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www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.59.11.10
How to Cite:
Knysh, I., Dubinka, M., Kochubei, O., Poliakov, I., & Tiahur, V. (2022). Practices for readiness of future specialists for professional
self-determination in the information society. Amazonia Investiga, 11(59), 108-118. https://doi.org/10.34069/AI/2022.59.11.10
Practices for readiness of future specialists for professional
self-determination in the information society
30
Практики готовності майбутніх фахівців до професійного самовизначення
в інформаційному суспільстві
Received: November 22, 2022 Accepted: December 15, 2022
Written by:
Inna Knysh31
https://orcid.org/0000-0003-1746-359X
Mykola Dubinka32
https://orcid.org/0000-0001-7129-3750
Olena Kochubei33
https://orcid.org/0000-0002-3292-1387
Ihor Poliakov34
https://orcid.org/0000-0003-3013-2277
Vasyl Tiahur35
https://orcid.org/0000-0002-7933-9095
Abstract
Professional self-determination of the individual
is a complex and lengthy process of finding and
realizing yourself in the profession. The main
goal of professional self-determination is
clarified. The basic concepts of readiness for
professional self-determination of future
specialists in the modern information society are
revealed. The following approaches to the
consideration of the concept of readiness are
defined: functional-psychological, personal,
activity-based. Based on the components of
readiness identified by the researchers, it can be
assumed that the structure of professional self-
determination of the future specialist contains
motivational, cognitive and activity components.
Self-determination is defined as a
multidimensional process that can be considered
from different points of view: as a series of tasks,
that society sets for the emerging individual, and
which the individual must solve in a certain
period. As a process of step-by-step decision-
Анотація
Професійне самовизначення особистості є
складним та тривалим процесом пошуку та
реалізації себе в професії. З’ясовано головну
мету професійного самовизначення. Розкрито
основні поняття готовності до професійного
самовизначення майбутніх фахівців в
сучасному інформаційному суспільстві.
Визначено наступні підходи до розгляду
поняття готовності: функціонально-
психологічний, особистісний, діяльнісний.
Базуючись на визначених дослідниками
компонентах готовності, можна припустити,
що у структурі професійного самовизначення
майбутнього фахівця присутні мотиваційний,
когнітивний та діяльнісний компоненти.
Самовизначення визначено як багатомірний
процес, який можна розглядати з різних точок
зору: як серію задач, які суспільство ставить
перед особистістю, що формується, і які власне
особистість має вирішити за певний період
часу; як процес поетапного прийняття рішень,
31
Doctor of Philosophical Sciences, Professor of the Department of Social and Humanitarian Disciplines and Foreign Languages,
National Academy of Management, Ukraine.
32
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Pedagogy and Special Education,
Volodymyr Vynnychenko Central Ukrainian State Pedagogical University, Ukraine.
33
Postgraduate Student of the Pedagogics and Education Management Department, Pavlo Tychyna Uman State Pedagogical
University, Ukraine.
34
Doctor of Philosophy, Educational, Psychology Science, Associate Professor, Lecturer of the Department of Physical education,
National Technical University “Kharkiv Polytechnic Institute”, Ukraine.
35
Candidate Pedagogical Sciences, Associate Professor of the Department Pedagogy and Psychology, Ferenc Rakoczi II
Transcarpatthian Hungarian College of Higher Education, Ukraine.
Knysh, I., Dubinka, M., Kochubei, O., Poliakov, I., Tiahur, V. / Volume 11 - Issue 59: 108-118 / November, 2022
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making, with the help of which the individual
forms a balance between his desires and
inclinations, on the one hand, and the needs of
society, on the other; as a process of forming an
individual lifestyle, part of which is professional
activity. A number of tasks of professional self-
determination of a future specialist in the
information society are formulated.
Keywords: diagnostic practices, future
specialists, information society, professional
self-determination, readiness.
за допомогою яких індивід формує баланс між
своїми бажаннями та нахилами, з однієї
сторони, і потребами суспільства – з іншої; як
процес формування індивідуального стилю
життя, частиною якого є професійна діяльність.
Сформульовано ряд завдань професійного
самовизначення майбутнього фахівця в
інформаційному суспільстві.
Ключові слова: готовність, діагностичні
практики, інформаційне суспільство, майбутні
фахівці, професійне самовизначення.
Introduction
The formation of the labor market in Ukraine, its
integration into the global economic space is
accompanied by an increase in competition
between highly qualified professionals. Today's
young people who want to get a good profession
immediately after graduation, dream of rapid
professional achievements, materialized in the
external attributes of a successful person, and at
the same time do not want to fully work on
themselves, improve their personal and
professional level, develop professionally
important qualities necessary for the chosen
profession. Such contradictions determine the
relevance of the problem of studying the process
of professional self-determination of the future
specialist's personality in the information society
(Kulakov, 2010).
The methodological basis of the research consists
of philosophical provisions on the relationship
between consciousness and activity; on the social
conditionality of the processes of formation of
consciousness and behavior, the idea of
dialectical development of the individual because
of involvement in various types of activities.
Personality-oriented, systematic approaches to
the education of the individual; methodological
foundations of the competence approach in
education. The leading methodological position
for the presented research is the recognition of
the determinism of the process of professional
self-determination by the internal capabilities of
the individual in the context of his integral life.
With this approach, professional orientation is
interpreted as a continuous scientific and
practical system of preparation for conscious
professional self-determination. The individual
in this process becomes the subject of choosing a
profession (Professional self-determination,
2016).
Choosing a profession for each young person is a
choice of their place in life, further path of study
and work. The problem of professional self-
determination of young people occupies an
important place in pedagogical and age
psychology, as it concerns a crucial moment in
the life development of the individual. It
becomes particularly relevant in early
adolescence. In this regard, the central and rather
difficult task of a higher education institution is
to form a profession among young people who
have already consciously chosen a profession –
further mastering it. The solution of this problem
largely depends on the active position of the
students themselves, on the awareness of
themselves as the subject of their own life, the
desire for personal self-realization, the ability to
make responsible decisions carefully and
independently. Therefore, the study of
professional self-determination of a specialist in
early adolescence can open up new ways to
optimize it (Vdovenko, 2015).
Professional self-determination of the individual
is a complex and lengthy process of finding and
realizing yourself in the profession. Professional
self-determination in the information society is
not limited only to the choice of profession, but
also includes pre-professional and professional
education, as well as adaptation of a person in a
particular workplace (Melnyk, 2013).
The main goal of professional self-determination
of a specialist at the stage of youth in the
information society is the gradual formation of
internal readiness to independently and
consciously plan, adjust and implement
development prospects (professional, life and
personal). (Bida & Kuchai, 2018).
Purpose. To reveal the basic concepts of
readiness of future specialists for professional
self-determination in the information society.
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Literature Review
Many researchers have studied the problem of
readiness of a future specialist for professional
self-determination in the information society.
Olikhovska L. (2016) analyzed the main
theoretical approaches to the problem of
professional self-determination in the
information society, considered psychological
approaches to the concept of professional self-
determination, its place and role in the structure
of the general meaning-life self-determination of
the individual. The article reveals the relationship
of professional self-determination of the
individual with personal, life, social and other
types of self-determination and the influence of
the environment and its active life position on the
professional self-determination of the individual.
Vdovenko, I. (2015) analyzes psychological and
pedagogical approaches to professional self-
determination of young people, the concepts of
leading domestic and foreign scientists who have
studied the problem of professional self-
determination of young people. The main
contradictions of understanding the problem of
professional self-determination by modern
researchers are considered. The principles that
guide future specialists when choosing a
profession are defined.
Bodnar, A., & Makarenko, N. (2006) devoted
their research to the problems of professional
self-determination of young people at the stage
of training in Higher Education Institutions.
Scientists consider the interaction of collectivity
and individuality as an inter- and intrasubjective
process. The process of professional self-
determination in the context of personal and
social self-determination is analyzed.
Gutsan, L., Morin, O., Okhrimenko, Z.,
Parkhomenko, O., Gritsenko, L., & Tkachuk, I.
(2016) substantiated the content and pedagogical
means of ensuring professional self-
determination of students in the educational
district in the process of regular, extracurricular
subject-transformative activities. Pre-profile
training, specialized training, the work of
practical psychologists and social educators, as
well as subjects of psychological service in the
interaction of the teaching staff and the parent
community.
Kravchenko, T., Varga, L.,
Lypchanko-Kovachyk, O., Chinchoy, A.,
Yevtushenko, N., Syladii, I., & Kuchai, O.
(2022) underline the various forms of
innovations implemented in improving the
professional competence of a specialist are listed:
improvement (rationalization), modernization,
innovation. Modernization of computer
technologies, especially multimedia ones, is a
necessary condition for the functioning of
specialists in modern society, since specialists
are at the center of the educational process,
during the improvement of professional
competence.
Plakhotnik, O., Strazhnikova, I., Yehorova, I.,
Semchuk, S., Tymchenko, A., Logvinova, Ya., &
Kuchai, O. (2022) demonstrate the importance of
multimedia teaching tools is shown, which are
promising and highly effective tools that allow
the teacher not only to present an array of
information in a larger volume than traditional
sources of information, but also to include text,
graphs, diagrams, sound, animation, video, etc.
in a visually integrated form.
Shchyrbul, O., Babalich, V., Mishyn, S.,
Novikova, V., Zinchenko, L., Haidamashko, I.,
& Kuchai, O. (2022) show that relevant concepts
of media education have been developed and are
being developed in Ukraine and form an
important basis for the modernization of
education, which will contribute to the
construction of an information society in the
country and the formation of civil society.
Distance learning is considered - the most
democratic form of education that allows broad
segments of society to get an education.
Tkachuk, I. (2018) developed methodological
recommendations on issues of theoretical and
applied nature, which relate to the psychological
and pedagogical support of personal and
professional self-determination of high school
students who found themselves in difficult life
circumstances because of military conflicts. The
psychological features of self-determination of
high school students who found themselves in
difficult life circumstances because of military
operations were highlighted; the methodology of
psychological and pedagogical support of
professional self-determination of high school
students was proposed.
Kuchai, O., Skyba, K., Demchenko, A.,
Savchenko, N, Necheporuk, Y., & Rezvan, O.
(2022) analyze the role of multimedia education
in the formation of the information society. The
emergence and development of the information
society determine the widespread use of
information and communication technologies
(ICT) in education, which is motivated by many
factors that are disclosed in the article. Various
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ways of using multimedia technologies in the
educational process are described.
Kuchai, O., Yakovenko, S., Zorochkina, T.,
Оkolnycha, T., Demchenko, I., & Kuchaі, T.
(2021) considers the training of specialists in
education in the conditions of distance learning.
It is lights up the advantages of distance learning
and determined the characteristic features of
distance learning of students training in the
implementation of these technologies in the
educational process. The article focuses on the
main aspects of computerization of studies as a
technological breach in methodology,
organization and practical realization of
educational process and informative culture of a
teacher.
Kritikou, M., & Giovazolias, T. (2022) show the
factors in the university environment associated
with emotion regulation, academic buoyancy,
and academic adjustment of tertiary students
within a self-determination theory framework in
combination with the nascent third wave of
Positive Psychology. Forty-one articles met the
inclusion criteria, all of which were rated as
either good or moderate quality. In accordance
with the third wave of Positive Psychology that
focuses on how interpersonal and ecological
factors create nurturing environments and
positive institutions, the systematic review
highlighted the factors that institutes should
consider in order to help students adjust better to
the academic environment.
Clegg, K.A., Levine, S.L., Zuroff, D.C., Holding,
A.C., Shahar, G., & Koestner, R. (2022) examine
mediational models connecting autonomy
support and self-criticism to negative affect
(NA), positive affect (PA), and goal progress
(GP) via autonomous and controlled motivation.
Separate measures were obtained within eight
domains (e.g., academic performance and
intimate relationships) for 346 university
students. Multilevel structural equation modeling
was used to test whether, both between-persons
and within-person, autonomy support and self-
criticism predicted autonomous and controlled
motivation, which in turn predicted NA, PA, and
GP. In addition to several between-persons
indirect effects, we found numerous significant
within-person indirect effects.
Gaitanaru, A. (2019) emphasize that seventeenth
and 20th century, the predominant phrase was
Computer Science, with ideas and trends that
targeted an informational society. Gradually the
concept of Information Society has gained
ground and has become a reality since the
explosion of the Internet, the main vector of this
society. It is possible to imagine a society in
which industry, public administration and other
specialized structures of power will be fully
computerized and included in the system of
current communication networks, yet
information in such a society proves to be a good
asset of the administrative and political elite.
Whole masses of people, after which their
potential creator and social activity can be
isolated from the knowledge that is circulating
and those created in these networks.
Donnikova, I., & Kovban, A. (2020) analyze the
possibility of combining legal and moral
regulations in the implementation of the human
right to freedom of conscience. The
methodological basis of the study reveals the
interdisciplinary of the problem. Culturological
analysis of freedom of conscience is performed
by using philosophical-anthropological and
phenomenological approaches to identify the
specifics of legal culture, the role of conscience
in the moral and legal self-regulation of human.
Systemic method is used for analysis freedom of
conscience as a complex holistic phenomenon;
historical method and comparative-legal method
– for identification of the specifics of the legal
regulation of freedom of conscience in historical
retrospect and perspective.
Kaji, S., Jamshidnezhad, A., & Shoushtarian, A.
(2019) show, that today, technology is used as an
important and foremost tool to facilitate human
life. Computers, tablets, smart phones and
massive social networks have affected the health
and medical professions. The sample size was
found using the Gregis Morgan formula.
Therefore, the patterns of passwords used in
cyber environments by 200 students of IT
Sciences were investigated and considered.
Descriptive statistics have been used to analyze
the gathered data in this study. The results
showed that the passwords selected by the
students were poor and imaginable for breaking.
Methodology
In the course of the research, theoretical methods
were used: analysis of philosophical,
pedagogical, psychological literature; modeling
and designing of results and achievement
processes at different stages of search work;
analysis of documents of educational institutions;
generalization and synthesis.
The general methodology of the research is based
on the philosophical propositions of the theory of
knowledge, general scientific principles of
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scientificity, historicism, integrity, cultural
conformity, unity of the national and universal;
conceptual provisions of philosophical,
psychological, pedagogical, economic sciences
regarding human orientation to self-
improvement; fundamental scientific approaches
to the study of the problem in interaction and
interconnection, applied at various stages of
research; ideas of comparative studies regarding
the anticipatory approach in the training of
specialists in Ukraine based on the creative use
of progressive ideas; humanization and
continuity of professional education.
The methodological level is based on the
following scientific approaches:
− a synergistic approach contributes to the
enrichment of the educational process with
dialogue means and methods of educational
and pedagogical interaction, which ensures
the development of specialists;
− a systemic approach, according to which
education and training is a system in which
all components are interconnected and
interdependent;
− the anticipatory approach contributes to the
fundamentalization of the training of
specialists, their focus on innovative
professional activity;
− the cultural approach is aimed at
implementing the educational process taking
into account the culture and historical
traditions of its people, that permeates all
pedagogical activity;
− the technological approach makes it possible
to ensure the effectiveness of theoretical and
practical training of specialists in
universities.
Results and Discussion
The analysis of psychological and pedagogical
literature made it possible to determine the
following approaches to the consideration of the
concept of readiness:
− functional and psychological – the study
takes into account the state of a person's
mental functions;
− personal – readiness is defined as a
characteristic of the individual;
− activity – based on readiness for a certain
type of activity is taken into account:
educational, labor, sports.
Readiness for professional self-determination
can be defined as an integral property of the
individual, which contributes to a conscious and
independent choice of profession and the
implementation of certain activities for its
mastery.
Based on the components of readiness identified
by the researchers, it can be assumed that in the
structure of professional self-determination of
future specialists to professional self-
determination in the information society there are
motivational, cognitive and activity components.
The motivational component shows the attitude
of the future specialist to professional self-
determination in the information society to the
chosen profession. The motivational component
includes value orientations, needs, interests,
learning motives, etc.
The cognitive component of readiness for
professional self-determination includes a
person's knowledge of themselves and their
capabilities, in particular, the state of health,
awareness of the world of professions, the
requirements of professions for an employee, and
so on.
The activity component includes the presence of
a personal professional plan of the future
specialist for professional self-determination in
the information society and practical steps for its
implementation. The component includes
professionally important knowledge and skills,
personal qualities (Melnyk, 2013).
The life position of the individual, his worldview
attitudes, ideals and social values are the basis
that will determine the professional strategy and
professional self-determination of the individual.
In particular, a number of scientists believe that
the success of professional self-determination
will be influenced by a person's compliance with
the following principles: he should create his
own professional life; be aware of his future
opportunities and contribute to their
development. Be active and responsible in
choosing a profession and determining ways to
implement it; set realistic goals and achieve the
necessary result in the process of mastering
future professional activities; recognize mistakes
in professional self-determination and
purposefully work to eliminate them, etc.
Scientists associate professional self-
determination of a person with his personal self-
determination, with his self-realization in various
spheres of life, with self-actualization, self-
transcendence, and self-knowledge.
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It can be concluded that modern science has
accumulated a wealth of experience in the field
of the theory of professional self-determination.
The presence of such diversity indicates not only
the complexity of this phenomenon, but also that
professional self-determination is largely
determined by the peculiarities of the country and
a certain social environment of the district, city,
and village (Olikhovska, 2016).
According to S. Goncharenko, (1997)
"professional self-determination is the process of
making a decision by a person regarding the
choice of future work activity, which consists in
the awareness of the individual as a subject of
specific professional activity. Provides for a
person's self-assessment of individual
psychological qualities and comparison of their
capabilities with the psychological requirements
of the profession to a specialist".
According to M. Dubinka (2015), professional
self-determination consists in the individual's
awareness of himself as a subject of specific
professional activity and provides for:
1) A person's self-assessment of their own
individual psychological qualities and
comparison of their capabilities with the
psychological requirements of the
profession to a specialist;
2) Awareness of their role in the system of
social relations and their responsibility for
the successful performance of their activities
and the realization of their abilities;
3) Self-regulation of behavior aimed at
achieving the goal.
As a result, professional self-determination is a
multidimensional process that can be viewed
from different perspectives:
− as a series of tasks that society sets for the
emerging individual, and which the
individual itself must solve over a certain
period of time;
− as a process of step-by-step decision-
making, with the help of which an individual
forms a balance between his desires and
inclinations, on the one hand, and the needs
of society, on the other;
− as a process of forming an individual
lifestyle, of which professional activity is a
part.
Summarizing, we state that the professional self-
determination of the future specialist is the
process of becoming a specialist and his
socialization, in the process of which the future
specialist acquires readiness for independent,
creative professional activity based on awareness
and subjective correlation of social requirements
with their own potential and existing abilities. A
set of internal conditions, and, at the same time,
acquires the ability to independently make
decisions regarding important professional goals
that make sense both for the subject himself and
for society.
Having analyzed a number of psychological and
pedagogical sources on the outlined problem, we
can formulate a number of tasks of professional
self-determination:
1) Form an attitude to one's own activity and
self-knowledge as the basis of professional
self-determination;
2) Ensure self-knowledge and form an "image-
I" as a subject of future professional activity;
3) Develop the ability to compare the "image-
I" with the requirements of the profession to
the individual and the needs of the labor
market, create a professional plan on this
basis and check it;
4) Develop the ability to analyze various types
of professional activity, taking into account
their kinship in psychological characteristics
and similarity of requirements to a person;
5) Create conditions for checking the
possibilities of self-realization in various
types of professional activities by organizing
professional tests;
6) To ensure the development of professionally
important qualities;
7) To form motivation and psychological
readiness to change the profession and
reorientation to new activities;
8) To foster universal and general professional
qualities and personal needs.
On the way to self-determination, the future
specialist in the information society in one way
or another reveals his activity through the
following aspects. Normative (a set of those
requirements that are put forward to the
individual by society in general or the team in
particular: a) Physical, intellectual, moral
readiness for Work; b) Readiness to perform
duties; c) readiness to unite the team, its support
and development). Real (material or spiritual
contribution that was made for the teaching staff
or society in general: a) personal actual
contribution that the individual makes to the
team, and recognition of its value; b) support and
positive assessment of activity, independence of
the individual in activities and communication
within the moral norms of society).
Psychological (awareness, correlation of the
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requirements of the individual and the
requirements of others: a) general focus on
cooperation; b) the ability to conquer their own
desires in favor of the team).
The main factors of professional self-
determination are:
− family position;
− peer position;
− position of the teaching staff;
− personal professional and life plans;
− abilities and their manifestations;
− focus on public recognition;
− awareness of certain professional activities.
Therefore, professional self-determination of a
person is associated not so much with life
experience, but with his idea of the future. An
important indicator of professional perspective,
its realism is the connection of life and
professional expectations, value orientations and
life goals with professional plans, the ability to
connect them with the current life situation.
The main principles that guide future specialists
when choosing a profession and place in the
social structure of society are:
The principle of consciousness in choosing a
profession is expressed in the desire to meet with
your choice not only personal needs in work, but
also to bring as much benefit to society as
possible. Awareness of the need to choose first
those professions that are needed by the national
economy, now to the greatest extent, serves as
one of the indicators of the development of
individual consciousness.
The principle of compliance of the chosen
profession with the interests, inclinations,
abilities of the individual and at the same time the
needs of society as a whole (district, region) in
the personnel of the necessary professions
expresses the connection between the personal
and social aspects of choosing a profession.
The principle of activity in choosing a profession
characterizes the type of activity of a person in
the process of professional self-determination.
You need to actively search for a profession
yourself. In this, a big role should be played: a
practical test of students' strength in the process
of labor and professional training, advice from
parents and their professional experience, search
and reading (by profession of interest) literature,
participation in the work of technical creativity
circles, work during practice, and much more.
Based on this, in the process of forming a
person's readiness to choose a profession, it is
necessary to pay attention to the following
individual characteristics. First, these are the
interests and inclinations of the individual. This
is an interest in the profession that the future
specialist chooses for himself. The development
and formation of professional interests are
directly related to cognitive interests. The more
pronounced the professional interest, the deeper
the need to master knowledge in a particular
profession. Thus, the choice of the right
profession depends not only on the individual
typological differences of future specialists, but
also on their cognitive interests, abilities, and
inclinations (Vdovenko, 2015).
The peculiarity of professional self-
determination at the stage of training in a higher
education institution is the formation of
professional self-awareness, the main
characteristics of which are the desire to discover
your inner world, a pronounced focus on the
future, relative stabilization of self-awareness
processes, high self-criticism. The study of the
mechanisms of self-awareness, the mechanisms
of mastering the individual's inner reserve is
aimed at helping young people to fully realize
themselves at the stage of professional self-
determination.
One of the manifestations of professional self-
awareness of the student is self-actualization as a
desire for the full manifestation and development
of their personal capabilities, as the main integral
characteristic of the integrity of the individual
and the mechanism of interaction between
collective and individual principles in the self-
consciousness of a person.
The level of development of self-actualization of
the individual determines the qualitative content
and formally dynamic characteristics of
professional self-determination at the stage of
training in a higher education institution (Bodnar
& Makarenko, 2006).
Therefore, professional self-determination of the
future specialist to professional self-
determination in the information society is a long
and dynamic process of independent
coordination of the achieved, but not realized
opportunities and requirements of the chosen
profession. The result of this process in youth is
the readiness of a high school student for
professional self-determination, which is a
personal neoplasm that is formed in the process
of purposeful influence and ensures that the High
School student agrees on the content and
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structure of the profession. Moreover, the
requirements for a person with the opportunities
and needs formed and realized by him in the
process of development (Kulakov, 2010).
I. Tkachuk (2018) suggests that employees of
educational institutions use methods that provide
for consistent performance of these tasks. The
introduction of these methods involves
cooperation and coordination of efforts of the
teacher, practical psychologist in the process of
psychological and pedagogical support of
professional self-determination of future
specialists. One of the defined tasks – activation
of cognitive and search activities of high school
students is performed in the process of mastering
the content of the career guidance course
"Professional Success: Movement Strategy" by
future specialists. The main goal of the course is
to develop the competence of future specialists in
choosing their future profession. This goal is
realized in the process of solving the following
tasks:
− formation of a system of knowledge of high
school students about the profession of the
chosen field, their condition, prospects in the
labor market and professional requirements;
− activation of the processes of self-
knowledge, self-assessment of their abilities,
opportunities and priorities in professional
activities;
− familiarization with the possibilities of
personal development and social realization
in a certain professional sphere.
It is suggested to use active forms of conducting
classes, such as discussion, brainstorming, role-
playing and business games. Turning to these
forms, you should try to get into the emotional,
creative, spheres of the individual, make classes
not formal, but effective and productive. The
following career guidance tools can also be used
to activate cognitive and search career guidance
activities in an educational institution.
The developed diagnostic practices for
determining the degree of formation of the
orientation of future specialists to future
professional success deserve attention. Practices
are developed as a basis for creating an
individually oriented correctional and
development program to promote the formation
of future specialists' focus on future professional
success. Their task is to ensure control over the
dynamics of this process, assess the effectiveness
of this career guidance work. Practices are aimed
at identifying future specialists with the degree of
thorough knowledge about the conditions for
achieving professional success in the chosen
field of activity (understanding the meaning of
the concept of "professional success".
Knowledge about the profession of the chosen
field of activity, their state and prospects in the
labor market, professional requirements; self-
assessment of opportunities, needs and
professional priorities). We will briefly describe
certain practices:
The questionnaire "Professional Intentions"
(author: E. Zeier) consists of 22 questions. The
methodology is used to determine the level of
formation and awareness of the studied life plans,
professional inclinations and intentions,
knowledge about the profession, as well as their
readiness to assess their suitability for the future
profession and the effectiveness of the influence
of the career guidance environment on the
professional self-determination of the subjects.
All questions are grouped in five areas, and the
answers indicate the level of formation and
awareness of each of them. The qualitative
analysis includes:
1. Life plans of the subjects.
2. Hobbies and professional intentions.
3. Knowledge of professions.
4. Assessment of your fitness for the
profession.
5. Effectiveness of career guidance work in
anucational institution.
Based on the results obtained, the validity of
professional intentions is established in order to
help future specialists in professional self-
determination. The following scales are used to
assess indicators: knowledge of professions;
assessment of their suitability for the profession.
The method "The readiness to choose a
profession" (author: A. Chernyavska) is a
questionnaire that contains 99 questions with a
dichotomous answer form "yes", "no". The
purpose of the methodology is to determine the
level of readiness for an adequate professional
choice. The questionnaire consists of five scales:
"autonomy"; "awareness"; "time orientation"
(planning); "decision-making"; "emotional
attitude". Questions of individual scales are
distributed in the methodology in any way.
According to the author's plan, the "awareness"
scale evaluates the degree of awareness of future
specialists about the world of professions in
general and about individual professions or
groups of professions. The concept of
"awareness of the world of professions" includes
the following: awareness of the distribution of
the world of professions by subject and purpose
of work, tools of production. In addition,
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knowledge of the concepts of labor culture, labor
discipline, enterprise structure, payment
principles; knowledge of individual professions;
knowledge or practical skills related to the
acquisition of a profession, search and
employment, the necessary level of education for
different professions; how to stay at work, how
to improve your professionalism. Awareness of
individual professions or groups of professions
includes knowledge about the physical and
socio-economic conditions of work in the
profession, the requirements of the profession to
a person (psychophysiological features,
cognitive sphere, and personal qualities).
Moreover, requirements for the level of
education, opportunities for obtaining education;
prospects for professional growth; knowledge of
the socio-economic needs of society, a particular
region and the need for personnel of individual
enterprises.
Methodology "The readiness of future specialists
for professional self-determination" (author:
L. Kabardova). Future specialists base this
questionnaire on the principle of self-assessment
at the same time:
− their capabilities in the implementation of
certain skills (educational, creative, labor,
social, etc.);
− their real, experienced and formed in
personal experience emotional attitude,
which occurs every time during the
performance of the activities described in the
questionnaire;
− their desire or unwillingness to have the
evaluated types of activities in their future
professional activities.
According to the results of the survey, according
to this methodology, the professional sphere that
the student prefers is determined ("human-sign",
"human-technique", "human-nature", "human-
artistic image", or "human-human"). Next, the
total amount of points scored in each professional
area is calculated: separately – "skill", separately
– "emotional attitude", separately - "professional
wishes". The result of this calculation is a clear
picture of the ratio of grades on 3 scales: skills,
emotional attitude of the student and professional
wishes, preferences in each professional field and
for each specific issue (type of activity).
The method of diagnosing motivation for success
(author: T. Ehlers) is designed to diagnose the
motivational orientation of the individual to
achieve success identified by G. Heckhausen.
This questionnaire contains 41 statements that
the subject must agree with or deny. The degree
of formation of the motive for success is
estimated by the sum of points for answers that
coincide with the key.
Methodology for diagnosing motivation to avoid
failures. A list of words is offered 30 columns of
three words each. In each line, you need to select
only one of the three words that most accurately
characterizes the subject. The results of these two
methods are analyzed together.
The Dembo-Rubinstein self-assessment research
methodology is based on a direct assessment of
future specialists' abilities, capabilities, and
skills. The subject is asked to note on vertical
lines-scales the expressiveness of the qualities of
interest to the researcher (actual) and also such a
degree of expressiveness that the subject would
like to have in himself (ideal, reflecting his
claims).
Conclusions
The main goal of professional self-determination
is clarified.
The following approaches to the consideration of
the concept of readiness are defined: functional-
psychological, personal, activity-based. Based
on the components of readiness identified by the
researchers, it can be assumed that the structure
of professional self-determination of a future
specialist in the information society contains
motivational, cognitive and activity components.
Self-determination is a multidimensional process
that can be considered from different points of
view: as a series of tasks, that society sets for the
emerging individual. In addition, the individual
must solve in a certain period of time; as a
process of step-by-step decision-making, with
the help of which the individual forms a balance
between his desires and inclinations, on the one
hand, and the needs of society, on the other; as a
process of forming an individual lifestyle, of
which professional activity is a part.
A number of tasks of professional self-
determination of a future specialist in the
information society are formulated.
Diagnostic practices for determining the degree
of readiness of future specialists for future
professional success are characterized.
We see prospects for further research in the
development of practices of readiness of future
specialists for professional self-determination in
the information society.
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/ November 2022
117
http:// www.amazoniainvestiga.info ISSN 2322- 6307
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