Восприятие экзамена адъюнктами как предиктор отношения к трудной жизненной ситуации (психолого-онтологический аспект)

Abstract

The materials of the conducted research of adjuncts of the Academy of Management of the Ministry of Internal Affairs of Russia, who are in a situation of having to pass a candidate's exam in the history and philosophy of science, are presented. Materials and methods. The study involved 58 adjuncts who underwent psychodiagnostic examination twice: 2 months before the exam and on the eve of the exam (for consultation before the exam). The following psychodiagnostic tools were used: The USK questionnaire (level of subjective control) modified by E.F. Bazhin, E.A. Golynkina, L.M. Etkind, Methodology for identifying coping strategies, A.M. Etkind's CTO, M. Lusher's Methodology. Results and discussion. The study made it possible to identify different groups of students who differ both in emotional response to the exam situation and in cognitive assessment and behavioral activity in a stressful situation. Conclusions. Understanding the mechanism of perception of the exam as a difficult life situation allows us to consider this situation as a training one for the formation of adequate coping strategies that young scientists who have embarked on a new path of professional research activity will definitely need. Thus, it can be assumed that it is possible to carry out activities in a wide range of professional situations, which acts as an indicator of the professional suitability of the subject of labor. Successful performance of activities in difficult, difficult conditions, in turn, indicates the level of formation of professional fitness of a specialist. To a professional in law enforcement agencies, when faced with various moral and physical overloads, the consequences of prolonged stress, fear and panic arising in operational and service-combat situations, the requirements for stability and reliability are especially high. Thus, the beginning of socially significant activity becomes a turning point in the social situation of the student's development, demonstrating to the society his (her) willingness to accept the "rules of the game" and meet the requirements that are imposed by professional activity.