher subjective risks of achieving formal results of educational activity (getting points, grades, and diplomas) are important. The adaptive capabilities of “unsuccessful” students are almost half that of “successful” students. They are more likely to face the problems of organizing and implementing the educational process.

Conclusions:
An analysis of the educational strategies of college students showed that the discrepancy between the institutional standards of student success correlates with the denial of the positive role of education in their lives and the orientation towards avoiding formal and non-formal education in the future. In the structure of this educational community, a special group of stigmatized “unsuccessful” students has formed, actively rejecting education as a type of activity. The emerging negative trends require special management decisions for the implementation of an individualized approach to the organization of educational activities of students in this group.

Keywords:

Vocational education, educational success, self-esteem, risks in educational activities.