Abstract
Introduction. For the period until 2025, the most important goals and concerns of the state youth policy of the Russian Federation should be focused on instilling traditional family values, ensuring a positive attitude towards family and marriage among young people, as well as creating the image of a successful young family focused on having many children. The implementation of these goals raises the question of what determinants contribute to the formation of harmonious, complete, and adequate ideas about fatherhood among student youth. Methods. This study reports and generalizes the content of the related psychological and pedagogical literature. The Personal Moral Self-determination questionnaire by A. E. Vorob'eva and A. B. Kupreichenko was used to determine a dominant moral orientation. The study used the following psychological assessment instruments to diagnose the content characteristics of ideas about ideal fatherhood: (a) Osgood’s semantic differential (a modified version), (b) the Incomplete Sentences Test, and (c) the Role Expectations and Claims in Marriage questionnaire by A. N. Volkova. Mathematical and statistical methods included criteria for comparing distributions, multiple regression analysis, and correlation analysis. Results. This study demonstrates for the first time a significant influence of moral personality orientations on the value of the ‘ideal father’ category for young men and women. This section includes a description of the content of ideas about ideal fatherhood depending on students’ moral orientations and gender. Discussion. A comparative analysis of statistical data allows us to conclude that there are significant differences in the ideas about the ideal father depending on the moral orientation of young men and women. The presented data open the way for a number of promising directions of research in the subject area of the psychology of fatherhood, including 1) practice-oriented development of technologies for the formation of complete and adequate ideas about fatherhood by educating students with a humanistic and world-creating orientation; 2) identification of age-related differences in ideas about fatherhood depending on an individual’s moral orientation to determine the age period as sensitive for the development of a value-positive attitude towards fatherhood among students.
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