Variable management solutions for risk reduction in educational institutions
The problem of dissatisfaction with their social status, relationships with other people, achievements in society is one of the main ones in determining the conflict behavior of young people. Therefore, the relevance of the study is determined by the importance of identifying the role of social frustration in the formation of conflict-prone social communication of students of higher educational institutions. The article considers the issues of identifying social frustration, the causes of its occurrence, factors affecting the formation of students ' conflict behavior, the relationship of the state of frustration with personal conflict. The purpose of the study is to identify and analyze the influence of the state of frustration on the increase in social risks of conflict in the student environment. Research methods are comparison, generalization, analysis of documents and annual surveys of satisfaction with studying at a higher educational institution, the method of diagnosing the level of social frustration by L I. Wasserman, the psychological test "Assessment of ways of responding to conflict" by K.N. Thomas. The use of these methods made it possible to analyze the subject under consideration in the interrelation and interdependence of its constituent elements, in their integrity, comprehensiveness and objectivity. The results of the study confirmed the hypothesis that the social frustration of students affects the style of behavior in a conflict situation and is a factor that generates conflictogenicity in social communication. The practical significance of the study is to identify and describe the mechanism for reducing the level of social risks of conflict in the educational process.