Abstract
The article presents the results of a research aimed at establishing the dynamics of educational, career, life motives of female students of higher educational institutions studying psychology. The research methods were testing (methods: “Career Anchors” (E. Shane, adaptation and translation by V.Ya. Vinokurov, V.A. Cheeker), “Diagnostics of the motivational structure of a personality” (V.E. Milman), “Humorous phrases test” (HFT) (A.G. Shmelev, A.S. Babina); longitudinal sections method (longitudinal method). As statistical methods for analyzing the results, methods of parametric (multiple linear regression) and nonparametric statistics (Friedman, Wilcoxon tests) were used.
Highlights
A problem statementWe believe that this tradition should be supplemented with the results of studying students' motives using the longitudinal sections method
In the works devoted to the disclosure of the content of the psychological support of educational process, a general focus is on promoting the full development and selfdevelopment of the personality, its self-determination and selfactualization [1,2,3,4]
The female students in psychology showed the dynamics of their motives from the initial to the last courses of professional education at the university
Summary
We believe that this tradition should be supplemented with the results of studying students' motives using the longitudinal sections method This method involves studying the motives of one subject or a group of persons at different stages of their professional training, allowing identification of dynamic patterns of educational, career, life motives and their connectivity. Based on these provisions, we turned to a longitudinal research of motives - of education, career, life - among university students in Psychology
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