SOCIO-PSYCHOLOGICAL FACTORS OF FORMATION CIVIC IDENTITY OF STUDENTS IN NEW REGIONS OF RUSSIA

Abstract

The article examines the socio-psychological and pedagogical features of the formation of civic identity among students in the new subjects of the Russian Federation. The authors identified key factors of identity deformation: prolonged stay in a different sociocultural field, the phenomenon of identity “breaks” (binary self-awareness, crisis of continuity, and value vacuum), and the consequences of traumatic experiences. They also identified socio-psychological barriers to integration, including anomie, dual identity, increased anxiety, and distortion of historical memory. The authors substantiated the specifics of educational work in a crisis-type socialization environment, based on the principles of dialogue, empathy, security, and trust. The article presents a structural model of the formation of civic identity, which includes the stages of diagnostics, creation of a safe environment, dialogical reflection, and inclusion in creative activities. Special attention is paid to the role of commemorative practices as a mechanism for restoring historical memory and psychological rehabilitation. The authors conclude that educational activity in the context of a crisis type of socialization acquires the features of socio-pedagogical rehabilitation. The principles of dialogue, empathy, security, trust in institutions, and creativity are the basic guidelines for building the educational process. Achieving the goals of forming a civic identity and, consequently, integrating new regions into a single socio-cultural space of the Russian Federation requires the combined efforts of all subjects of educational activity: teaching staff, management of educational organizations, representatives of local public authorities and, of particular importance, families in which students are brought up.