Self-determination Of High School Students Research Articles

Modern approach to the organization of career guidance work in the Pre-University of Voronezh State Medical University named after N.N. Burdenko

The article considers a modern approach to the organization of career guidance and pre-university training with schoolchildren conducted at a medical university, which allows to promote professional self-determination of high school students at the stage of choosing a profession, the formation of personal and professional competencies that contribute to admission to medical and pharmaceutical education programs. The purpose of the work is to present the experience of implementing and implementing the model of career guidance work “School – Pre–University – University” on the example of the Pre-University of VSMU named after N.N. Burdenko for the formation of a career-oriented and high-quality contingent of students. Materials and methods: in the course of the research, an analytical method was used, including the analysis of experience and systematization of published scientific and methodological literature on the implementation of professional orientation of schoolchildren. The results of the study. Career guidance work at the higher medical school should be systematic and dynamic, taking into account the factors of personal growth, motivation of schoolchildren. Only in this case, career guidance will be comprehensive and will ensure a continuous process of professionalization at the pre-university stage of medical education. Conclusion: at the pre-university stage of education, an important role is assigned to Pre-universities. Professional orientation and training of students of the medical Pre-University provides the highest quality preparation of specialized training and the formation of the motivational potential of the student for the future profession.

РЕАЛИЗАЦИЯ ИНДИВИДУАЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ТРАЕКТОРИИ КАК ФАКТОР ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОБУЧАЮЩИХСЯ В СИСТЕМЕ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

Successful professional self-determination of students is of high importance, because it allows young people to reveal the scope of their professional interests, needs and values, which in the future gives more opportunities for self-realization and achieving greater satisfaction with their lives. Organizations of additional education have a great potential for designing and implementing individual educational trajectories of students in order to ensure their successful professional self-determination and further choice of ways to obtain professional education. The article reveals some aspects of modeling the technology of implementing individual educational trajectories on the basis of an interactive scientific and technical center focused on improving the efficiency of the process of professional self-determination of high school students and students. In relation to the system of additional education, an individual educational trajectory is an individual learning path that is developed for each student taking into account his needs, abilities, interests and goals. The construction and implementation of an individual educational trajectory is the main way to individualize the educational process, which allows you to receive an education directed on achieving the goals of professional development and comprehensive self-realization of the individual. The model of technology for constructing and implementing an individual educational trajectory in an interactive scientific and technical center developed within the framework of the study is a block-modular system consisting of four blocks: diagnostic, strategic, technological and procedural. The results of a survey conducted among high school students enrolled in the programs of the interactive science and technology center suggest that this technology has a positive impact on the professional self-determination of students.

개별화전환계획(ITP) 참여 증진 프로그램이 고등학교 장애학생의 ITP 지식 및 회의 기술, 자기결정력에 미치는 영향

The purpose of this study is to examine the effects of the student-directed individualized transition plan on the ITP knowledge, ITP meeting skills and self-determination of high school students with disabilities. The participants in this study consisted of 20 high school students with disabilities(10 in the experimental group and 10 in the control group). To evaluate the effects of the program both the experimental and control groups were evaluated for ITP knowledge, ITP meeting skills and their self-determination skills. The results of this research are as follows: First, the changes in the Participant`s ITP knowledge was significantly larger for the experimental group when compared to that of the control group. Second, ITP meeting skills of the experimental group that participated in the program were found to be significantly improved after the intervention. Third, the changes in the self-determination skills of the experimental group that participated in the program was significantly larger when compared to that of the control group. These findings show that the program was effective towards enhancing the ITP knowledge, ITP meeting skills and self-determination of high school students with disabilities. This research has contributed to addressing the needs of the special education field by providing a program that assists students with disabilities to participate in ITP. Moreover, this study comes equipped with practical implications in terms of providing both effective instructional strategies and materials to promote the active participation of students with disabilities in the ITP process.

ФОРМИРОВАНИЕ СРЕДЫ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ ОБУЧАЮЩИХСЯ КОРПОРАТИВНОГО ПРОФИЛЬНОГО КЛАССА «МЧС-РЕСУРС» В ШКОЛЕ-КОМПЛЕКСЕ

Statement of the problem. In the conditions of modern education in the Russian Federation, one of the most important tasks facing educational organizations is the creation of optimal conditions for professional self-determination of an individual. The FSES SGE emphasizes the importance of the personal results that form its basis. At the same time, one of the conditions for the formation of professional self-determination is the environment of professional self-determination. The purpose of the article is to determine the content of the work on the formation of the environment for professional self-determination of high school students studying in the industry-specific “EMERCOM-resource” class in the school complex. Materials and methods. In the course of the research, the analysis of scientific literature and pedagogical experience was carried out to determine the content of work on the formation of the environment for professional self-determination of high school students studying in the industry-specific “EMERCOM-resource” class in the school complex. The experimental base of the study was the MAEI “Secondary School No. 148 named after Hero of the Soviet Union I.A. Borisevich” in Krasnoyarsk. Research results. The formation of the environment for professional self-determination is closely related to the implementation of an individual educational route, which includes an individual curriculum of a high school student, an individual project, an individual plan of extracurricular activities, additional education, and vocational training. The key tool of the professional self-determination environment is the digital educational and methodological complex “School skills. Pro-professions”. Conclusion. The school complex uses technological solutions for the formation of the environment of professional self-determination based on the personification of the content of education, the introduction of modern educational technologies, the integration of basic and additional education in terms of achieving the planned educational results, accompanying individual educational routes of high school students with subsequent consolidation of their implementation in the basic educational programme.

ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ СТАРШЕКЛАССНИКОВ В УСЛОВИЯХ ОСВОЕНИЯ ДОПОЛНИТЕЛЬНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЫ «КРАЕВАЯ АГРОШКОЛА»

Statement of the problem. Professional self-determination and choice of profession by high school students are becoming especially relevant in the era of ongoing changes in the development of the world and modern Russia. The importance of human capital and its improvement is increasing. The problem solved in this article is related to the state request for: – implementation of the Federal State Educational Standard aimed at the formation of professional orientation of high school students in specific fields of activity; – implementation of the All-Russian project of early professional orientation of students from grades 6–11 of the Ticket to the Future general education organizations of the Success of Every Child federal project of the Education national project, aimed at development of awareness and readiness for professional self-determination of students of grades 6–11; – the need to train future competent specialists and nature users with systemic and environmental thinking, functional literacy, knowledge in the field of IT and biotechnology; – the use of new most effective methods for professional self-determination of high school students in the field of agriculture. The purpose of the article is to develop an educational program in an institution of additional education in the field of agriculture aimed at professional self-determination of high school students. The research methodology (materials and methods) includes systematic approach and scientific, pedagogical, and psychological approaches, cartographic, empirical, and statistical methods. Research results. The results of the study indicate the following: the implementation of a new educational program is associated with the development of students’ interest in agricultural professions, through their involvement in solving agroecological problems of sustainable development of the Russian Federation and the Krasnoyarsk Territory. When implementing an educational program in the field of agriculture, students are maximally immersed in theory and practice (a modular form of organizing an educational process), with inclusion in various roles: analyst, researcher, expert, manager, developer, and PR. This allows students not only to understand their role in the future production process, but also to develop systemic and environmental thinking, the basics of major competencies, the ability to set a goal and achieve it, plan, organize, and perform appropriate work, take responsibility for decision-making, bring the work started to the end. Conclusions. The article deals with the issues of professional self-determination and choice of profession by high school students of the basic school. Methodological and organizational measures have been carried out to develop and implement an educational program in the field of agriculture on the basis of an additional education institution. The outcome of the implementation of the educational program in the field of agriculture are metasubject and personal results of students.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ДЕТЕРМІНАНТИ ПРОФОРІЄНТАЦІЇ В КОНТЕКСТІ ЗАВДАНЬ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

The article examines the psychological and pedagogical aspects of vocational guidance and self-determination of high school students with the choice of future profession in the development of the New Ukrainian school. Mechanisms of professional self-determination and the capacity building of professional self-improvement of high school students in the context of transformational processes in the labour market in the digital economy are considered. It is established that one of the ways to increase the effectiveness of professional self-determination of student youth is the introduction into the educational process of methods of psychological and pedagogical design of career guidance measures aimed at forming the potential of professional self-improvement in high school students. The conceptual principles of professional orientation in the New Ukrainian school are revealed. The expected results of vocational guidance reform for all participants of the vocational guidance process in the New Ukrainian School are presented. The development of specialized training in high school is characterized as well as the need for lifelong learning, the importance of continuous personal and professional development. Ways to improve the career guidance process at the local level are highlighted. In the system of vocational guidance, it is very important to take into account the interests of the regional labour market. Career guidance in a community is an ecosystem that ensures its socio-economic development, and financial support for career guidance at the local level is an investment in human capital and sustainable community development. The advantages of organizing vocational guidance at the local level are a significant increase in opportunities for interaction with employers on vocational guidance of students, the creation and use of modern infrastructure. The functioning of educational and vocational hubs and career development centres based on educational institutions sounds promising, there students can try themselves in a particular profession, participate in projects for community and regional development.

Методы активизации профессионального самоопределения личности на этапе допрофессионального развития: опыт зарубежных стран

The article presents an overview of modern international studies of the problem of activation of professional self-determination of high school students. The results of the study conducted by Chinese scientists aimed at studying cognitive and affective self-esteem and their role in building the educational and professional path of high school students are presented. The effectiveness of applying relevant interventions in the classroom to enhance the professional interest of high school students in STEM professions, a model that combines natural sciences and engineering subjects into a single system, is analyzed in comparison to the study conducted in Germany. Mentoring is considered as a mechanism for professional self-determination in high school, contributing, in the opinion of Swedish scientists, to solving the problem of a shortage of specialists in the labor market. The article gives a comparative analysis of the systems of academic training and initial vocational education, which provides graduates with a smooth transition to the modern labor market. The experience of Denmark is analyzed, which is an institutional context for the study of inequality associated with vocational education.

Профессиональное самоопределение старшеклассников: социальные факторы и личные мотивы

Given the negative demographic trends and the aging of labor resources in most regions of Russia, it is important to curb educational migration away from them. The study of the mechanisms of professional self-determination of schoolchildren goes beyond pedagogical tasks in the field of public administration and regional economy. Psychological mechanisms of career choice and educational strategy building were widely studied during the twentieth century, but the question of the influence of social conditions in a particular region on the professional self-determination of young people remains poorly understood. Solving the problems of professional self-determination of schoolchildren requires the synthesis of personality-oriented and socially-oriented pedagogical approaches. The article examines the factors that determine the professional self-determination of school graduates and analyzes the conditions and patterns of schoolchildren’s professional self�determination, together with the potential of their influence on educational strategy by regional universities. The research hypothesis is that, when providing pedagogical support for professional self-determination of pupils, it is necessary to take into account both their personal characteristics and individual motives, as well as socio-economic factors that determine the choice of educational strategy. The research used comparative analysis, classification, generalization, an inter-disciplinary review of literature and socio-economic statistics, a sociological survey, and expert assessments. The main results are the description of models of professional self-determination of school graduate based on their awareness, values, self-efficacy assessment, and the justification of the principles of career guidance. A survey of school graduates in the Ulyanovsk region in 2018-2019 (n=2075) showed that a significant number of graduates lacked professional plans and knowledge about regional universities and universities in other cities. The study revealed the professional interests of school graduates and their plans for educational migration from the region. School graduates did not justify their choice of a career and educational strategies by their professional interests, but rather on their desired standard of living upon graduation. It established that the quality of education at the university is not a determining factor for potential applicants. As actors in the regional educational space, professional education organizations can have a greater impact on the processes of professional self-determination of high school students. The results indicate the importance of regional socio-economic conditions for professional self�determination of school graduates, their educational strategy and choice of university. The study confirmed that their professional self-determination follows the principles of the Social Cognitive Career Theory.

Professional self-determination of high school students in the conditions of a modern school

Professional self-determination of high school students in the conditions of a modern school

Pedagogical support for professional self-determination of high school students in IT professions

Introduction. The formation of professional self-determination of high school students and the associated choice of vocational education is an urgent problem of the modern school. This paper examines the possibility of pedagogical support to solve this problem by the example of the formation of ideas about IT education and IT professions at a level sufficient for their conscious choice in Russia. The tools discussed are the school Computer Science course and, more broadly, teacher-led non-formal education in the field of computing.The aim of this article was to analyse the factors affecting the conscious choice of high school graduates of IT professions and types of professional IT education, and the possibilities of pedagogical support for the formation of this choice by means of informatics education, implemented by means of a modern information and educational environment.Methodology, methods and materials. A systematic approach was applied, i.e. not only school but also subsequent stages of professional development of students were analysed. The leading theoretical methods were the analysis of the knowledge system, generalisation, identification and resolution of contradictions in the process of self-determination of students in the IT profession. Empirical methods for collecting, analysing and interpreting empirical data were also employed. The analysis of academic publications, documents and statistical data was carried out.Results. It is shown that the main reasons for the low level of formation of the professional self-determination of high school students in the IT profession are the following factors: insufficient attention paid in the school Computer Science course to the technological aspects that underlie most of the IT professions; lack of awareness of labour functions in IT professions; lack of awareness of the content of training in various areas of higher IT education and the focus of these areas on specific IT professions; ignorance of the real demand for the country’s economy in various IT professions.The school course in Computer Science can become a system-forming beginning in the formation of professional self-determination of high school students in the IT profession, but in its current state, it does not fully fulfill this function. The reasons are the inability to provide everyone, who wants to study Computer Science in high school at an in-depth level, the neglect in this course of the technological aspects of computing that underlie most of the IT professions, and insufficient use of the information resources of the information and educational environment of modern non-formal education.One of the ways to solve this problem is to supplement the Computer Science course with a special pre-professional training module, which will purposefully acquaint students with IT professions, with information technologies that underlie these professions, as well as the types and the content of the most popular areas of professional IT education and their connections with IT professions. To implement such a module, in addition to traditional forms of education, distance and network learning can be used, including with the involvement of university teachers and employees of leading IT companies.Scientific novelty. For the first time, the problem of pedagogical support for the formation of professional self-determination of senior high school students in the IT profession has been investigated.Practical significance. The obtained results can become the basis for improving school informatics education for the full fulfillment of the task to develop the professional self-determination of students in the IT profession.

Deontological teachers and parents’ preparation for the joint design of an individual education route for high school students

Deontological teacher`s and parents preparation for the joint design of the individual educational route of students is one of the main conditions for the successful solution of the problems of modern education, focused on its humanization and individualization. The aim of the study is to develop and test a deontological model of teacher`s and parents training for the joint design of an individual educational route for students. A pedagogical experiment was carried out, consisting of the introduction of the developed deontological model into the practice of the activities of a general education school. The experimental and control groups were formed, which consisted of 249 parents and 62 teachers. The pedagogical experiment lasted for one academic year. The following were revealed: positive changes in the position of parents and teachers of the experimental group in interaction with each other, an increase in the number of respondents characterized by a reliable level of deontological readiness for joint pedagogical design (an increase of 56,6%), the actualization of the professional self-determination of high school students.

PROFESSIONAL SELF-DETERMINATION OF HIGH SCHOOLS AS A PURPOSE PROCESS

The article presents the theoretical aspect of the problem of professional self-determination of high school students. The essence of the concepts of the presented problems is revealed. Professional self-determination of high school students is presented as a purposeful process that requires the development of effective conditions for its implementation. A procedural model of professional self-determination of high school students is proposed for consideration as one of the reasons for personal growth, which includes cognitive-reflexive, value-semantic and behavioral-modeling components. The stages of realization of purposeful professional self-determination of senior pupils as a reason for personal growth are presented: theoretical and analytical, ascertaining, formative and developmental. A number of methods are presented that create the basis for the purposeful process of professional self-determination, namely: the method of self-knowledge, the method of identifying and activating the values ​​of personal growth, the method of designing the professional "I"; the presented model activates and directs the process of professional self-determination of high school students. It is concluded that a high level of development of the cognitive-reflexive component presupposes the involvement of high school students in active self-knowledge, the result of which is a thorough knowledge of their own individual-typological characteristics, an understanding of the strengths and ways of their successful use, a constant interest in the topic of choosing a profession. The high level of development of the value-semantic component testifies to the formation of high school students' values ​​of labor and values ​​of growth, the presence of a stable desire for self-improvement. A high level of the behavioral modeling component presupposes that high school students are aware of their responsibility for choosing a future profession, the ability to make informed decisions, and a willingness to model the professional “I”.

Communication as a means of professional self-consciousness forming in high school seniors by increasing their competence

It is developed the model of high school seniors’ professional competence increasing through communicative action, which is built of three interrelated components: awareness of professional plans, finding ownself in the chosen profession, self-actualization in professional choice. The experiment idea was to open to high school seniors the possibility of applying their internal needs of professional self-realization in their already chosen profession. The aim was to study the role of communicative action as a means for professional self-awareness development in high school seniors. To assess the dynamics of the communicative attitude of high school students, we analyzed the results of V. Boyko’s «Communicative attitude» testing by the mathematical t-Student method before and after the experimental intervention. The experimental group results showed the improvement, that is the decrease in the negative communicative attitude. There were also revealed statistically significant differences in indicators of communicative attitude with different types of professional self-determination of high school students. It is proved that the willingness to respond in a certain way to interpersonal interaction is determined by the factor of communication experience, namely, assessments and experiences of the essence of the acquired experience, views, and behavior. These indicators differ significantly depending on the professional self-determination of high school students. It is concluded that the increase of professional competence through communication leads to the improvement of mental and emotional state, and creates a new internal situation for professional self-determination optimization. The condition of professional self-determination, which can be used by a psychologist in career guidance work, is the use of informational action to start rethinking high school seniors’ own reality, which accordingly forms the strategy of their behavior. The further research perspective is seen in the development of professional psychological training and the use of the method of causometry in high school students

Methodological peculiarities of organizing work in the profession-oriented pedagogical class

The subject of this research is the arrangement of educational process in in the profession-oriented pedagogical class. The goal lies in explication of methodological peculiarities of working with high school students for professional self-determination and formation of their readiness to study at the pedagogical university. Leaning on the principles of multidimensional and nonlinear arrangement of educational process, humanistic orientation, unity of collective and individual forms of organizing the activity, as well as focus on the development of socially successful personality, the author outlines the methodological peculiarities of arrangement of educational environment of high school students in the “School – University” system. The project paradigm is implemented from the perspective of personality-oriented and subject-activity approaches in the four main modules of variable part of the curriculum of the profession-oriented pedagogical class: 1) “In the world of pedagogical profession”; 2) “The learned person: practical psychology of cognition”; 3) “I find myself in pedagogical profession; 4) “Learn who you truly are”. Readiness of high school students for project activity implies the abilities to search for data and establish correlations, create a project, analyze the problem field of research, find alternative solutions, and assess the acquired results. Project and game methods meet the goals of professional self-determination of high school students. The article presents the experience of functioning of the profession-oriented pedagogical class as the joint project of the Department of Pedagogy and Psychology of Bashkir State Pedagogical University named after M. Akmulla and School No. 113 named after Hero of the Soviet Union Ivan Ignatievich Rybalko (Ufa). Methodological recommendations on organizing the educational process in the profession-oriented pedagogical class can be applied in the senior middle school.

PSYCHOLOGICAL FUNDATIONS OF SECONDARY SCHOOL PUPLES PROFESSIONAL SELFDETERMINATION: THEORETICAL ASPECT

The article substantiates the essence of professional self-determination of the individual, its psychological foundations, reveals the content of components and indicators of its formation. The article emphasizes that the choice of future professional activity is a factor in the further development of personality, determination of conditions and means of realization of personal traits and abilities, social environment for the implementation of life plans, meaning and values. The aim of the article was to theoretically determine the psychological foundations of professional self-determination of a high school student's personality. To achieve this goal, the author conducted a theoretical analysis of the determinants and dynamics of professional self-determination of high school students; studied the psychological features of the components of professional self-determination of high school students. As a result, the author states that to state that psychological readiness for professional self-determination presupposes the formation, development and awareness of the individual of all its structural components.

ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ СТАРШЕКЛАССНИКОВ СЕЛЬСКИХ И ГОРОДСКИХ ШКОЛ

The article formulates the problem of insufficient knowledge of the patterns of professional self-determination of high school students in rural schools. The purpose of the study is formulated, which is to identify the features of professional self-determination of rural schoolchildren of the 11th grades, based on the analysis of their professional interests and self-assessment of the formation of professional skills. In accordance with this goal, the following research objectives are defined: to identify and compare the professional interests of high school students in rural and urban schools; to identify and compare the level of formation of professional skills of high school students in rural and urban schools; to analyze the relationship between the level of development of professional interests and the formation of professional skills in high school students in rural and urban schools. The study revealed that high school students of rural schools are significantly more interested in the professions of «man – nature» and are poorly inter-ested in the professions of «man-man»; high school students of urban schools demonstrate the opposite orientation: they show interest in the pro-fessions of «man-man» and are practically not interested in the professions of «man nature»; rural schoolchildren show the highest interest in the pro-fessions of «man-sign», and high school students of urban schools show the highest interest in the professions of «man-man»; the same and low in-terest in the professions of «man-technique» and «man-artistic image» is recorded for both groups of schoolchildren. Differences and coincidences in the level of formation of professional skills in rural and urban schoolchildren have been established, they are as follows: rural schoolchildren have significantly lower professional skills in relation to the activities of «man-man» and «man-technique» than urban schoolchildren; professional skills in relation to the activities of «man-nature» and «man-artistic image» are equally low in both groups of schoolchildren; – professional skills in relation to the activities of «man-sign» are equally well formed in both groups of schoolchildren; in general, the level of formation of professional skills in rural schoolchildren is significantly lower than in urban ones.

ДИНАМИКА ЦЕННОСТНО-СМЫСЛОВОГО САМООПРЕДЕЛЕНИЯ СЕЛЬСКИХ СТАРШЕКЛАССНИКОВ

The article considers the system of value orientations of high school students as an important factor of self-determination of personality (on the example of rural schoolchildren). In modern life, purposefulness, the ability to form meaning and develop, etc. are important for the self-realization of a person. Self-awareness and the desire for self-realization help a person to remain in demand and realized not only in the profession, but also in life. The article presents the results obtained using the methodology of M. Rokich's value orientations and content analysis of essays to identify the features of terminal and instrumental values of rural high school students. It was found that rural high school students have higher values of personal life and acceptance of others, low – professional self-realization. They have more developed high demands, firm will, acceptance of others, but abstract, passive values-means often prevail. Values-goals and values-means have their own specifics during high school age. The obtained data reveal the role of the personal factor in the self-determination of senior schoolchildren. These results of the dynamics of value-semantic self-determination contribute to the deepening of ideas about the trends of its development in high school age. They can be useful for optimizing the psychological and pedagogical support of personal self-determination of high school students. The results of this study can be used to improve the system of vocational guidance of rural schoolchildren, increase their competitiveness and develop professional competencies. The study of various characteristics of self-determination is relevant for optimizing professional self-actualization and evaluating the productivity of human life cycles. Further research prospects may be related to the determination of the interrelationships of different components of value-semantic self-determination in a sample of rural high school students.

체육수업참여 고등학생의 자기결정성과 교사의 자율성지지 및 긍정심리자본 간의 구조적 관계

The purpose of this study is to investigate how self-determination of high school students participating in physical education classes affects their autonomy and positive psychological capital. After investigating the data which is collected used IBM SPSS statistics 23 and IBM AMOS 23 program, frequency analysis, Exploratory factor analysis and confirmatory factor analysis, convergent validity, discriminant validity, Cronbach’s α, correlation analysis, path analysis through Structural Equation Model(SEM), mediation effect analysis by Sobel test. The result of this study were as follows.<BR> First, it was found that the self-determination of high school students participating in physical education classes had a statistically significant effect on the support of teacher autonomy. Second, it was found that the self-determination of high school students participating in physical education classes had a statistically significant effect on the positive psychological capital. Third, it was found that the support of teachers’ autonomy of high school students participating in physical education classes had a statistically significant effect on positive psychological capital.

High school students’ ideas about future time perspective with the focus on different levels of personal maturity

Introduction. The authors investigate the problem of high school students’ ideas about future time perspective, which reflect the level of their personal development and the ability to solve life and professional problems independently and creatively. The purpose of the study is to identify the structural and content features of high school students’ ideas about future life perspective taking into account different levels of personal maturity. Materials and Methods. Ideas about future time perspective were considered based on the concepts of the event-situational approach and the personal-time arrangement of future time perspective. The following biographical and psychodiagnostic methods were used to collect empirical data: E. Korzhova’s ‘Psychological autobiography’; The Twenty Statements Test (TST) by M.Kuhn and T. McPartland; A. Miklyaeva’s ‘Scale of personal maturity self-assessment’. Methods of mathematical statistics were used to analyze the quantitative results of the research. Results. The authors summarize the findings of the theoretical and experimental study of high school students’ ideas about their future time perspective. The structural components of the ideas have been clarified, their functions in building future time perspective and regulating social activities of high school students have been determined. The study reveals the distinctive features of students’ ideas about future taking into account different levels of personal maturity in such aspects as event-richness and extensity of life perspective, its emotional coloring, concretization, and relationship with various aspects of personal maturity. The key content characteristics of the students’ ideas about future reflect their experience of self-identity and awareness of changes. Their important function is to regulate high school students’ activities, aimed at the implementation of life plans. The level of personal maturity affects structure and content of adolescent ideas about future time perspective. Conclusions. The structure of high school students’ ideas about future time perspective includes a number of components that determine future well-being, socialization, and self-fulfillment. The principles and ideas, which have been developed as a result of the research, can be transferred to teachers' and psychologists' work with problems of life and professional self-determination of high school students. Keywords Level of personal development; Personal maturity; Ideas about future time perspective, High school students’ professional activities; Regulation of social activity.

The problem of high school students’ profession choice: theoretical discourse

The problem of readiness for profession choice in the process of profession-related self-determination of high school students in Ukraine is quite relevant. The real situation requires a person to constantly choose life goals and means to achieve them. The current situation in society requires the simultaneous manifestation of two functions: individual psychological characteristics, social lability, flexibility on the one hand; and on the other hand, the development of person’s identity, which forms an inner "core", which is an indicator of readiness for profession choice. In this regard, social and psychological support is needed to form the readiness of high school students to make a conscious choice of profession. In recent years, there has been a reassessment of the "prestige" of professions, as well as socio-economic changes in the country have increased the concern of young people: "What to be?". Practice shows that a certain percentage of graduates still does not see a bright life path, does not imagine their professional career, cannot adequately assess their professional prospects. This is due to the fact that high school students do not have sufficient information about the needs of the labour market, do not know how to consider the socio-economic conditions that determine the type and nature of profession-n related activity; they have no idea about the nature of work. Most young people strive to achieve the desired way of life, to obtain some professional recognition; however, specific professional activities are not considered by them as part of the future way of life. The purpose of the article is a theoretical analysis of the scientific problem of high school students’ profession choice. Research methods: analysis of psychological and pedagogical literature; comparative-historical method of foreign and domestic experience in forming socio-psychological readiness of high school students to join the Free Economic Zone. The analysis of the psychological and pedagogical literature shows that the study of the problem regarding profession choice considers this process as purposeful, which consists of motivating and appropriately structured actions.