Success Criteria in University Education: A Transspective Analysis

Academic success indicates the high quality of university education and the readiness of students for professional tasks in society. However, criteria and factors of academic success remain understudied. The authors used the method of transspective analysis to trace the evolution of scientific ideas regarding these criteria. Classical scientific rationality focused on such objective indicators of academic achievement as knowledge acquisition and performance while ignoring personality, perception, motivation, temperament, and preferences, i.e., academic success was measured solely by academic achievements. The non-classical stage of scientific rationality considered multilevel self-regulating systems dependent on both external and internal causes, concentrating on the idea of personal agency. Subjectivity, personal traits, and activity became important characteristics of professional and personal development. The criteria for academic success expanded to include activity, self-regulation, reflection, comprehension, goal-setting, critical thinking, and independence. The post-non-classical scientific paradigm brings forward human-scale systems, where the multidimensional world of a student in academic environment is reflected in goals, values, and experiences. This world is flexible and mobile because students develop while acquiring new knowledge and processing the old one to form a unique worldview. Contemporary acmeological invariants and academic success criteria include tolerance to uncertainty, personal innovative potential, self-sufficiency, and academic involvement. The student’s image of the world is a system in the process of formation, including spatial-temporal and value-semantic characteristics while temporal, cognitive, metacognitive, and operational dimensions reflect the formation of the student’s own cognitive academic environment.

1. Adler A. The science of living. St. Petersburg: Piter, 2021, 240. (In Russ.)

2. Ananyev B. G. Psychology of pedagogical assessment. Selected psychological works. Moscow: Pedagogika, 1980, vol. 2, 288. (In Russ.)

3. Ansimova N. P., Ledovskaya T. V., Solynin N. E. The value foundations of pedagogical activity: A comparative analysis of the position of teachers and pedagogical class pupils. Psychological Science and Education, 2022, 27(1): 37–51. (In Russ.) https://doi.org/10.17759/pse.2022270104

4. Artyukhina M. S., Artyukhin O. I., Usimova D. Yu. The modern educational environment in the context of a post-nonclassical scientific paradigm. Problemy sovremennogo pedagogicheskogo obrazovaniya, 2019, (62-2): 21–24. (In Russ.) https://elibrary.ru/yxusqp

5. Atamanova I. V., Bogomaz S. A. Value and activity-based orientations of university students: The choice between safety and innovativeness. Science for Education Today, 2021, 11(1): 59–74. (In Russ.) https://doi.org/10.15293/2658-6762.2101.04

6. Babansky Yu. K. Selected pedagogical works. Moscow: Pedagogika, 1989, 560. (In Russ.)

7. Babina A. A. Value and axiological foundations of the modern educational process: Problem setting. Relevant issues of the sociology of youth, culture, education, and management: Proc. All-Russian Sci.-Prac. Conf., Ekaterinburg, 28 Feb 2014. Ekaterinburg: UrFU, 2014, vol. 3, 25–28. (In Russ.) https://elibrary.ru/vnfrzd

8. Balabashchuk R. O., Yanitskiy M. S., Seryy A. V., Braun O. A., Maslova O. V., Miklyaeva A. V., Tereshchenko V. V., Filenko I. A., Sanzhayeva R. D., Dagbaeva S. B., Neyaskina Yu. Yu., Kadyrov R. V. Transformation of space-temporal and value-semantic components of the image of the world during the university studies. Vestnik Kemerovskogo gosudarstvennogo universiteta, 2020, 22(3): 714–726. (In Russ.) https://doi.org/10.21603/2078-8975-2020-22-3-714-726

9. Balanev D. Yu., Bredun E. V., Vaulina T. A., Eremina E. V., Kabrin V. I., Lukyanov O. V., Krasnoryadtseva O. M., Podoinitsina M. A. Psychological resources for building an individual educational space. Tomsk: TSU, 2024a, 154. (In Russ.) https://elibrary.ru/dfaebf

10. Balanev D. Yu., Bredun E. V., Podoinitsina M. A. System-anthropological projections of general psychological phenomena: Conceptual identification. Tomsk: TSU, 2024b, 116. (In Russ.) https://elibrary.ru/byndnr

11. Balanev D. Yu., Kabrin V. I., Lukyanov O. V., Krasnoryadtseva O. M., Shcheglova E. A., Bredun E. V. Cognitive individual educational space: Technologies for studying and building design strategies. Tomsk: TSU, 2022, 234. (In Russ.) https://elibrary.ru/qqaslu

12. Bakhmutskiy A. E., Savinykh G. P. The post-non-classical paradigm of the development of internal quality assessment systems in general education. Izvestia: Herzen University Journal of Humanities & Sciences, 2024, (212): 20–30. (In Russ.) https://doi.org/10.33910/1992-6464-2024-212-20-30

13. Begidova S. N., Poddubnaya T. N. Professional subject position as a component of the students professional development. The Bulletin of the Adyghe State University. Series "Pedagogy and Psychology", 2012, (2): 17–24. (In Russ.) https://elibrary.ru/pdeant

14. Bogomaz S. A., Klochko V. E., Krasnoryadtseva O. M., Podoinitsina M. A. Strategies of self-realization in students. Voprosy Psychologii, 2018, (1): 49–58. (In Russ.) https://elibrary.ru/lartlv

15. Borisova N. V. Educational technologies as an object of pedagogical choice in the context of implementing the competence approach. Moscow: Issled. tsentr problem kachestva podgot. spetsialistov, 2010, 98. (In Russ.)

16. Bokhan T. G. Psychology of stress: A systematic approach. Tomsk: TSU, 2019, 139. (In Russ.)

17. Bokhan T. G., Shabalovskaya M. V., Terekhina O. V. To the question of the bases of psychological support of education among foreign students from the position of the anthropo-system approach in psychology. Pedagogical Review, 2022, (5): 158–168. (In Russ.) https://doi.org/10.23951/2307-6127-2022-5-158-168

18. Bredun E. V., Balanev D. Yu., Vaulina T. A., Krasnoryadtseva O. M., Shcheglova E. A. Temporal characteristics of students as cognitive diagnostic characteristics: The context of adaptive education. Russian Psychological Journal, 2020, 17(1): 60–73. (In Russ.) https://doi.org/10.21702/rpj.2020.1.5

19. Buravleva N. A., Bogomaz S. A. Personal characteristics of students as predictors of their readiness to innovate. Siberian Psychological Journal, 2020, (76): 155–180. (In Russ.) https://doi.org/10.17223/17267080/76/10

20. Vachkov I. V. Polysubject interaction in instructional environment. Psychology. Journal of the Higher School of Economics, 2014, 11(2): 36–50. (In Russ.) https://elibrary.ru/twhxmb

21. Galazhinsky E. V. Investigating personal self-realization quality and completeness: The psychological bases. Siberian Psychological Journal, 2006, (24): 70–76. (In Russ.) https://elibrary.ru/knvdit

22. Gioeva E. P. The phenomenon of success in the opinions of the classics of psychoanalysis and gestalt psychology. Modern Problems of Science and Education, 2014, (6). (In Russ.) URL: https://science-education.ru/ru/article/view?id=15797 (accessed 28 May 2025). https://elibrary.ru/tgrcir

23. Grebneva D. M. Educational success as a process and result of pedagogical cooperation. Pedagogical Education in Russia, 2011, (1): 51–57. (In Russ.) https://elibrary.ru/ndkiaz

24. Gulyants S. M. Essence of a person-oriented approach in training from the point of view of modern educational concepts. Vestnik Chelyabinskogo gosudarstvennogo pedagogicheskogo universiteta, 2009, (2): 40–52. (In Russ.) https://elibrary.ru/kbxcif

25. Dvoretskaya M. Ya., Loshchakova A. B. Image of successfulness in the modern psychological research. Mir Nauki, 2016, 4(2). (In Russ.) URL: http://mir-nauki.com/PDF/09PSMN216.pdf (accessed 30 May 2025). https://elibrary.ru/wcjapv

26. Dyachuk A. Individual predictors of student academic success. Sovremennaya analitika obrazovaniya, 2024, (2): 198–220. (In Russ.) https://elibrary.ru/gmpwpz

27. Emelyanova I. N., Teplyakova O. A., Teplyakov D. O. The student’s subjective position as a condition for success in mastering a profession. Higher Education in Russia, 2023, 33(5): 9–30. (In Russ.) https://doi.org/10.31992/0869-3617-2024-33-5-9-30

28. Zakharova U. S., Vilkova K. A. Student agency in traditional and distance learning from their instructors’ perspective. Journal of Modern Foreign Psychology, 2020, 9(3): 87–96. (In Russ.) https://doi.org/10.17759/jmfp.2020090308

29. Zentsova I. M., Richter T. V. Comparative characteristics of readiness to conduct professional activities among students of technical and pedagogical universities. Science for Education Today, 2025, 15(3): 139–158. (In Russ.) https://doi.org/10.15293/2658-6762.2503.07

30. Znakov V. V. Psychology of the subject as methodology of human existence understanding. Psikhologicheskii Zhurnal, 2003, 24(2): 95–106. (In Russ.) https://elibrary.ru/ooxwth

31. Ivanov E. O., Klarin M. V., Osmolovskaya I. M. Modern didactics: State and growth points. Moscow: ISED RAO, 2022, 165. (In Russ.) https://elibrary.ru/fpufvj

32. Ivin A. A. The classical mode of thinking in the Modern age. Philosophy Journal, 2011, (2): 24–42. (In Russ.) https://elibrary.ru/pfpyov

33. Ishmuratova Yu. A., Morosanova V. I. Conscious self-regulation as a resource for solving professional tasks in students and professionals. Bulletin of the Moscow Region State University. Series: Psychological Sciences, 2021, (3): 129–141. (In Russ.) https://doi.org/10.18384/2310-7235-2021-3-129-141

34. Kiyashchenko L. A. Science and the phenomenon of man in the era of civilizational macro-shift. Moscow: Institut obshchegumanitarnykh issledovanii, 2023, 748. (In Russ.) https://doi.org/10.29039/978-5-88230-495-8

35. Klochko V. E. Self-organization in psychological systems: Developing personal mental space. Tomsk: TSU, 2005, 174. (In Russ.) https://elibrary.ru/qxpeuv

36. Klochko V. E., Galazhinsky E. V. Innovative potential of a personality: System anthropological context. Tomsk State University Journal, 2009, (325): 146–151. (In Russ.) https://elibrary.ru/lhqtzl

37. Klochko V. E., Galazhinsky E. V., Krasnoryadtseva O. M., Lukyanov O. V. System anthropological psychology: Framework of categories. Siberian Psychological Journal, 2015, (56): 9–20. (In Russ.) https://doi.org/10.17223/17267080/56/2

38. Kozlova N. V., Berestneva O. G., Sivitskaya L. A. The academic potential of acmeology. Tomsk: Optimum, 2007, 144. (In Russ.) https://elibrary.ru/vnmyqd

39. Kolysheva T. A., Levina S. V. Pedagogical conditions for improving the natural science education of students – future teachers at the stage of post-non-classical science. Samara Journal of Science, 2023, 12(4): 219–223. (In Russ.) https://doi.org/10.55355/snv2023124307

40. Korzh E. M. Criteria for assessing life success. Sovremennaya Sotsialnaya Psikhologiya: Teoreticheskie Podkhody i Prikladnye Issledovaniya, 2008, (1): 31–47. (In Russ.) https://elibrary.ru/msngup

41. Kornetov G. B. Psychological pedagogy of Edward Lee Thorndike. Article 4. Connectionism of the American researcher. Innovatsionnye Proekty i Programmy v Obrazovanii, 2022, (5): 20–30. (In Russ.) https://elibrary.ru/yzjbbo

42. Kotova S. S. Technologies of self-organization and self-development. Ekaterinburg: RSVPU, 2022, 195. (In Russ.) https://elibrary.ru/gnvtcs

43. Kraevsky V. V. Methodology of pedagogy. Cheboksary: Chuvash University, 2001, 243. (In Russ.)

44. Krasnoryadtseva O. M., Eremina E. V., Podoinitsina M. A. Dominant strategies for solving sensorimotor tasks in students with different cognitive resource experience. SibScript, 2024, 26(5): 701–713. (In Russ.) https://doi.org/10.21603/sibscript-2024-26-5-701-713

45. Kudinov S. I., Kulishevskaya I. V. Peculiarities of self-actualization of students with different behavioral strategies. Psychological and Pedagogical Search Academic Journal, 2019, (2): 62–70. (In Russ.) https://elibrary.ru/akfjmd

46. Kuznetsova A. Ya., Omelchenko E. A. Modern paradigms of education in the context of the theory of scientific revolutions. Concept, 2017, (11): 215–224. (In Russ.) https://doi.org/10.24422/MCITO.2017.11.8152

47. Kureychik V. M., Pisarenko V. I. The synergetic approach in pedagogical design of the higher school education environment. Open Education, 2014, (3): 55–62. (In Russ.) https://elibrary.ru/sexkut

48. Leskova I. A. Steps towards a post-nonclassical methodology of higher education (logical-semantic approach). Pedagogika i Prosveshchenie, 2021, (1): 81–102. (In Russ.) https://doi.org/10.7256/2454-0676.2021.1.34084

49. Litvina S. A., Muravyova O. I., Atamanova I. V., Bogomaz S. A. Psychological predictors of innovativeness as an integral personal characteristic. Siberian Psychological Journal, 2021, (79): 74–88. (In Russ.) https://doi.org/10.17223/17267080/79/5

50. Loginova I. O., Zhivaeva Yu. V., Stoyanova E. I. Stability of the human life world as a characteristic of his self-realization. Krasnoyarsk: Reshetnev University, 2021, 140. (In Russ.) https://elibrary.ru/dluugj

51. Lukyanov O. V., Kirilyuk M. I. Broadening of category frameworks in systemic anthropological psychology. Siberian Psychological Journal, 2024, (94): 173–186. (In Russ.) https://doi.org/10.17223/17267080/94/10

52. Lyaudis V. Ya. Innovative education and science: Scientific and analytical review. Moscow: INION, 1992, 51. (In Russ.)

53. Makarova N. S. Transformation of higher school didactics. Omsk: OmSPU, 2011, 180. (In Russ.) https://elibrary.ru/xasacv

54. Makarova N. S. Higher education didactics: From classical foundations to post-non-classical perspectives. Moscow: Iurait, 2025, 172. (In Russ.)

55. Mamaeva I. A. Methodology for assessing student learning success. Modern Problems of Science and Education, 2008, (4): 85–86. (In Russ.) https://elibrary.ru/iydbzx

56. Manerov D. Kh., Koroleva N. N., Bogdanovskaya I. M. Methodology of post-non-classical psychology and training of practical psychologists. Bulletin of Practical Psychology of Education, 2007, (4): 56–60. (In Russ.) https://elibrary.ru/wijrad

57. Merikova M. A. On the path to success: The influence of motivation and self-regulation resources on the academic achievements of university students. Psychological-Educational Studies, 2024, 16(1): 39–57. (In Russ.) https://doi.org/10.17759/psyedu.2024160103

58. Meskov V. S., Mamchenko A. A. Cognitive and competence education paradigm. Shkolnye tekhnologii, 2011, (3): 46–62. (In Russ.) https://elibrary.ru/oeerol

59. Morosanova V. I. Diagnostics of individual-style features of self-regulation in students’ academic activities. Voprosy Psychologii, 1994, (5): 134–140. (In Russ.) https://elibrary.ru/zbgbxv

60. Nagorniak A. A. Modern approaches to organizing the educational process at university. Uspekhi Sovremennogo Estestvoznaniia, 2013, (5): 75–77. (In Russ.) https://elibrary.ru/qanwgr

61. Nelyubin N. I. The methods of the research of thinking in the perspective of the development of Russian psychology. Рsychology in Education, 2024, 6(3): 349–361. (In Russ.) https://doi.org/10.33910/2686-9527-2024-6-3-349-361

62. Ostanina S. A., Ptitsyna E. V. Competence approach to teaching university students in conditions implementation of educational standards of the third generation. World of Science. Pedagogy and Psychology, 2019, 7(5). (In Russ.) URL: https://mir-nauki.com/PDF/54PDMN519.pdf (accessed 30 May 2025). https://elibrary.ru/ycwogq

63. Pavlova E. V., Krasnoryadtseva O. M. Resource of involvement as a psychological characteristic of the correspondence degree between a person and the educational environment. Siberian Psychological Journal, 2021, (81): 52–78. (In Russ.) https://doi.org/10.17223/17267081/81/3

64. Pankratova I. A., Rogova E. E. Especially due professional orientation and understanding of the successful career of students. Naukovedenie, 2012, (3). (In Russ.) URL: https://naukovedenie.ru/sbornik12/12-62.pdf (accessed 28 May 2025). https://elibrary.ru/pvuzjj

65. Pankratova I. A. Approaches to the study of the category of success in foreign psychology. Psychology of innovative professional and personal academic space: Proc. 10th Sci.-Prac. Conf., Ekaterinburg, 24 Nov 2011. Ekaterinburg: RSPPU, 2011, 40–44. (In Russ.) URL: https://elar.uspu.ru/bitstream/ru-uspu/19058/1/pipo_2011_10.pdf (accessed 30 May 2025).

66. Perikova E. I., Atamanova I. V., Bogomaz S. A. Innovativeness of personality: A study of parameters of psychological system of activity of university youth. Psychology. Journal of the Higher School of Economics, 2020, 17(4): 719–736. (In Russ.) https://doi.org/10.17323/1813-8918-2020-4-719-736

67. Perminova L. M. From classical to post-non-classical concepts in didactics and teaching. Pedagogika, 2009, (8): 7–14. (In Russ.) https://elibrary.ru/kzxwln

68. Piriatinskii A. R. Academic success of students as an indicator of educational results. Molodoi Uchenyi, 2025, (22): 643–647. (In Russ.) https://elibrary.ru/lkxihw

69. Pogozhina I. N. The models of relationship between training and psyche development in cultural-historical and activity approaches. Psychological Science and Education psyedu.ru, 2016, 8(3): 16–31. (In Russ.) https://doi.org/10.17759/psyedu.2016080302

70. Rikel' A. M. Some aspects of the socio-psychological problems of success. Moscow University Psychology Bulletin, 2012, (1): 41–48. (In Russ.) https://elibrary.ru/oyidff

71. Samoukina N. V. Psychology of professional activity. 2nd ed. St. Petersburg: Piter, 2003, 220. (In Russ.) https://elibrary.ru/qxfzbt

72. Selezneva M. V. The comparative analysis of the terms "subject" and "agency" in the foreign psychology. RUDN Journal of Psychology and Pedagogics, 2015, (2): 47–53. (In Russ.) https://elibrary.ru/tvlanz

73. Serikov V. V. A student-centered approach to education: Concept and technologies. Volgograd: Peremena, 1994, 152. (In Russ.)

74. Slobodchikov V. I., Tsukerman G. A. Integral periodization of general mental development. Voprosy Psychologii, 1996, (5): 38–50. (In Russ.) https://elibrary.ru/thohlv

75. Stepanova L. N., Zeer E. F. Soft skills as predictors of students’ life self-fulfillment. The Education and Science Journal, 2019, 21(8): 65–89. (In Russ.) https://doi.org/10.17853/1994-5639-2019-8-65-89

76. Stepin V. S. Self-developing systems and post-non-classical rationality. Voprosy Filosofii, 2003, (8): 5–17. (In Russ.) https://elibrary.ru/ooauxx

77. Stepin V. S. Types of scientific rationality and the synergetic paradigm. Slozhnost. Razum. Postneklassika, 2013, (4): 45–59. (In Russ.) https://elibrary.ru/syrgqd

78. Suroedova E. A. Thinking styles as predictors of psychological readiness of students for innovative activities. Vestnik of Samara State Technical University. Series Psychological and Pedagogical Sciences, 2021, 18(2): 19–30. (In Russ.) https://doi.org/10.17673/vsgtu-pps.2021.2.2

79. Tulchinskii G. L. Philosophy of action: Self-determination in modern society. St. Petersburg: Aleteiia, 2022, 820. (In Russ.)

80. Fedotova V. S. Discursive analysis of educational paradigms at the present stage: The formation of a new educational paradigm. Modern science: Theoretical, practical, and innovative aspects of development, ed. Chigisheva O. P. Rostov-on-Don: OOO MITS "Nauchnoe sotrudnichestvo", 2017, vol. 1, 150–184. (In Russ.) https://elibrary.ru/zgynfv

81. Fishman B. E. About subjectivity of a university student in educational activity. Higher Education in Russia, 2019, 28(5): 145–154. (In Russ.) https://doi.org/10.31992/0869-3617-2019-28-5-145-154

82. Fromm E. Psychoanalysis and religion. Moscow: Litres, 2010, 153. (In Russ.) https://elibrary.ru/qxzrhl

83. Khmeleva O. G. The integration of post-non-classical science and pedagogical education. Znanie. Ponimanie. Umenie, 2007, (3): 30–33. (In Russ.) https://elibrary.ru/pivxah

84. Horney K. The neurotic personality of our time. Moscow: Akad. proekt, 2025, 232. (In Russ.)

85. Khudaiberganov R. Kh., Abdurazzakova D. A. Classical and non-classical rationality of philosophy in the paradigm of the education system. Problemy nauki, 2019, (1): 61–62. (In Russ.) https://elibrary.ru/yuvhzz

86. Yurk V. M. Fundamentals of scientific research in the development of energy- and resource-saving processes in chemical engineering, petrochemistry and biotechnology. Ekaterinburg: UrFU, 2023, 172. (In Russ.) https://elibrary.ru/mejvoy

87. Cho M.-H., Shen D. Self-regulation in online learning. Distance Education, 2013, 34(3): 290–301. https://doi.org/10.1080/01587919.2013.835770

88. Galazhinsky E. V., Klochko V. E. System anthropological psychology: Methodological foundations. Psychology in Russia: State of the Art, 2012, 5: 81–98. https://doi.org/10.11621/PIR.2012.0005

89. Kassab S. E., Rathan R., Taylor D. C. M., Hamdy H. The impact of the educational environment on student engagement and academic performance in health professions education. BMC Medical Education, 2024, 24(1). https://doi.org/10.1186/s12909-024-06270-9

90. Maulana R., Helms-Lorenz M., Van de Grift W. Pupils’ perceptions of teaching behaviour: Evaluation of an instrument and importance for academic motivation in Indonesian secondary education. International Journal of Educational Research, 2015, 69: 98–112. https://doi.org/10.1016/j.ijer.2014.11.002

91. Permana H., Suwarjo S. Psychodrama techniques to improve academic self-efficacy in Madrasah Aliyah students. Al-Ishlah: Jurnal Pendidikan, 2022, 14(4): 6773–6782. https://doi.org/10.35445/alishlah.v14i4.2288

92. Schurz G. Why classical logic is privileged: Justification of logics based on translatability. Synthese, 2021, 199(5-6): 13067–13094. https://doi.org/10.1007/s11229-021-03367-2

93. Schurz G., Hertwig R. Cognitive success: A consequentialist account of rationality in cognition. Topics in Cognitive Science, 2019, 11(1): 7–36. https://doi.org/10.1111/tops.12410

94. Veugelers W., Vedder P. Values in teaching. Teachers and Teaching, 2003, 9(4): 377–389. https://doi.org/10.1080/1354060032000097262

95. Zeiser K., Scholz C., Cirks V. Maximizing Student agency implementing and measuring student-centered learning practices. Boston; Washington, DC; Oakland: American Institutes for Research, 2018, 56.

96. Zellweger T., Zenger T. Entrepreneurs as scientists: A pragmatist approach to producing value out of uncertainty. Academy of Management Review, 2023, 48(3): 379–408. https://elibrary.ru/ybpttu