The dissertation consists of a list of abbreviations, an introduction, three chapters containing subsections, conclusions to each chapter and general conclusions, a list of references containing 171 titles, 32 of which are in English, and appendices.
The introduction defines the object and subject of the research, substantiates the relevance of the dissertation topic, its scientific novelty, practical significance, comments on the approbation, describes the structure of the dissertation and its main content.
The relevance of the dissertation topic is determined both by its social significance and specificity in the realities of today, and by the insufficient study of gender peculiarities of motivational factors for achieving success at the stage of studying in higher education institutions.
The problem of success in psychological science is multifaceted and has a wide field for research. Of particular interest is the study of the motivational factors of youth as basic for the formation of personality success in later life. The identification of gender differences in the motivational factors of success remains poorly understood.
In the first section «Theoretical Approaches to the Study of Motivational Determination of Success», based on the definition of theoretical approaches and different scientific positions of both foreign and Ukrainian scientists to the study of the research problem, the author analyzes the scientific achievements of scientists in the fields of philosophy, pedagogy and psychology, which reflect both the
essence of the concepts of success and success, and the specifics of the manifestation of their motivational factors. It is proposed to consider success as both a process and a result of personal development and life in general, with success defined as an existential formation and indicator. The approaches to the study of motivational factors of success are generalized. In terms of the latter, the gender specificity of the motives for success is determined and it is assumed that there is a gender asymmetry in the motivational differences and life aspirations of university students.
The second chapter, «Empirical Study of Gender Specifics of Motivation to Achieve Success», builds the conceptual framework for the possibilities of studying the motivational determination of success. The key components of this concept are the five-factor model of personality, which describes the basic qualities of a person at the global level, as well as specific personality traits associated with each of the five dimensions.
The generalization of existing data on the subject of the study made it possible to identify and describe three groups of methods. Namely: methods for studying the motivation to succeed; methods for studying the gender identity of a person; methods aimed at studying personality traits as probable determinants of motivation to succeed. In total, 15 methods were selected on the basis of generalization, and then 10 were selected for the main research. They made it possible to quantify 10 indicators, respectively. The total sample of respondents amounted to 174 people.
The second section also presents the results of an empirical study of the peculiarities of motivation to succeed among university students.
The selection of criteria for the motivational determinants of success is substantiated in the course of the confirmatory experiment. As a result of an in-depth study of scientific works on the above-mentioned problem, we managed to identify a set of personal traits that can act as determinants of success: self-efficacy, self-esteem, locus of control, self-confidence, stress resistance, empathy and extraversion.
The psychodiagnostic toolkit, which consisted of two methodological blocks, made it possible to determine the psychological characteristics of the manifestation of these determinants in modern youth.
The first block of the study determined the general level of achievement motivation, the type of gender identity of the respondents, and career orientations.
A high level of achievement motivation was demonstrated by a third of students. This indicates that they are ready to make significant efforts to achieve their goals. A low level of success motivation among students may indicate a low level of self-confidence. This is a sign that these people either value themselves and their abilities very highly or very lowly.
It turned out that there is not a single androgynous person among the respondents, neither male nor female. Men are dominated by masculinity. In women, masculinity and femininity are represented in almost equal proportions.
