Abstract: The subject of this research is the socio-economic factors of students' academic performance. By socio-economic factors, the author means those factors in which people's lives are influenced by their economic status, origin and occupation. The author examines the main determinants affecting the educational activities of students. The author analyzes in detail the relationship between the financial situation of a student's family and his academic results. Such indicators as income level, housing conditions, availability of educational resources and the possibility of additional training are considered. Statistically significant correlations between these indicators and students' academic performance are revealed. The influence of education and professional employment of parents, their social circle and the degree of involvement in the educational process is investigated. It analyzes how social connections and family resources contribute to or hinder academic success. The sample used for the survey consists of students of higher educational institutions in Barnaul. The sample is based on a cluster selection system for respondents. The sample population of the study consisted of 228 respondents. The author came to the conclusion that among the main factors affecting academic performance, one can single out the financial situation of students' families, housing conditions, job availability, motivation to study, and others. These factors must be taken into account when developing educational programs and strategies for the development of educational institutions. Further research in this area may be aimed at a deeper study of the identified factors, as well as at expanding the sample to include other regions. This will provide a more complete picture of the impact of socio-economic factors on students' academic performance and develop more effective measures to improve the quality of education. The author also emphasizes the need to develop and implement effective social programs aimed at creating equal educational opportunities for all students, regardless of their socio-economic background.

Abstract: Special attention was paid to the employment of graduates of higher educational institutions in Soviet times, when planned state policy distributed graduates to various state-owned enterprises depending on the education they received. It is important to note that on the periphery of the centuries there has been some shift in the idea of a career. If earlier a career was understood as moving up the career ladder, today a career is planned as mastering a variety of practices that complement and develop a person (self-development, a high level of extracurricular, additional activities). Thus, a logical question arises: how do graduates imagine their future careers and whether they think about it at all. How aware are graduates of their employment opportunities in principle and does the university contribute to students' awareness of careers and career opportunities.  The selection method was a quota sample with elements of spontaneous selection of respondents. We selected two methods for the study: qualitative (in-depth interview) and quantitative (questionnaire). Together, these methods give the researcher the most accurate idea of the subject under study. Thus, the tools for conducting empirical sociological research were developed based on this methodology. Data analysis has shown that a well-chosen profession increases self-confidence, life satisfaction, and reduces problems related to physical and mental health. And the personal level of "quality of life", responsible for satisfaction, has a significant impact on social, objective indicators of quality of life. Theoretical approaches are analyzed to describe the formation and content of graduates' career trajectories. The psychological approach focuses on the study of self-perception, self-regulation of consciousness, and the process of choice. Pedagogical is based on the formation of certain professional interests and inclinations, the suitability of an individual for a particular profession. Sociologists and economists consider the career trajectories of graduates from the point of view of the need for this profession in society and taking into account the socio-economic relations of the specialized workforce within the organization. In this context, the scheme of professional specialization, types of career guidance and career growth, all kinds of careers of an employee and a graduate are considered. Personality-oriented, sociological, managerial-organizational, biomedical, pedagogical, legal regulation, complex (differentiated) approaches to career guidance are disclosed.

Abstract: In the modern world, there is a significant number of collisions in the Internet space, which occur not only in interpersonal communication online, but also on various social networks with a large number of participants. Almost any social network that supports the function of discussion, commenting on the information provided, allows you to observe a number of pre-conflict and conflict situations. Despite the fact that the space in which communication takes place is virtual, the consequences of conflicts in it can be more than real, both for an individual and for a number of participants. Conflict situations can have an impact on the daily life of opponents and collectively affect social processes in society. In his work, the author studies in depth the nature of conflicts in social networks. The study was implemented through a quantitative method of collecting information – a survey in the form of a questionnaire. The general totality of the study was made up of students from Barnaul who are users of social networks. The study was conducted using a selective method. The sample totals 367 respondents. The sample size was determined by the capabilities of the researcher. A single-stage sampling was used, the selection unit was specific students. According to the results of the study, the following conclusions were made.
Firstly, the vast majority of students use social networks every day, but only half of them have participated or are involved in conflicts. Secondly, students most often conflict on social networks with strangers and in community comments. Thirdly, trolling is still one of the important problems of social networks. A significant part of the (interviewed) students became victims of trolls. Fourth, most of the conflicts in social networks in which students participate are short-lived and occur through verbal debates. Fifth, most students choose a more "peaceful" behavior strategy.
Sixth, many students determine the beginning of a conflict in a social network by negative emotions from interaction and consider the presence of physical distance to be the main feature of the described conflicts.