Motivational Aspect of the Systemogenesis of the Professional Formation of a Psychologist as a Subject of Labor at the Stage of Pre-Professional Development
https://doi.org/10.18384/2949-5105-2023-4-108-119
Abstract
Aim. To describe the changes in the motivational component of the systemogenesis of the professional formation of a labor subject at the stage of pre-professional development, depending on the severity of personal qualities.
Methodology. The study involved 817 psychology students of the 1st – 4th courses studying at leading Russian universities. The interpretation of the research results is confirmed by the methods of mathematical and statistical data processing.
Results. As the professional formation at the stage of professional training of a psychologist, as a subject of labor, the disposition of the leading motives does not change significantly, while motivation, evaluated in the context of professionally important personal qualities, shows the specifics due to the stage of professional training (course of study).
Research implications. The results of the study contribute to the study of the problem of the motivational component of the system of genesis of the professional formation of a psychologist as a subject of labor.
About the Author
T. A. Egorenko
Moscow State University of Psychology & Education
Russian Federation
Russian Federation
Tatiana A. Egorenko – Cand. Sci. (Psychology), Assoc. Prof., Head of the Chair of Pedagogical Psychology named after Professor V. A. Guruzhapov
ul. Sretenka, 29, Moscow, 127051, Russian Federation
References
1. Afon'shina I. V., Yacunova E. B. [Study of emotional burnout syndrome in students at different levels of education]. In: Psihologiya cheloveka v sovremennom mire [Human psychology in the modern world], 2009, no. 4, pp. 99–104.
2. Gorbushina A. V. Dinamika struktury motivacii professional'noj deyatel'nosti pedagogov v zavisimosti ot trudovogo stazha: avtoref. dis. … kand. psihol. nauk [Dynamics of the structure of motivation for the professional activities of teachers depending on their work experience: abstract of Cand. Sci. thesis in Psychology]. Kirov, 2019. 26 p.
3. Grecov A. G., Azbel A. A. Psihologicheskie testy dlya starsheklassnikov i studentov [Psychological tests for high school students and students]. St. Petersburg, Piter Publ., 2012. 208 p.
4. Egorenko T. A. [Determinants of the professional development of the subject of labor – the future psychologist]. In: Vestnik Tverskogo gosudarstvennogo universiteta. Seriya: Pedagogika i psihologiya [Bulletin of Tver State University. Series: Pedagogy and psychology], 2019, no. 2 (47), pp. 36–42.
5. Egorenko T. A. [Methods for activating professional self-determination of the individual at the stage of pre-professional development: experience of foreign countries]. In: Sovremennaya zarubezhnaya psihologiya [Modern foreign psychology], 2022, vol. 11, no. 3, pp. 61–70. DOI: 10.17759/jmfp.2022110306.
6. Zeer E. F., Stepanova L. N. [Acmeological technology for predicting individual professionally oriented trajectories of personality development of students]. In: Obrazovanie i nauka [Education and Science], 2023, vol. 25, no. 6, pp. 69–98. DOI: 10.17853/1994-5639-2023-669-99.
7. Len'kov S. L., Rubcova N. E. [Personal and professional development of psychologists]. In: Integraciya psihologicheskoj nauki i praktiki: osnovnye problemy i novye perspektivy razvitiya: sbornik trudov Mezhdunarodnoj nauchno-prakticheskoj konferencii, Mytishchi, 10 fevralya 2022 g. [Integration of psychological science and practice: main problems and new prospects for development: collection of proceedings of the International Scientific and Practical Conference, Mytishchi, February 10, 2022]. St. Petersburg, NIC ART Publ., 2022, pp. 79–86. DOI: 10.51623/907478565_79.
8. Manukyan V. R. [Specifics of professional development crises at different stages of study at a university]. In: Vestnik Sankt-Peterburgskogo gosudarstvennogo universiteta. Seriya 12 [Bulletin of the St. Petersburg State University. Series 12], 2012, no. 3, p. 62–69.
9. Povarenkov Yu. P. Problemy psihologii professional'nogo stanovleniya lichnosti [Problems of psychology of professional development of personality]. Saratov, Saratov State SocioEconomic University Publ., 2013. 322 p.
10. Tolochek V. A. [Professional career as a subject of psychological research]. In: Yaroslavskij pedagogicheskij vestnik [Yaroslavl Pedagogical Bulletin], 2023, no. 2 (131), pp. 145–154. DOI: 10.20323/1813-145X_2023_2_131_145.
11. Chermyanin S. V., Zagornaya E. V., Kapitanaki V. E. [Features of educational and professional motivation of student psychologists and its dynamics at different stages of study at the university]. In: Vestnik Leningradskogo gosudarstvennogo universiteta im. A. S. Pushkina [Bulletin of the Leningrad State University named after A. S. Pushkin], 2021, no. 4, pp. 154– 167. DOI: 10.35231/18186653_2021_4_154.
12. Andersen S. C., Hjortskov M. The unnoticed influence of peers on educational preferences. In: Behavioural Public Policy, 2019, pp. 3–24.
13. Bertrand M., Mogstad M., Mountjoy J. Improving educational pathways to social mobility: evidence from Norway’s «reform 94». In: Journal of Labor Economics, 2021, vol. 39, no. 4. Available at: https://www.nber.org/papers/w25679 (accessed: 30.10.2023). DOI: 10.1086/713009.
14. Rosenzweig E. Q., Harackiewic J. M., Priniski S. J., Hecht C. A., Canning E. A., Tibbetts Y., Hyde J. S. Choose your own intervention: Using choice to enhance the effectiveness of a utility-value intervention. In: Motivation Science, 2019, no. 5, pp. 269–276. DOI: 10.1037/mot0000113.
15. Golsteyn B. H., Stenberg A. Earnings over the life course: general versus vocational education. In: Journal of Human Capital, 2017, vol. 11, no. 2, pp. 167–212. DOI: 10.1086/691798.
16. Piesch H., Gaspard H., Parrisius C., Wille E., Nagengast B. How can a relevance intervention in math support students' career choices? In: Journal of Applied Developmental Psychology, 2020, no. 71, pp. 101–185. DOI: 10.1016/j.appdev.2020.101185.
Supplementary files
Review
Views:
107
Email this article 