Abstract
The study of university entrants’ motivation in choosing a specialty does not lose relevance, because social changes at the state and global levels have the greatest impact on young people, on the formation of their attitude to themselves and their future professional activities. The purpose of the article is to determine the motivational factors for choosing a specialty by freshmen of technical specialties at Lutsk National Technical University. For the study, the following research methods were used: theoretical - analysis of psychological-pedagogical and scientific-methodical literature - to identify the state of the researched problem; empirical methods - surveys, mathematical processing of results. A sociological survey was conducted for the first-year students majoring in 181 - Food Technology, 192 - Construction and Civil Engineering, and 208 - Agricultural Engineering at Lutsk National Technical University; the results were processed statistically. The analysis of value determinants showed that among the motives for choosing the specialty are both internal, personal reasons, caused by the desire for professional self-affirmation, and external reasons, related to financial factors or the desire to avoid military service. The most significant factors that motivated to obtain higher technical education in the chosen specialty, according to the surveyed students, are interest in the profession and its prestige, as well as the prepositions to profession. Factors such as the desire to engage in scientific activities and the desire to change the place of residence had the least motivating effect. We can state that first-year students do not see prospects in the development of their scientific career in the future. Most factors do not differ significantly in gender. However, for female students, the desire to change their place of residence is more important than for male; for later the personal factor is more important due to the possibility of receiving a delay for a military service. Based on the study, the purposeful pedagogical influence on the future professionals was implemented, focusing on the motivational component of professional competence. Recommendations for improving career guidance work have been developed.
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