Abstract
The article presents results of the empirical study of the features of professional self-determination of freshman students. The authors of the article studied and revealed the specific characteristics of the structure of professional self-determination of first-year students of the pedagogical university and technical university. The structure of professional self-determination by authors was studied through such characteristics of the student's personality as values, professional orientation, motivation, planning, information, decision-making, professional readiness, reflection, results of activity, general organization. At the same time, the authors used the concept of the structure of professional self-determination by Yu. P. Povarionkov as the basis, where it is represented by four components – value-motivational, operational, behavioral and professionally important qualities of professional selfdetermination. As a result of the comparative analysis of structures of professional self-determination of students in technical and pedagogical universities, such specific features as the dominant system-forming components and organization of structures were identified. The value-motivation component was defined as the main and central component in the structure of professional self-determination of all students of the 1st year, but the students of YSPU distinguished themselves as the motivational component of this component, and the students of YSTU had value. It is noted that the general organization of the structure of professional self-determination is higher among YSTU students compared to YSPU students, that is, the organization of the structure of professional self-determination of YSPU students of the 1st year is determined mainly due to the integration of individual elements, their synthesization, and the organization of the structure of professional self-determination among students of the 1st year of YSTU.
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