THE CONTENT AND COMPONENTS OF STUDENTS’ EARLY PROFESSIONAL SELF-DETERMINATION IN THE SYSTEM OF SECONDARY EDUCATION

Abstract

In this article, the content and components of students’ early professional self-determination in the system of secondary education were studied. The theoretical analysis of the study’s main directions of professional self-determination – structural theories, motivational theories, theories of individuality – made it possible to define professional self-determination as a step-by-step process leading to a successful and conscious career building. It was revealed that the process of self-determination should be carried out in the middle level of the school. The authors proposed the definition of early professional self-determination as a process of personality development, expressed in the conscious construction of a future professional path, considering the needs, motives, interests and inclinations of students, in accordance with the socio-economic conditions of the professional environment. To determine the structure of early professional self-determination (its components), we conducted an online survey among secondary school students in Pavlodar region using a Google form. The survey involved 2968 students in grades 7-9, gender was not considered. Based on the results obtained, the components of early professional self-determination were identified: motivational-value component (personal interest, salary), reflexive-evaluative component (inclinations, abilities), social component (parents, teachers, friends, classmates, popularity of the profession). Thus, these components of early professional self-determination should be directly interconnected and complementary, resulting in a conscious, realistic, desired choice and a plan for immediate actions for personal and professional development.