Motivation Of Professional Activity Research Articles

Stress resistance as an indicator of psychological readiness for professional activities of modern youth

Introduction. The problem of stress tolerance does not lose its relevance today, the concept of stress tolerance is increasingly being discussed in the discourses of the European Union and international organizations. In modern conditions, a person performs responsible tasks in a difficult environment of constant exposure to psychogenic factors: physical overloads, intense work of attention, the need for continuous analysis of rapidly changing situations and their uncertainty, etc. In this regard, the problem of the importance of stress tolerance as an indicator and a possible component of psychological readiness for professional activity of modern youth is of particular relevance. The expediency of considering a single socio-psychological aspect of readiness for professional activity, which includes an inseparable set of personal formations and a state of focus on certain actions, is emphasized. Materials and methods. The respondents were 230 students of both sexes, the average age was 21 ± 2.3 years. The following diagnostic methods were used: S. Muddy's resilience test (adapted by D. A. Leontyev, E. I. Rasskazova), a stress resistance test that reveals the current level of stress (Boston stress resistance test), a method for diagnosing coping behavior in stressful situations (S. Norman, D. Endler, D. James, M. Parker), K. Zamfir’s technique modified by A.A. Reana “Motivation for professional activity”; questionnaire of volitional self-control A.G. Zverkov, E.V. Eidman (VSK), “Self-Confidence Scale” S. Reizas. The statistical reliability of the results is ensured by using the following procedures: descriptive statistics (analysis of intragroup means and standard deviations), Student's t-test. Results. The study found that 50% of students in group 1 (with a low level of resilience) have a reduced level of stress resistance, 50% of students in group 2 (with an average level of resilience) and 57.2% of group 3 (with a high level of resilience) have an average level of stress resistance. It was also established that the proper level of internal motivation, volitional self-control and assertiveness was revealed in the subjects with the highest stress resistance indicators. That is, the higher the stress tolerance indicators, the more effectively a person will be able to cope with difficulties and problems that arise on his way to the goal, the more likely he will make every effort to achieve a successful result and enjoy it. Conclusion. The results obtained suggest that the ability to withstand stress will allow a young specialist not only to cope with difficulties and problems that arise on his way to the goal but also to attach less importance to external circumstances which can have a positive impact on future professional activities.

Correlations of personal and professional qualities providing motivation for professional activity of male municipal servants

Correlations of personal and professional qualities providing motivation for professional activity of male municipal servants

INTEGRATION OF EDUCATIONAL AND SCIENTIFIC RESEARCH ACTIVITIES IN THE PROCESS OF FORMING THE COMPETITIVENESS OF FUTURE TEACHERS

The effectiveness of forming the competitiveness of future teachers is ensured through the integration of educational and scientific research activities of students, embedded in the content of professional training. The article's purpose: to characterise the peculiarities of the integration of educational-scientific research activities in the process of forming the competitiveness of future teachers in higher education. Research methods: analysis and synthesis, comparison, systematization (to clarify key research concepts), and generalization (to form authors` conclusions). The concept of a teacher's competitiveness is considered as an integrative professionally significant quality of a specialist, which ensures the demand in the teaching labor market due to the realization of competitive advantages that reflect a high level of formation of general cultural and professional competencies and personal characteristics. The components of a teacher's competitiveness are: fundamental professional training, motivation for professional activity, positive value and moral attitudes of an individual, communication skills, organizational and leadership skills, the ability to work in a team, mobility, perseverance, initiative, responsibility, the presence of creative potential, innovative competence, purposefulness, the ability to plan a professional and life career, orientation towards self-development, self-improvement and self-realization, stress resistance, the ability to overcome difficulties, the desire for success, etc. The effectiveness of future teachers competitiveness formation is ensured through the integration of educational-scientific research activities, provided by the principles: unification and coordination of the efforts and interests of scientists and departments of the university with all interested persons and scientific structures; ensuring cathedral autonomy; formation of a connection between scientific and research activities with the future profession and requests of real practice; expansion of international cooperation.

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

MOTIVATION FOR PROFESSIONAL ACTIVITY OF SCHOOL TEACHERS

The article presents the results of a study on the features of motivation for professional activity of secondary school teachers. The hypothesis of the study is the assumption that school teachers working with children have features of work motivation that determine their adaptation to these conditions of professional activity and allow them to maintain stable high work motivation. To study the features of school teachers’ motivation for professional activity, the following methods were used: Herzberg’s motivation test, V. Garbuzov’s “Basic Instinct” test.

ОСОБЕННОСТИ МОТИВАЦИИ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПОМОГАЮЩИХ СПЕЦИАЛИСТОВ

The motivation of employees is reflected in their behavior in the workplace and affects the results of the organization as a whole, if we are talking about helping specialists, then on the effectiveness of providing psychological assistance to the population. Understanding the factors that contribute to motivation can help administrators better manage their organization in terms of staff performance, staff turnover, etc. The purpose of this study was to identify the characteristics of professional motivation of helping professionals with different work experience. The sample was made up of psychologists working in centers of psychological, pedagogical and social assistance in Moscow, St. Petersburg and the Leningrad region. A total of 60 people took part in the study, of which 30 people had work experience of up to 10 years and 30 had work experience of more than 10 years. The following methods were used in the study: the “Motivational Personality Profile” method by S. Ritchie and P. Martin, the method for diagnosing the socio-psychological attitudes of an individual in the motivational-need sphere by O.F. Potemkina, the “Diagnostics of the motivational structure of personality” method by V.E. Milman, a questionnaire for diagnosing the motives of professional activity of specialists by T.N. Frantseva. The study was conducted using an online service for creating feedback forms, online tests and surveys - Google Forms. When processing the results statically, methods of descriptive statistics and the nonparametric statistical criterion U-Mann Whitney and the correlation coefficient r-Spearman were used. Statistical data processing was carried out using the STATISTICA 10 software package. The study found that helping professionals with less than 10 years of experience are motivated to earn money, good working conditions and clear regulations are important to them, interaction with other people at work is situationally important, for them, work as such is not very important; power and influence are little expressed in the structure of their professional motivation. Helping specialists with more than 10 years of experience are focused on the activity itself, self-realization, self-improvement and obtaining public recognition; they do not need clear work regulations; receiving remuneration is not the leading motive for their activity.

The influence of the blogosphere on the features of students’ life strategies

The blogosphere is a very broad concept that includes a large number of different sites where people present themselves, their lives, success and interests. From the point of view of the socio-psychological aspect, it is important to note that today for many young people a high rating on the Internet is much more important than real achievements in reality. This situation is dictated by a new type of earnings – the sale of advertising on accounts with high popularity. The object of the study was 300 students of universities in the South of Russia. Hypotheses: 1) there may be a relationship between the meaning-of-life orientations and the active behavior of young people in social networks; 2) the meaning-of-life orientations of young people, active and inactive in social networks, may differ in structure. During the empirical study, the following diagnostic methods were used: D.A. Leontiev’s Test of life orientations, A.A. Rean’s questionnaire “Motivation for success and fear of failure”, K. Zamfir’s method in A. Rean’s modification “Motivation of professional activity”. The results obtained in the course of the study can be used in the work of social educators, practicing psychologists, in the educational system of universities and colleges.

ПРАКТИКА ФОРМИРОВАНИЯ СИСТЕМЫ МОТИВАЦИИ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПЕРСОНАЛА

The article analyzes the factors of formation and development of the system of motivation for the professional activity of personnel, considers the features of the institutional development of the system of motivation for the professional activity of personnel of the Center for Public Services “My Documents” in the Cheryomushki district of Moscow. An analysis of the practice of the system for managing the motivation of professional activity of personnel of the Center for Public Services “My Documents” in the Cheryomushki district of Moscow, and the factors of its deprofessionalization are presented. A set of measures has been determined to level out key problems in the formation and development of a system of motivation for the professional activities of personnel of the Center for Public Services “My Documents” in the Cheryomushki district of Moscow.

Педагогическое сопровождение в деятельности руководителя органа внутренних дел

Introduction: The article defines the significance of pedagogy in the work of law enforcement leaders. The authors focus on the fact that in order to implement pedagogical functions and pedagogical support of administrative activity, law enforcement leaders should develop pedagogical competence. In this case, special attention is paid to pedagogical encouragement, described as a process of applying external stimuli that interact with motives and internal attitudes of an individual.
 Research methods: dialectical approach to the topic with the use of general and specific methods of scientific cognition, such as: system-structural, dogmatic, logical, as well as other methods.
 The anonymous questionnaire was conducted among 250 police officers to examine their attitude to the methods of professional activity motivation. 80 respondents were supervisors of different levels and 170 were subordinate officers. The data revealed that 64% of the respondentsholding executive positions are men and 36% are women(aged 35 to 47 years). Among the subordinates (aged 23 to 37 years) 72 % are men and 28 % are women. The results indicate the necessity of creating a pedagogical support technique for law enforcement leaders at any level.
 Results: The study draws a reasonable conclusion about the importance and necessity of apedagogical support technique mastering the activity of law enforcement leaders.

The Differences in Individual-psychological Properties Of Students-journalists and Professional Journalists

Background: This article delves into the examination of distinctions in personal traits, professional qualities, and professional self-esteem between seasoned journalists and aspiring student journalists. Numerous studies have undertaken comparisons between student and professional individuals across various domains, but not in journalists. Methods: The study involved a sample of 48 students and 48 established journalists, with average ages of 19 and 25 years, respectively. Participants were subjected to a battery of tests, including Rusalov’s Temperament Structure Questionnaire, Cattell’s Sixteen Personality Factor Questionnaire, the “Motivation of Professional Activity” method by Zamfir K., “Motivation for Career” method by Noe A., Noe R., Bachhuber D., Zakirzyanova L.A.’s method for Assessing Journalist Professionalism, Kalina N.F.’s method for Evaluating Social Intelligence, among others. Results: We found no disparities in temperament attributes, personal characteristics, and social aptitudes between these two groups. Differences were observed only in certain aspects of self-esteem, such as operational activity and self-esteem of result. Specifically, these differences concern the assessment of hard skills, job satisfaction, and professional responsibility. All the aforementioned aspects were found to be more pronounced in professional journalists compared to their student counterparts. Conclusion: The demarcation between students and professional journalists encompasses variations in personal competencies and self-esteem, which form the core of one’s professional self-concept. However, significant differences in personality traits between students and professional journalists were not identified in this research.

Учет гендерных особенностей мотивации профессиональной деятельности при проведении профессионального психологического отбора в ОВД

The article notes that in the staffing of activities in Russia in various fields, including in the internal affairs bodies of the Russian Federation (hereinafter, the Ministry of Internal Affairs of the Russian Federation), a number of problems that have a negative impact on the course and results of official activity remain relevant. One of them is to increase the effectiveness of professional psychological selection for service in the Department of Internal Affairs, one of the aspects of which is to study the motivation of professional activity of candidates for service in the Department of Internal Affairs and employees of the Department of Internal Affairs on a gender basis. This is due to demographic factors, the predominance of the female population, both in society as a whole and in power structures. Professional motivation is reflected in personality traits. When conducting professional psychological selection for service in the Department of Internal Affairs, it is important to evaluate the professional important psychological components and features of the motivational sphere of the individual, which act as an internal prerequisite for the success of the formation of professionalism, professional growth of police officers. They should correspond to the objectives of the activity being carried out. It should also be noted that there are more and more women entering the service in the Department of Internal Affairs and being employees of the Department of Internal Affairs. In this connection, we analyzed the gender characteristics of the motivation of professional activity in relation to candidates entering the service in the Department of Internal Affairs, as well as current employees, dividing them into groups based on gender. The purpose of the study: to identify gender characteristics of motivation of professional activity, similarities and differences in motivational attitudes in men and women. The object of the study is the motivation of professional activity. The subject of the study is the gender characteristics of the motivation of professional activity of candidates entering the service in the Department of Internal Affairs, as well as current employees of the Department of Internal Affairs. Research methods: theoretical analysis of psychological literature on the research problem; empirical methods of socio-psychological research (survey method; interviewing; testing of candidates entering the service in the Department of Internal Affairs, as well as current employees); statistical methods of processing the data obtained; analysis of the results of the study. 100 people took part in the survey: 50 candidates for service in the Department of Internal Affairs (25 men and 25 women) and 50 active employees of the Department of Internal Affairs (25 men and 25 women). The results of the study allowed us to conclude that there are no significant differences in the structure of motivation of professional activity in men and women. These results "destroy" the prevailing stereotypes that the profession of "policeman" is rather male and does not suit women. The practical significance of the study lies in the fact that the results obtained can be used by psychologists of moral and psychological support units in order to further improve the system of professional psychological selection of candidates for service in the Department of Internal Affairs and employees appointed to higher positions from among the positions of managers (chiefs).

CRITERIA, INDICATORS, AND LEVELS USED TO DEVELOP THE ETHNIC CULTURAL COMPETENCE IN THE PRESERVICE VOCAL TEACHERS IN THE PROFESSIONAL TRAINING

The concepts of «criterion», «indicator» and «levels» have been characterized in the article. The criteria, indicators and levels used to develop the ethno-cultural competence of the preservice music teachers and music art teachers have been identified and described. Analyzing works, that tackle the issue of developing ethnocultural competence the author’s components, criteria, indicators, and levels that could be used to research the ways for developing ethnocultural competence in the preservice vocal teachers have been developed. The components that make up the structure of a preservice vocal teacher’s ethnocultural competence are called a motivation and value component, cognitive component, operational component, and reflective component. Criteria and indicators that measure the level of ethnocultural competence have been singled out. In terms of the motivation and value criterion, the interest in culture and music art representative of different ethnic groups and teaching ethno-cultural values concentrated in music art are identified as indicators. Regarding the ethno-cognitive criterion, the level of knowledge and outcomes related to the preservice vocal teacher’s ethno-cultural subject matter and knowledge of methodological specifics in the ethno-cultural environment are indicators. The ability to perform ethno-cultural pieces of musical art and to apply ethno-cultural knowledge in the professional activity in the conditions of an ethno-cultural environment are distinguished as the indicators for an operational criterion. The reflective criterion is evaluated through the individual’s ability to reflect (self-esteem) and personal traits including tolerance, empathy, and inter-ethnic communication culture. Three levels that differentiate the ethno-cultural competence have been distinguished including constructive (high) level, characterized by creative personal motivation for professional activity, willingness to learn ethno-cultural values concentrated in musical regional folklore and national vocal art,; reproductive (average) level that indicate the ability to acquire and apply ethno-cultural knowledge, skills and abilities as a conscious operational attitude towards the assimilation of ethno-cultural values; and elementary (low) that illustrate the presence of elementary skills to learn the specified values, outlined in the context of the typical program requirements for vocal training.

MOTIVATION FOR PROFESSIONAL ACTIVITY AMONG HOSPICE MEDICAL STAFF

The article presents the results of the study on the motivation for professional activity among hospice medical staff. The hypothesis of the study is an assumption that medical personnel working with “extremely severe” patients in a situation of “high mortality” have features of work motivation that determine their adaptation to these working conditions and allow them to maintain stable performance. To study the characteristics of the motivation for professional activity of hospice medical staff, the following methods were used: Herzberg’s motivation test, V. Garbuzov’s “Basic Instinct” test, and V. Boyko’s “Emotional Burnout” technique.

FORMATION OF FUTURE TEACHERS' VALUE ATTITUDE TO THE TEACHING PROFESSION: PROBLEMS AND PROSPECTS

Pedagogical education determines the quality of professional training of specialists in all spheres of functioning of society and the state, which therefore contributes to their stability and development. In this regard, serious requirements are put forward to the personality of a modern teacher. However, the training of a teacher with an innovative type of thinking, ready for self-improvement throughout life, faces a number of problems: organizational, content, financial, etc. The development of modern pedagogical education is greatly influenced by informatization and the development of an open society, the development of civil society, the need to form a new cultural type of personality, etc. High requirements for the training of future teachers in modern conditions are in conflict with the falling prestige of this profession. In modern Ukrainian society the pedagogical profession is usually highly appreciated at the scientific and theoretical level, as well as at the declarative state level. However, despite this, in practice this assessment in terms of salary and working conditions is low. After all, the assessment of teachers by themselves as well as parents is not very high. The survey of future teachers (n=102) also confirmed this tendency. This circumstance actualizes the search for ways to form future teachers' value attitude to the teaching profession. Value attitude is the subject's internal acceptance of an object as a value. The value attitude to the pedagogical profession is represented by the unity of three components: cognitive, emotional and functional. In order to form in the mind of future teachers a value attitude to the teaching profession in the educational process of a higher education institution, a system was created in which the emphasis was placed on the formation of motivation for professional activity, modeling and solving professional and pedagogical tasks, as well as the permanent involvement of students in practical activities. The implemented pedagogical experiment proved the effectiveness of such a system.

Motivation for professional activity in extreme conditions in Antarctica among winterers of different age groups

Professional activities in the extreme conditions of Antarctica and the Arctic are primarily associated with major risks to life and health, including psychological risks, for the personnel of polar stations. The relevance of this study is driven by the fact that in extreme forms of professional activity, such as expeditions to the Earth’s poles, extreme sports, military operations, etc., one of the main criteria for selecting and forming effective and cohesive teams or groups is understanding the primary motives behind their actions. Motivated individuals tend to perform better and achieve greater success. The purpose of the study is to identify the leading motivations for professional activity in extreme conditions among winterers of Ukrainian Antarctic expeditions across different age groups. To achieve this purpose, methods of theoretical and empirical analysis, observation, generalisation, and systematisation of age groups were chosen. The paper defines and establishes an age-based classification of participants in annual expeditions to the Ukrainian Antarctic station “Academic Vernadsky”. Through surveys, the study measures the level of motivation among individuals towards professional activities in Antarctica within three age groups: younger, middle-aged, and older. Three leading motives are identified: spiritual, social, and material. The analysis of the obtained data concerning the level of these leading motivational factors in polar station environments provides insights into the main reasons driving motivation for prolonged professional activity and helps in adapting to the extreme conditions of the surrounding environment. In addition, age-related differences in motivational processes among different age groups of winterers are presented, allowing for the formation of well-coordinated teams of polar expedition participants of varying age categories. The findings can be used in planning activities in long-term polar expeditions, in military and sports psychology.

UPDATE OF THE AXIOLOGICAL SPHERE OF FUTURE EDUCATORS TO THE DIAGNOSTICS OF THE SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN

The article is devoted to the formation of the axiological sphere of future educators for the diagnosis of speech development of preschool children. The necessity of providing positive motivation in the preparation of the future educator for childrenʼs speech diagnosis was determined. The purpose of the study is to reveal an experimental method of training future teachers of educators to diagnose the speech development of preschool children aimed at actualizing their axiological sphere in a higher educational institution. The features of the formation of the motivational sphere in the future educator for pedagogical diagnosis of the speech development of preschool children are revealed. The level of preparedness of future teachers for the diagnosis of the speech development of preschool children is characterized according to the value-motivational indicator. The formation of positive motivation in students for professional actions for the development of the creative individuality of older preschoolers is implemented: in the content of the related disciplines “Preschool linguistic didactics”, “Childrenʼs psychology”, “Preschool pedagogy”, “Methodology of teaching Ukrainian language in a multicultural environment of preschool education”, “Speech and play activities of preschoolers”, special course “Diagnostics of childrenʼs speech development”.In order to actualize the axiological sphere of future educators, the following forms and methods of training were used: simulation of experimental situations with children, interdisciplinary educational tasks, individual tasks, observation of children, conversations with children, keeping an observation diary. The effectiveness of the method of increasing studentsʼ motivation to the problem of diagnosis of speech development of preschool children was experimentally verified.
 Keywords: development of the axiological sphere; training of the future educator; value-motivational component of training; motivation for professional activity; interdisciplinary system; teaching methods.

Professionally important qualities of police officers with different performance and performing in different areas of official activity

At the moment, there are general requirements for personal and business qualities, regulated for use in the Department of Internal Affairs, while the features of their severity for future employees performing different areas of official activity are not noted. The study is devoted to identifying and describing the features of professionally important qualities of police officers with different performance and performing in different areas of official activity. The study involved 78 police officers of the city of Arkhangelsk. Research methods: questioning for assessing the parameters of the effectiveness of performance; psychological testing of professionally important qualities of employees using regulated methods. Statistical processing was carried out using descriptive statistics, two-stage cluster analysis, Pearson's χ2 contingency tables, and multivariate analysis of variance using the SPSS 23.00 software package. As a result of the study, police officers were divided into two groups in terms of the performance characteristics of their performance, and differences in the severity of professionally important qualities of the groups represented were identified and described. Differences were established between police officers of different professional orientations in the severity of attitude to work and motivation of professional activity, cognitive, socio-psychological and emotional-volitional qualities and properties. Employees with high performance in administrative and preventive activities are characterized by high responsibility and effective performance of activities; high-performing administrative and managerial employees are characterized by a work orientation and commitment to duty, higher levels of leadership potential and friendliness, as well as high self-control and a desire for cooperation and mutual assistance. Employees of the operational-investigative direction of activity are characterized by great self-confidence, objectivity and rationality.

Типи особистісних змін майбутніх фахівців психологів-терапевтів

Background. Socio-political processes exacerbated the problems of psychological assistance to citizens; training of qualified psychologists-therapists. One of the factors of a specialist's personality is the ability for personal change. The goal is to reveal the content of the main factors of personal changes of future psychologists-therapists Methods. The research used the "Big Five" methods; Herzberg's test; "Diagnostics of socio-psychological personality attitudes" (O. Potemkina); "Value questionnaire" (Sh. Schwartz); "Research of volitional self-regulation" (A. Zverkov, E. Eidman); "Diagnostics of motivational orientations in interpersonal communications" (I. Ladanov, V. Urazaeva); "Motivation of professional activity" (K. Zamfir); "Test of social intelligence" (J. Gilford); "Self-Assessment Questionnaire" (V. Stolin, S. Pantileev); "Scale of psychological well-being" (K. Riff) - separate scales from which factors of personal changes were included. Results. As a result of factor analysis using the method of principal components, four factors of personal changes of future psychologists- therapists were identified: 1) "pattern" - tendency to change, voluntary self-control, responsibility, ability to achieve personal success, openness to experience, orientation to the process, independence, universalism, inner type motivation and general self-regulation, social thinking, psychological well-being; 2) "personal-purpose" - social recognition, achievement of personal success, content of work, orientation to results, power, compromise; hedonism, self-control, internal and external positive motivation, self-acceptance; 3) "professional-purpose" - pleasantness, cooperation, work content, process orientation, money; selfishness, kindness, external positive and negative motivation; 4) "pragmatic-humanistic" - extraversion, neuroticism, cooperation, altruism, independence, security, orientation towards acceptance of others, positive relationships. Сonclusion. The process of unfolding individual personal states and traits is the development of the personality, therefore personal changes are the development of the personality. The concept of personal change (personal changes) is generic to the concept of personality development, since the latter involves the specification of personal formations according to the criteria of their complexity and specification, therefore the concepts of change and personality change are different.

Мотивы выбора профессии и ценностные ориентации студентов-психологов первого курса ВУЗа

The article considersthe problem of choosing a profession and the difficulties that students in the final grades of school have to face. And also,it presentsthe motives for choosing the profession of a psychologist and the value orientations of university students, about the significance of the value approach to the study of life and professional prospects, which is due to the place of value orientations in the structure of life prospects, their role in the process of professional self-determination of the individual. Life goals and plans are the eventual embodiment of value orientations that are at a higher level of the dispositional structure of the personality and, therefore, determine the general social orientation of life. The contradictions that arise against this background lead to a mismatch of life perspectives in the content and chronological aspects.The article focuses ona study conducted at the Faculty of Psychology at Leningrad State University named after A.S.Pushkin and the results obtained during the study:At the beginning of the study, a questionnaire was conducted in order to study the awareness of the choice of profession of first-year students atthe university. It was found that psychologists consciously chose this specialty butwould choose another if possible. The second group -clinical psychologists are confident in the correct choice of this specialty and consciously chose it.In the course of the psychodiagnostic examination of the two groups, there were obtainedfollowing results: after analyzing the two groups using statistical analysis according to the Student's t-test, significant differences were revealed by the methods:1. Questionnaire of terminal values "Father";2. Methodology "Motivation of professional activity";3. E.B. Fantalova "The level of correlation between "value" and "accessibility" in various spheres of life";4. Questionnaire "Socio-psychological comfort of the educational environment of the University."The first and second groups differ in such indicators as external positive and negative motivation.Significant differences between the first and second groups were revealed in terms of such indicators as their own prestige, high financial position, self-development, achievement, andprofessional and family life.Significant differences between the students of the first group and the second group in terms of active life were revealed. For psychologists, this figure is higher, which indicates that an active life position is more important for these students. In turn, significant differences were revealed between the students of the first and second groups in terms of self-confidence and cognition. Psychologists tend to improve their education and expand their horizons.Significant relationships were identified in each group of respondents and there were givenpractical recommendations.

A University as a Space of Values for Students' Professional Self-Efficacy Development

The article analyzes the value space of Grinchenko University and the mechanisms of its reflection in the personal values ​​of students through the prism of the scientific heritage and management activities of Viktor Ogneviuk. Professional value experience of students is considered as the result of integration into the structure of individual value consciousness of assimilated professional values ​​of educational space, experience of successful activities and development of professional abilities. Accumulated valuable experience becomes the basis for the development of professional self-efficacy - a valuable formation based on the conviction of a person in his own ability to cope with professional tasks of a high level of complexity and achieve the desired results. To develop the professional self-efficacy of students in the educational process, the use of a psychological-technological complex consisting of a psychodiagnostic method and group training is proposed. Psychological method «Professional self-efficacy profile of students» (Muzyka O.O., 2020) allows you to identify individual indicators according to five subscales: leadership, goals and motives of professional activity; abilities and confidence; reflection and personal standards; resistance to failure, overcoming and will; self-education and self-development. Group training promotes reflection, enrichment of resources and mutual support for the development of professional self-efficacy. The general training algorithm is described: 1) familiarization with the content and tasks of the exercises; 2) preliminary group discussion of the task using real situations proposed by students; 3) filling in a self-efficacy notebook based on self-analysis of one's own professionally important qualities and self-efficacy resources; 4) discussion of the exercises and students filling in the self-efficacy notebook based on group analysis. Taking into account the conditions of wartime, all procedures of the psychological-technological complex are adapted to be carried out on electronic platforms that allow organizing work in microgroups, as well as generate and provide each student with individual interpretations of the results of his research and recommendations for self-development.