Abstract
Substantiation of the research objectives:The current situation on the labor market imposes new requirements on university graduates, who at the time of graduation from higher educational institutions must have competencies that ensure their competitiveness. Some inconsistency between professional and educational standards gives rise to a contradiction that modern young professionals are forced to solve when entering an independent working life. These risks can be significantly reduced if, during the period of study, students form a harmonious hierarchy of motives in the structure of professional motivation, a realistic level of aspirations and a professionally determined life position. All this determinesthe purpose of the study: to reveal the features of the hierarchy of motives in the structure of educational and professional motivation of graduates-psychologists of higher educational institutions and the level of their aspirations for future activities.Research methods:method of theoretical analysis and systematization of scientific ideas; ascertaining experiment; methodology for determining the level of personality aspirations (V.K. Gerbachevsky); method of mathematical statistics - Student's t-test.Research results.The study made it possible to establish that the group of leading and accompanying motives of educational and professional activity of psychology students includes: a cognitive motive, a motive for the regularity of the intended results, a motive for self-esteem of personal potential, a motive for self-mobilization. The average level of formation of personality aspirations in future activities was revealed. A correlation relationship has been established between the level of students' aspirations and the leading motives: the cognitive motive and the motive of the regularity of the intended results.Key findings and their significance.In the course of the study, the features in the structure of the hierarchy of educational and professional motivation of psychology students were revealed, the level of their aspirations was determined. This is consistent with the specifics of psychological and pedagogical activity, since it reflects the personal meaning and determines the life-meaning orientations of this activity for future psychologists in the field of education. The data of the conducted study can be useful in the implementation of effective psychological and pedagogical support of students receiving a profession of a humanistic orientation.
Highlights
The requirements of the modern labor market are such that the traditional system of training specialists in higher educational institutions does not fully satisfy their expectations and needs
Drozdova notes that “Questions of the student's personal development and the formation of his readiness for future professional activity are key in the theory and practice of improving the work of a modern higher educational institution”
In the achievement motivation group, the leading motive is the cognitive motive, and the accompanying one is the motive of the regularity of the intended results
Summary
The requirements of the modern labor market are such that the traditional system of training specialists in higher educational institutions does not fully satisfy their expectations and needs. There is an acute issue of professional retraining or advanced training of already working and accomplished specialists, all for the same reason - cardinal changes in the modern labor market. All these are modern challenges that determine professional requirements (guidelines) that a specialist must meet today: a high level of professional competence, professional responsibility, a high learning threshold, great mobility, communicative competence, polymotivation in activities, a high level of professional aspirations, stable socially adaptive meaningful guidelines, the ability to be creative (thinking outside the box, making unusual decisions), focus on self-development (personal, professional) and productive self-realization in the profession. It is during the period of study at the university when “the process of personality formation in professional activity, the development of its professional abilities and self-improvement occurs, the life position of a person is determined, an attitude to both educational and professional activities is formed” [1]
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