ОСОБЕННОСТИ ПСИХОЛОГИЧЕСКОЙ ГОТОВНОСТИ К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ У СТУДЕНТОВ НА РАЗНЫХ ЭТАПАХ ОБУЧЕНИЯ В ВУЗЕ

Abstract

At present, as a result of the expansion of the use of the development of information and computer technologies, the increase in the situation of uncertainty in various spheres of a person's life (social, economic, professional), the problem of the formation and development of future specialists, which is directly related to their readiness for professional activity, is becoming more and more urgent. The purpose of this study was to identify and analyze differences in the structure of psychological readiness for professional activity among students at different stages of study at a university. The study involved students of the Faculty of Law of The Herzen State Pedagogical University of Russia (St. Petersburg) in the amount of 107 people. To study the components of psychological readiness were used: the technique "Who am I?" M. Kuhn and T. McPartland (translated and adapted by T.V. Rumyantseva), S. Schwartz’s method for studying personality values, R. Cattell’s method of multifactorial personality research (187), method of studying professional identity statuses (A.A. Azbel, A.G. Gretsov) and the methodology for diagnosing the socio-psychological attitudes of the individual in the motivational-demand sphere of O.F. Potemkina. The following methods were used to process the data obtained in the study: descriptive statistics, comparative statistics (parametric statistical tests of Student's t-test and non-parametric statistical test of U-Mann Whitney). Mathematical data processing was carried out using the Statistica package (Version 10). The study found that students of the 1st and 4th courses have the most pronounced socio-psychological attitudes “Orientation to freedom”, “Orientation to the process” and “Orientation to the result”, statistically significant differences were found only in the indicator “Orientation to the result”. The subjects are characterized by a similar personality profile, and statistically significant differences between the samples were established only for the indicator G - moral normativity. In the student environment, values that reflect personal success are more important than the interests of the group. Statistically significant differences were found only in the "Conformity" indicator. In the study of the cognitive component, it was found that the largest number of self-descriptions refer to the personal identity of students of both courses, to personal qualities, character traits, to an individual style of behavior ( "Reflexive Self").