psymgouПсихологические наукиPsychological Sciences3033-64303033-6414Federal State University of Education10.18384/2310-7235-2023-1-6-22psymgou-208Research ArticleОБЩАЯ ПСИХОЛОГИЯ, ПСИХОЛОГИЯ ЛИЧНОСТИ, ИСТОРИЯ ПСИХОЛОГИИGENERAL PSYCHOLOGY, PERSONALITY PSYCHOLOGY, HISTORY OF PSYCHOLOGYВзаимосвязь осознанной саморегуляции и карьерной адаптивности старших школьников: лонгитюдное исследованиеRelationship between senior schoolchildren’s conscious self-regulation and career adaptability: longitudinal studyhttps://orcid.org/0000-0003-2907-9771КондратюкН. Г.KondratyukN. G.

Кондратюк Наиля Гумеровна – кандидат психологических наук, старший научный сотрудник

125009, г. Москва, ул. Моховая, д. 9, стр. 4

Nailya G. Kondratyuk – Cand. Sci. (Psychology), Senior Researcher

Mokhovaya, 9, bld. 4, Moscow, 125009

n.kondratyuk@gmail.comКолесниковаИ. М.KolesnikovaI. M.

Колесникова Ирина Матвеевна – заместитель директора

398042, г. Липецк, ул. 9-й микрорайон, д. 42а

Irina M. Kolesnikova – Deputy Director

9-i Mikroraion, 42a, Lipetsk, 398042

k.irihka.m@yandex.ruhttps://orcid.org/0000-0001-9106-6803ЖемерикинаЮ. И.ZhemerikinaI. Yu.

Жемерикина Юлия Игоревна – кандидат психологических наук, доцент, доцент кафедры гуманитарных и социальных наук

119454, г. Москва, пр-т Вернадского, д. 78

Yulia I. Zhemerikina – Cand. Sci. (Psychology), Assoc. Prof., Department of Humanities and Social Sciences

pr-t Vernadsky, 78, Moscow, 119454

yulkazh@yandex.ruПсихологический институт Российской академии образованияРоссияPsychological Institute of the Russian Academy of EducationRussian FederationСредняя школа № 51 г. ЛипецкаРоссияSchool No. 51 of LipetskRussian FederationМИРЭА – Российский технологический университетРоссияMIREA – Russian Technological UniversityRussian Federation20232002202301622Copyright © Кондратюк Н.Г., Колесникова И.М., Жемерикина Ю.И., 20232023Кондратюк Н.Г., Колесникова И.М., Жемерикина Ю.И.Kondratyuk N.G., Kolesnikova I.M., Zhemerikina I.Y.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.psymgou.ru/jour/article/view/208Цель

Цель. В статье представлены данные лонгитюдного исследования взаимосвязи осознанной саморегуляции и карьерной адаптивности как общепсихологического и профессионально-ориентированного регуляторных ресурсов человека. Основная цель исследования состояла в изучении причинно-следственных отношений между саморегуляцией и карьерной адаптивностью в ходе обучения в старших классах школы на российской выборке.

Процедура и методы

Процедура и методы. В двухволновом лонгитюдном исследовании с интервалом в один год (в период обучения в 10–11 классах) приняли участие 110 российских школьников. В каждом исследовании заполнялись опросник В. И. Моросановой «Стиль саморегуляции поведения – ССПМ 2020» и русскоязычная версия «Шкалы карьерно-адаптационных способностей» М. Савикаса. Анализ собранных данных проводился с использованием статистического пакета IBM SPSS Statistics 26 и среды языка программирования R.

Результаты

Результаты. Показана динамика осознанной саморегуляции и карьерной адаптивности на выборке российских школьников на этапе их обучения в 10 и 11 классах. Подтверждена устойчивость связи осознанной саморегуляции с карьерной адаптивностью. Выявлены косвенные перекрёстно-лонгитюдные эффекты в причинно-следственных отношениях между осознанной саморегуляцией и карьерной адаптивностью.

Теоретическая и/или практическая значимость. Теоретическая значимость исследования определяется его включённостью в развитие фундаментальных научных представлений об осознанной саморегуляции человека в онтогенезе и нацеленностью на выявление психологических факторов, способствующих профессиональному саморазвитию человека. Практическая значимость исследования связана с разработкой программ диагностики, развития и поддержки профессионально-ориентированных ресурсов обучающихся в ситуации выбора профессии в старшей школе и формирования готовности к освоению выбранной специальности в высших учебных заведениях.

Aim

Aim. The article reports the data of a longitudinal study investigating the cause-and-effect relationships between conscious self-regulation and career adaptability as general psychological and professionally oriented regulatory resources of a person. The main aim of the study was to study the cause-and-effect relations between the conscious self-regulation and career adaptability in the course of senior schoolchildren’s training, using Russian schools as a sample.

Methodology

Methodology. 110 Russian schoolchildren took part in a two-wave longitudinal study with an interval of one year in the period of their schooling in the 10th to 11th grades. In each study they were requested to fill in the questionnaire "Self-Regulation Profile Questionnaire – SRPQM 2020" by V.I. Morosanova and the Russian version of the "Career Adaptability Scale" by M. Savikas. The analysis of the collected data was carried out using IBM SPSS Statistics 26 and the R programming language environment.

Results

Results. The dynamics of conscious self-regulation and career adaptability was shown in a sample of Russian schoolchildren at the stage of their education in the 10th and 11th grades. The study confirmed the stability of connections between the conscious self-regulation and career adaptability. The data analysis has revealed the indirect cross-longitudinal effects in the cause-and-effect relationships between the conscious self-regulation and career adaptability.

Research implications

Research implications. The theoretical significance of the study is determined by its involvement in developing the fundamental scientific ideas about conscious self-regulation of a per- son in ontogenesis and its focus on identifying the psychological factors that contribute to the professional self-development of a person. The practical significance of the study is related to the diagnostic programs development, development and support of professionally oriented resources of students in the situation of choosing a profession in high school as well as formation of their readiness to master the chosen specialty in higher educational institutions.

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The authors declare that there are no conflicts of interest present.