MOTIVATION FOR OBTAINING HIGHER EDUCATION BY FIRST-YEAR STUDENTS

Abstract

Relevance. The process of forming a student’s readiness for future professional activity requires a developed motivational sphere of personality. Professional motivation is the leading driving factor of successful learning. The actual needs of the individual here should have a close connection with their satisfaction through the solution of educational tasks related to the chosen field of activity. However, the authors note that the motives of admission to university for first-year students do not sufficiently coincide with the motives of learning a particular profession.
 The aim of the work was to pose the problem of insufficient use of the axiological approach in teaching as a condition for professional development.
 The research methodology is related to the substantiation of a value-based approach to choosing and obtaining a profession.
 Results. Analysis of the data obtained during the survey of 310 students showed that for the vast majority of them, higher education is an important factor for getting a high-paying job, but many also believe that even without higher education, a person is able to get a good job in life and get a prestigious profession. It is characteristic that respondents mostly consider their choice to be independent, positively affecting a person’s personal growth, however, almost a third of them prefer not to think about the fact that they will need to work according to the chosen profile. Such a choice cannot be called fully conscious. As a result, the motivation to learn and the quality of the educational result decreases. The authors come to the conclusion that the axiological approach in the learning process already in the first years allows them to direct their value orientations towards showing more interest in the chosen profession.