LIFE-SENSE ORIENTATIONS AND PROFESSIONAL DIRECTION IN ADOLESCENCE IN MODERN EDUCATION

Abstract

The article addresses the features of the life-sense area of teenagers learning the 8th and 11th grades of cadets and engineering corps in today's educational environment. The purpose of this article is to identify the specific features of life-sense orientation depending on the individual professional direction of teenagers using the example of the eighth and eleventh grades. We researched the system of their identity senses and values that are included in their professional development and the selection of further professional goals. Based on the empirical survey by using the Life-Sense Orientation Test (D.A. Leontiev), the Value Survey by Milton Rokeach, and professional direction (L.N. Kabardova), we conclude that there are statistically valid differences between adolescence and early adulthood in the area of values, life-sense, and professional development, which shows that professional involvement in adolescence reflects the process of the social and cultural adoption of values and senses and impacts the formation of life-sense orientations in adolescence. The article describes the findings of life-sense orientation and professional direction surveys of teenagers who are learning in engineering and cadet classes. The conclusions can be used to develop and improve cadet and engineering education in today's environment.