Psychological well-being and the value-semantic component of the systemogenesis of the professional development of a psychologist as a subject of labor at the stage of pre-professional development

Abstract

The article presents data from an empirical study of psychological well-being and the value-semantic component of the systemogenesis of the professional formation of a psychologist as a subject of work at the stage of pre-professional development. The stage of pre-professional development of the subject of labor includes two stages: the stage of preparation for professional choice and the stage of professional training. In the article, the author examines the stage of professional training, which plays an important role in the formation of a psychologist as a professional. The introduction presents the concepts of psychological well-being and the value-semantic aspect of professional development of the individual that are central to the study. The empirical study involved 817 1st–4th year students of psychological and psychological-pedagogical fields studying at leading Russian universities. To study the connection between psychological well-being and the value-semantic component of the systemogenesis of professional development, the following methods were used: «Psychological Well-Being Scale» by K. Riff (adapted by T.D. Shevelenkova, P.P. Fesenko) includes the scales: «Positive Relationships», «Autonomy», «Environmental Management», «Personal Growth», «Goals in Life», «Self-Acceptance», «Psychological Well-Being» (generalized indicator), «Affect Balance» and «Core Beliefs Questionnaire» R. Janoff-Bulman (in adaptation by O. Kravtsova) allows you to analyze the results according to general categories of beliefs: «The favor of the world», «The meaningfulness of the world», «The value of one’s own self». The study of the relationship between these variables was carried out on the basis of the correlation analysis procedure, which was used in the version of Spearman's rank correlation. Based on the results obtained, it is concluded that the systemogenesis of the professional development of a psychologist at the stage of professional training assumes a relationship between psychological well-being and the value-semantic component. Psychological well-being contributes to the formation of positive values and meanings in professional activities, and the value-semantic component contributes to the achievement of psychological well-being.