Pedagogical prevention of extremism: the importance of identifying irrational attitudes and the expression of ethnic identity of university students

the article analyzes the results of an empirical study of the relationship between irrational attitudes and the severity of ethnic identity as indicators of university students' propensity to extremist manifestations. To identify the relationship between irrational attitudes and the severity of ethnic identity as indicators of university students' propensity to extremist manifestations, we applied a diagnostic tool: A. Ellis's method for diagnosing irrational attitudes; J. Finney's method for measuring the severity of ethnic identity; and Spearman's r-correlation coefficient. The study revealed that attitudes regulating students' social expectations and personal standards have the greatest impact on the characteristics of ethnic self-determination and emotional involvement in an ethnic group, while other irrational attitudes do not play a significant role in these processes. The importance of diagnosing these characteristics of students is associated with the possibility of more effective organization of the university's work on the pedagogical prevention of extremist manifestations among students, since it allows us to identify groups of students most susceptible to extremist ideology; determine sources of tension in the educational environment of the university and the possibilities for their timely elimination; systematically monitor changes in interethnic relations between students; develop effective preventive programs that take into account the cultural characteristics and value orientations of students.

pedagogical prevention, students, university educational environment, extremist manifestations, irrational attitudes, ethnic identity