DYNAMICS OF SELF-RELATIONSHIP OF STUDENTS-PSYCHOLOGISTS IN THE PROCESS OF PROFFESIONALIZATION

Abstract

This article examines the problem of self-relationship of students-psychologists in the process of professionalization, on the basis of correlation and factor analysis is compared two groups of subjects of junior and senior courses with varying degrees of involvement in the professional activities of a psychologist, analyzes the causes and possible results of changes in self-relationship. The article established the following patterns: motivational and semantic mechanisms of self-development assume the impact on the personality of the future specialist through a change in the meaning of activity. Depending on the level of self-fulfillment of the individual, the appropriate dynamic semantic systems were allocated at different stages of the training. External negative motivation, as professionalization begins to correlate more strongly with both self-esteem and global self-relationship. This is a consequence of the abandonment of externally asked forms of activity in favor of the growth of self-determinized motivational tendencies. The role of external evaluation does not decrease, but the tolerance for being in a highly competitive environment increases. Negative external assessments activate the desire to confirm the level of global self-relationship. Factor analysis allowed us to identify an integral complex of "primary professionalization" that combines high resistance to external negative effects on self-esteem, high conceit, as well as professionally important for the psychologist traits of sensitivity and propensity to carefully analyze behavior. The impact on the formation of a professional psychologist during the course of training can be distinguished by how objectively they are, or perceived subjectively significant for students as controlling, informing or amotivating, how much weight their contribution to the formation of internal motivation of the individual. In particular, the study found that changes in self-relationship at different stages of professionalization lead to the development of sensitivity as a factor of empathy, a number of qualities become self-determinized depending on the degree of importance for the future profession.