INTRODUCTION

Chapter 1. THEORETICAL AND METHODOLOGICAL APPROACHES TO STUDYING PROFESSIONAL SELF-DETERMINATION IN YOUTH AGE

1.5 Differences in professional self-determination of boys and girls at high school age

Chapter 2. STUDY OF GENDER DIFFERENCES IN THE PROFESSIONAL SELF-DETERMINATION OF HIGH SCHOOL STUDENTS

2.2 Analysis and interpretation of results

CONCLUSION

LITERATURE

APPLICATION

INTRODUCTION

A person is a self-regulating, dynamic system, and this means that the subject is constantly developing, changing, acquiring new personal and individual psychological qualities, providing him with fairly broad opportunities for professional self-determination.

The topic of professional self-determination has always been relevant. Close attention to this problem has been noted since time immemorial, when the “division of labor” appeared. N.S. Pryazhnikov points out the impossibility of further development of society without special attention to the problem of professional self-determination.

Russian psychology has accumulated a wealth of experience in the field of the theory of professional self-determination, which largely predetermined modern approaches to this problem. These are classic studies in the field of vocational guidance and career counseling (E.A. Klimova, A.E. Golomshtok, L.A. Yovaishi, S.N. Chistyakova), the development of the main provisions of the activity approach (A.N. Leontyev, L. S. Vygotsky and S.L. Rubinstein). A feature of all these studies is the increasing attention to the personal aspects of professional self-determination.

For theoretical analysis and generalization, the works of foreign researchers in the field of professional self-determination, such as A. Maslow, J. Holland, E. Bern, D. Super, E. Ginsberg, etc., are particularly interesting.

In any human society that still exists today, there is a division of labor between men and women, specific activities and social functions for men and women, and social norms that determine what men and women should or should not do. Developed social production and increased social mobility have expanded the scope and scope of individual choice. N.S. Pryazhnikov notes that a feature of this time was the problem of freedom of choice that actually arose before significant masses of people. And it is important for us to understand what has changed by this time in the person himself, in society, what guides schoolchildren today when choosing a profession.

The object of the study is professional self-determination.

The subject of the study is gender differences in the professional self-determination of high school students.

Research hypothesis - in the process of professional self-determination of high school students, the following gender differences are observed:

Girls choose professions related to service and performing in nature;

Young men show great interest in scientific and technical disciplines, focusing on highly paid professions and work that promotes career growth.

The purpose of the study is to study gender differences in professional self-determination of high school students.

Research objectives:

1. Conduct a theoretical analysis of the literature on the problem of “professional self-determination.”

2. To study the motives influencing the choice of profession in adolescence.

3. Explore gender differences in professional self-determination of high school students.

Research methods: literature analysis, testing, questioning, mathematical processing methods.

Research base: Secondary secondary school No. 10 in Blagoveshchensk

Sample: 40 people (16-17 years old).

1. THEORETICAL AND METHODOLOGICAL APPROACHES TO STUDYING PROFESSIONAL SELF-DETERMINATION IN YOUTH AGE

1.1 Domestic and foreign research on the problem of professional self-determination

Professional self-determination - a person’s awareness of the level of development of his professional abilities, the structure of professional motives of knowledge and skills; awareness of their compliance with the requirements that the activity places on a person; experiencing this conformity as a feeling of satisfaction with the chosen profession.

Professional self-determination is the process of an individual making a decision about the choice of future work activity - who to become, what social group to belong to, and with whom to work. In addition, professional self-determination, an important event on a person's life path. It is connected not only with the past experience of the individual, but also extends far into the future, participating in the formation of the image of “I”, ultimately predetermining many aspects of life. Let us consider some directions, theories of professional development of the individual, which discuss the essence and determination of professional choices and achievements. The psychodynamic direction, having as its theoretical basis the work of S. Freud, addresses the issues of determining professional choice and personal satisfaction in the profession, based on the recognition of the determining influence on the entire subsequent fate of a person of his early childhood experience. Z. Freud believes that a person’s professional choice and subsequent professional behavior are determined by a number of factors: 1) the structure of the early childhood needs; 2) the experience of early childhood sexuality; 3) sublimation as a socially useful displacement of the energy of a person’s basic drives and as a process of protection from diseases due to the frustration of basic needs; 4) the manifestation of a masculinity complex (S. Freud, K. Horney), “ envy of motherhood" (K. Horney), inferiority complex (A. Adler). In the psychoanalytic theory of S. Freud, issues of professional development of the individual are associated with the manifestation of the structure of unconscious needs and motives that develop in early childhood. The issue of choosing a profession, vocation, along with with issues of social life, love and marriage, was considered by A. Adler as one of the three main issues of human life. In his concept, the feeling of inferiority and the desire for superiority, being general factors determining behavior, influence the choice of profession and determine the preferential development of artistic, artistic, and culinary abilities. To assist a client in choosing professional activities, a psychologist-consultant, from A. Adler’s point of view, must pay attention to the content and form of early childhood impressions, which have a decisive impact on the client’s lifestyle. So, for example, if early childhood impressions concerned an unexpected or sudden illness or death of a relative, then the profession of a doctor or pharmacist is highly likely to be expected in the professional choice. The position of psychoanalysis that dominant needs find their satisfaction in a profession confirms that if an individual perceives his profession as satisfying his basic dominant needs, then he will be highly satisfied with this profession. The scenario theory of the American psychotherapist E. Berne explains the process of choosing a profession and professional behavior by the scenario that is formed in early childhood. The scenario theory states that relatively few people achieve complete autonomy in life; In the most important aspects of life (marriage, raising children, choosing a profession and career, divorce and even the manner of death) people are guided by a script, i.e. a program of progressive development, a kind of life plan developed in early childhood (up to 6 years of age) under the influence of parents and determining human behavior. Scenario theory draws attention to the fact that a person, guided unconsciously by a script, is not the subject of choosing a profession. Each person includes three psychological positions: Child, Adult and Parent. The general scheme of the scenario construction of a person’s choice of profession and career is as follows: the decisive (motivating) influence in building an individual’s career or professional plan comes from the Child of the parent of the opposite sex. The adult state of the self of a parent of the same sex gives a person models, a program of behavior. According to D. Super, individual professional preferences and types of careers can be considered as a person’s attempts to implement the self-concept. The self-concept is represented by all those statements that a person wants to say about himself. All those statements that a subject can say regarding his profession determine his professional self-concept. Those characteristics that are common to both his general self-concept and his professional self-concept form a vocabulary of concepts that can be used to predict vocational choices. So, for example, if a subject thinks of himself as an active, sociable, businesslike and bright person, and if he thinks of lawyers in the same terms, he may become a lawyer. If the same person can think of a scientist as calm, unsociable, passive and intelligent, but only one of these professional characteristics lies in his own self-concept, then he will avoid the profession of a scientist. Professional self-concept can also be obtained by ranking professions according to the degree of their attractiveness or by taking the subject’s actual profession as a statement of his self-concept. Thus, multiple vocational choices may be compatible to varying degrees with personal self-concepts. The subject chooses a profession whose requirements will ensure that he fulfills a role consistent with his self-concept. In his theory, Eli Ginsberg pays special attention to the fact that choosing a profession is an evolving process; everything does not happen instantly, but over a long period. This process includes a series of “intermediate decisions”, the totality of which leads to the final decision. Each intermediate decision is important, as it further limits freedom of choice and the ability to achieve new goals. Ginsberg identifies three stages in the process of professional choice: 1) the fantasy stage (continues in a child until the age of 11); 2) hypothetical stage (from 11 years of age to 17 years of age); 3) realistic stage (from 17 years of age and older). The first two periods - fantasy and hypothetical - proceed the same for boys and girls, and the transition to realism occurs earlier in less wealthy boys, but girls’ plans are more flexible and varied . Research shows that the exact age boundaries of the periods of professional self-determination are difficult to establish - there are large individual variations: some young people make their choice even before leaving school, while others reach the maturity of their professional choice only at the age of 30. And some continue to change professions throughout their lives. Ginsberg recognized that the choice of career does not end with the choice of the first profession, and that some people change their occupation throughout their entire working life. The methodological foundations of the psychological approach to the problem of studying self-determination were laid by S.L. Rubinstein. He considered the problem of professional self-determination in the context of the problem of determination, in the light of the principle he put forward - external causes act, refracted through internal conditions: “The thesis according to which external causes act through internal conditions so that the effect of the action depends on the internal properties of the object means, according to essentially, that any determination is necessary as determination by others, external, and as self-determination (determination of the internal properties of an object).” In psychological studies of professional self-determination, there are two approaches. The first considers self-determination as a natural process that arises at a certain stage of ontogenesis and exists as a personal new formation of the elder school age. So, S.P. Kryagzhde notes that at the initial stage of professional self-determination it is of a dual nature: either a choice of a specific profession is made, or a choice of only its rank, a professional school is a social choice. If a specific professional self-determination has not yet been formed, then the girl (boy) uses the generalized option, postponing its specification for the future. Professional self-determination is inextricably linked with such an essential characteristic of adolescence as aspiration for the future; with awareness of oneself as a member of society, with the need to solve the problems of one’s future. The second approach considers self-determination as an artificially organized process that is built into a certain practice - career guidance - and only in this context acquires its meaning and value. These are classic studies in the field of vocational guidance and professional counseling by E.A. Klimova, A.E. Golomstock. A feature of all these studies is the increasing attention to the personal aspects of professional self-determination. E.A. Klimov identifies two levels of professional self-determination: 1) gnostic (restructuring of consciousness and self-awareness); 2) practical level (real changes in a person’s social status).

The essence of professional self-determination can be considered the search and finding of personal meaning in the chosen, mastered and already performed work activity, as well as the finding of meaning in the process of self-determination itself. In addition to the person himself, his important life choices are strongly influenced by parents, peers, various specialists (teachers, psychologists), etc. Then the question arises: what is the share of participation in the life choice of the person himself?

The first psychological theory of professional choice was developed by F. Parsons; he formulated the following premises:

A) each person, based on his individual qualities, primarily professionally significant abilities, is most optimally suited to a single profession;

B) professional success and satisfaction with the profession are determined by the degree of compliance of individual qualities and the requirements of the profession;

C) professional choice is, in essence, a conscious and rational process in which either the individual himself or a career consultant determines the individual disposition of psychological or physiological qualities and correlates it with the existing dispositions of the requirements of various professions.

Among the characteristics of professional choice, F. Parsons highlights, first of all, awareness (consciousness) and rationality, which he understands rather as a compromise between the abilities, interests and values ​​of the individual and the possibility of their implementation in various professions.

D. Holland's view of professional self-determination has a different direction. For Holland, the process of professional development is limited, firstly, by the individual himself determining the personal type to which he belongs, secondly, by finding a professional sphere that corresponds to this type, and thirdly, by choosing one of the four qualification levels of this professional sphere, which is determined development of intelligence and self-esteem. The main attention is paid to the description of personality types, which are characterized as motor, intellectual, social, adaptive, aesthetic, striving for power. This theory indicates that each person, based on his individual qualities and, above all, professionally significant abilities, is most optimally suited to a single profession. Professional choice is a conscious and rational process in which the high school student himself determines the individual disposition of psychological qualities and correlates it with the existing dispositions of the requirements of various professions.

At the same time, E. Ginsberg, who developed one of the first theories of professional development, especially emphasized the time aspects when choosing: a high school student must understand the time perspective in order to be able to refuse immediate satisfaction of needs, if at the same time it will be more difficult for him to achieve professional final goals. In his theory of compromise with reality, he drew attention to the fact that choosing a profession is an evolving process; everything does not happen instantly, but over a long period. This process includes a series of “intermediate decisions”, the totality of which leads to the final choice. Each intermediate decision is important, as it further provides freedom of choice and the opportunity to achieve new goals. For example, deciding not to go to college and instead taking a commerce course in high school makes it difficult to pursue higher education later on. Correcting mistakes made requires a lot of time, effort, and sometimes money. As children mature, they acquire knowledge of their surroundings and the ability to make informed choices. As a rule, such a choice involves comparing the ideal and reality.

Thus, the development of a person as a subject of labor is possible with:

1. The formation of a socially conditioned active life position that coincides with both the interests of society and his own.

2. Mastery of general and specific knowledge about the world of professions.

3. Formation of professional self-awareness.

Modern psychology has accumulated a wealth of experience in the field of the theory of professional self-determination, which largely predetermined approaches to this problem.

The variety of different approaches to considering the problem of professional self-determination is caused not only by the complexity of this issue, but also by cultural and historical conditioning, the implementation of self-determination by the majority of people living in a particular country, as well as the heterogeneity of the population of specific countries and regions. All this complicates the selection of the “best” conceptual approaches and makes the problem of professional self-determination diverse in the ways it can be considered.

Almost all theories of professional development are aimed at predicting the following: the direction of professional choice, the construction of career plans, the reality of professional achievements, the characteristics of professional behavior at work, the presence of satisfaction from professional work, the effectiveness of an individual’s educational behavior, stability or change of workplace, profession.

The problem of professional self-determination and professional self-awareness is relevant for young people living in modern society, especially during the transition to a market economy, when a significant part of the population is forced to change their professions and specialties, while others, despite current conditions and material interests, remain faithful to those chosen several decades ago. profession, despite the decline in its prestige in society. First of all, this is the devaluation of honest, skilled labor in our society, which is a consequence of a global problem - the lack of social development at this stage, the latter leading to the loss of value and moral guidelines in human life.

But, on the other hand, today there are unique opportunities for full and free personal self-determination of all members of society. A person is a self-regulating, dynamic system, and this means that the subject is constantly developing, changing, acquiring new personal and individual psychological qualities, providing him with fairly broad opportunities for professional adaptation.

1.2 The concept of professional self-determination and its main components

1.2.1 Professional self-determination as a necessary condition for personal development

Nature cannot know what civilization has come up with. Therefore, it is futile to expect that a growing person, completely left to himself, may develop or be diagnosed with interests, inclinations, and abilities for some activity that provides food and is recognized by others (an alchemist or a tire collector, a fortune teller or a bibliographer).

Professionally important human qualities must not only be identified, but in many ways also instilled in a person through upbringing, education, and the organization of his activities. Yes, this presupposes the activity of not only the teacher, psychologist, but also the growing person himself. And to the extent that we are talking about one or another version of self-determination. It would be a gross mistake to understand self-determination as a spontaneous automatic “unwinding” of something that is supposedly already fully available in a collapsed form, and even to hope for all this that this process will go in a socially valuable direction.

Analysis of scientific literature allowed us to identify the following definitions of the concept of professional self-determination:

S.N. Chistyakova considers professional self-determination as readiness to choose a profession and defines it as a stable integral system of professionally important personality qualities (a positive attitude towards the chosen type of professional activity, the presence of the necessary knowledge, skills).

M.V. Retivykh considers “professional self-determination as an integral personality property that contributes to the conscious and independent implementation of a strategy of professional choice, which is manifested in moral, psychophysiological and practical readiness for the formation and implementation of professional intentions and aspirations.”

N.S. Pryazhnikov says that “the essence of professional self-determination is the independent and conscious finding of the meaning of the chosen or already performed work and all life activities in a specific socio-economic situation, as well as finding meaning in the process of self-determination itself.”

V.A. Polyakov states that “Professional self-determination presupposes the choice of a career, the sphere of application and self-development of personal capabilities, as well as the formation of a practical, effective attitude of the individual to the sociocultural and professional production conditions of his socially useful existence and self-development.”

Self-determination presupposes the activation of self-knowledge and self-education of a growing person.

Thus, the formation of a positive attitude towards work, the acquisition of certain work skills and the choice of profession are integral components of personality development.

The essence of professional self-determination is an independent and conscious determination of the meaning of the work performed and all life activities in relation to a specific cultural and historical situation. As a meaningful procedural model of professional self-determination, a modified version of the scheme for constructing a personal professional plan - PPI (I.A. Klimov), supplemented by value-moral components of self-determination (Pryazhnikov):

1. Awareness of the value of honest (socially useful) work is the value and moral basis of self-determination.

2. General orientation in the socio-economic situation in the country and forecasting the prospects for change (taking into account the specific socio-economic situation) and the prestige of the chosen work.

3. Awareness of the need for professional training for full self-determination and self-realization.

4. General orientation in the world of professional work (macro-informational basis of self-determination).

5. Knowledge about the chosen goals: professions and specialties in the relevant educational institutions and places of employment (microinformation basis for self-determination).

6. Identification of a long-term professional goal (dream) and its coordination with other important life goals (leisure, family, personal).

An idea of ​​the main external and internal obstacles (disadvantages) that complicate the achievement of professional goals, as well as knowledge of one’s strengths that contribute to the planned plans and prospects (self-knowledge as an important basis for self-determination) on the path to the identified goals.

Knowledge of ways and means of overcoming external and internal obstacles that contribute to preparation for an independent and conscious choice of future professional activity. Availability of a system of backup options in case of failure in the main option of self-determination.

9. The beginning of the practical implementation of personal professional prospects and constant improvement (adjustment) of the outlined plans according to the “feedback” principle.

Thus, the dissimilarity of each new generation from the previous ones from this point of view is explained by the fact that each new generation of youth exercises personal self-determination in relation to a different system (hierarchy) of values ​​existing in society.

From this perspective, the problem of professional self-determination also looks different. Widely practiced and practically fruitless attempts to directly guide young people towards certain professions do not make sense without knowledge of the peculiarities of personal self-determination.

The development of a person as a subject of labor (according to N.A. Berdyaev) is possible with:

The formation of a socially conditioned active life position that coincides with both the interests of society and his own;

Mastery of general and specific knowledge, the fullness of their awareness;

Formation of professional self-awareness.

Significant factors of professional self-determination include the age of choosing a profession, the level of awareness of the individual (knowledge of oneself, the requirements of the profession imposed on a person, awareness of the labor market) and the level of its aspirations.

Professional self-determination is an essential aspect of the social process of personal development. Identifying the features of the manifestation of the principle of determinism in the process of self-determination involves the analysis of two systems. On the one hand, this is a personality as a complex self-regulatory system, on the other, a system of social guidance for young people in deciding the issue of conscious choice of profession.

This system includes the targeted influence of school, family, public organizations, literature, and art on the motives for choosing a profession. This set of vocational guidance tools is designed to provide solutions to the problems of vocational education and counseling of students, awakening professional interest and inclinations, direct assistance in finding employment and overcoming the difficulties of the professional adaptation stage. The system of career guidance tools contains a wide range of opportunities for the professional development of an individual, from which the individual “draws” the motives and goals of his activities.

The relationship between the individual and the system of career guidance influences external to it arises only in the process of activity. Activity as a form of relationship between the subject and objects forms a condition for mental reflection and acts as a mechanism of deterministic influence on the individual.

In the process of constant communication with the outside world, a person acts as an active party to interaction. Therefore, the psychological manifestation of the principle of determinism can only be understood within the framework of the problem of the relationship between external and internal conditions in the determination of activity. In terms of analyzing the driving forces of activity, it is necessary to proceed from the relationship and opposition of internal and external.

The process of professional self-determination is determined by the emergence and expansion of the subject’s activities, realizing its connection with career guidance factors. Self-determination is woven into this activity as a component.

The structural elements of personality, as the immediate psychological prerequisites for professional self-determination, differ in the nature of their functions. The entire set of the most important personal prerequisites for self-determination (according to D.A. Leontiev) can be reduced to two main groups:

1) Personality characteristics that provide the opportunity to successfully solve the problem of choosing a profession, but are not directly involved in activating this process. This group includes strong-willed character traits, as well as such a trait as hard work. This should also include the presence of some work and life experience, the level of a person’s general life maturity.

2) This group of psychological prerequisites for self-determination is formed by various components of personality orientation, which dynamize the process of professional self-determination and determine the selectivity of response. This includes the need for professional self-determination, the person’s educational and professional interests and inclinations, beliefs and attitudes, values ​​and ideals, and ideas about life values.

The components of the second group, due to their connection with cognitive needs, have the function of determining the sphere of activity that is attractive to a person.

To summarize, we can say that human personality extremely complex. It has both qualities acquired during life and biological properties characterized by relative constancy (inclinations, type of nervous system, etc.).

Professional and personal self-determination have a lot in common, and in their highest manifestations they almost merge. Professional self-determination is more specific, it is easier to formalize it (get a diploma, etc.); personal self-determination is a more complex concept (a “personality” diploma, at least for mentally healthy people, is not yet issued). Professional self-determination depends more on external (favorable) conditions, and personal self-determination depends more on the person himself.

The question of how a small child grows into a person with his individual characteristics, with his inherent character, worldview, and attitude to reality has always occupied scientists of different specialties, different countries and scientific directions. There are many different, sometimes opposing points of view on this matter, but most scientists agree on one thing: one cannot hope that a person will improve on his own, only due to his spontaneously developing experience.

Thus, today in psychology a developed personality is considered to be a person who has reached the level of development at which his views and attitudes become stable and he becomes capable of consciously and creatively transforming reality and himself.

1.2.2 Types and levels of professional self-determination

As already noted, professional self-determination continues throughout a person’s working life and, accordingly, he constantly clarifies for himself the meanings of his professional work, correlating them with the meanings of his entire life. In order to somehow help a self-determining schoolchild or young professional find his or her way, we can try to identify the main types and levels of professional self-determination, which can be considered as possible guidelines for a person’s professional development and self-development.

Conventionally, the following main types of self-determination can be distinguished: professional, social and personal. The question arises: how do these types relate to each other? At the highest levels of their manifestation, these types almost interpenetrate each other. For example, a professional who has discovered the main meaning of his life in his work will undoubtedly realize himself as a person. In another case, a person in his hobby (for example, when composing songs and poems) reaches such heights that another “professional” could envy, and those around him talk about such a person as a “real poet.” The main differences (distinctive, specific features) of these types of self-determination may be the following. Professional self-determination: 1) is characterized by greater formalization (professionalism is reflected in diplomas and certificates, in the work book, in the results of labor, etc.); 2) favorable conditions are required (social demand, relevant organizations, equipment, etc.). Social self-determination is characterized by: 1) globality, the comprehensiveness of the image and lifestyle that are specific to the sociocultural environment in which a given person lives; 2) dependence on stereotypes of social consciousness of a given sociocultural environment; 3) dependence on economic, social, environmental and other objective factors that determine the life of a given social and professional group. Personal self-determination: 1) is characterized by the impossibility of formalizing the full development of the individual (as already noted, it is difficult to imagine that a person would have a diploma or certificate with a note that “the owner of this document is ... a Personality”); 2) conditions that are more suitable are not “favorable” in the common sense, but, on the contrary, difficult circumstances and problems that not only allow the best personal qualities of a person to manifest themselves, but often also contribute to the development of such qualities.

In the modern world, when adults spend most of their time at work, personal self-determination is to a greater extent connected with professional self-determination (with the “main task” of life). Although in the future there may be situations when a person will have more and more free time from work for personal development. At one time, this was precisely what K. Marx saw as the essence of cultural and historical progress, freeing up more and more (thanks to the development of production forces and production relations) free time for the development of creative abilities by the individual. And then, perhaps, it is social self-determination (outside the framework of routine types of professional activity) that will become for many people the basis of their personal self-determination.

In each of the main types of self-determination (professional, social and personal), one can conditionally distinguish subtypes that differ in terms of the breadth of the range and the very possibilities of self-determination. Since the criterion “more - less” (opportunities) is introduced, it is legitimate to call these subtypes levels of opportunities for self-determination. We can conditionally distinguish five such levels separately for professional and separately for social self-determination. Since, as a person develops in a particular activity, he simultaneously realizes himself as an individual, separate levels are distinguished for personal self-determination - levels of realization of available opportunities (according to the types of professional and life self-determination). As already noted, with development and creative realization, professional and social self-determination come closer and interpenetrate each other.

In general, we can conditionally distinguish the following levels of realization of existing opportunities (general levels according to professional and social type of self-determination):

1. Aggressive rejection of activities based on a specific type of self-determination, demonstrative ignoring and even destruction of existing opportunities. With social self-determination, this could be, for example, not using opportunities to solve important everyday problems or creating artificial difficulties for the implementation of some noble public affairs.

2. Silent avoidance of activities for a specific type of self-determination. In ordinary life, this manifests itself in banal laziness and passivity in life.

3. Implementation of stereotypical methods of activity. In life, this manifests itself in stereotypical and therefore inevitably vulgar ways of spending leisure time (drinking, sitting in front of the TV, when instead of real life a person goes into a fictional world, etc.). The danger of this level is that formally a person does everything that is “supposed”, and there can be no complaints against him (there is no harm from such a person, and for society he is even “useful”... as some kind of “necessary” thing or a pet), but despite all this, the life of such a person is usually wasted, and sometimes at the end of his life a person can even realize this.

4. The desire to improve individual elements of one’s activity, that is, the actual beginning of real creativity, but within the framework of traditional ways of life. In life, this manifests itself in a significant change in relationships with other people, in the search for new opportunities to solve existing life problems, etc.

5. Finally, the highest level is the desire to significantly improve your activities as a whole. In life, this can be expressed in a significant change in the entire lifestyle, the search for fundamentally new approaches to solving important life problems, etc.

As a result, even with limited opportunities, you can realize yourself as a full-fledged individual. But a more desirable situation for a creative person is to expand their capabilities and find the strength within themselves to realize these expanding opportunities.

Professional self-determination is a multidimensional and multi-stage process that can be viewed from different angles. Firstly, as a series of tasks that society sets for an individual and which this individual must consistently solve over a certain period of time. Secondly, as a process of step-by-step decision-making, through which an individual forms a balance between his preferences and inclinations, on the one hand, and the needs of the existing system of social division of labor, on the other.

Thirdly, as a process of formation of an individual lifestyle, part of which is professional activity.

These three approaches emphasize different aspects of professional self-determination: the first is based on the demands of society, the third is based on personality traits, the second offers ways to harmonize both. At the same time, they are complementary (the first is predominantly sociological, the second is socio-psychological, the third is differential psychological).

Professional self-determination is the process and result of a conscious and independent choice of profession. For example, professional self-determination of schoolchildren is implemented in several stages, which correspond to certain tasks (Table 1). It includes practical, psychological and moral preparation for professional life. Professional self-determination is only the initial stage of professional development of an individual.

Choosing a profession is not a one-time act, but a process consisting of a number of stages, the duration of which depends on external conditions and the individual characteristics of the subject of the choice of profession.

The emergence of professional self-determination covers high school age, but it is preceded by the following stages:

The primary choice of profession, which is characterized by poorly differentiated ideas about the world of professions, situational ideas about the internal resources necessary for a given type of profession, instability of professional intentions. This stage is typical for students of primary school age, when questions about the content of the profession and working conditions do not yet arise. Sometimes teenagers also linger at this stage;

stage of professional self-determination (senior school age). At this stage, professional intentions and initial orientation in various areas of work arise and are formed;

vocational training as mastering the chosen profession is carried out after receiving school education;

Professional adaptation is characterized by the formation of an individual style of activity and inclusion in the system of industrial and social relations;

Self-realization in work (partial or complete) is associated with the fulfillment or non-fulfillment of those expectations associated with professional work.

So, professional self-determination is considered as a process that covers the entire period of a person’s professional activity: from the emergence of professional intentions to exit from work. It permeates the entire life path of a person.

In general, in domestic studies the problem of choosing a profession

is considered from the standpoint of personal, activity-based approaches (S.L. Rubinshtein, A.N. Leontiev, B.F. Lyamov, P.K. Anokhin, I.S. Kon, E.A. Klimov, etc.), which determines consideration of the decision-making process on the choice of professional activity by graduates of a modern comprehensive school on the basis of the internal activity of the individual, expressed in readiness for activities aimed at creation, the formation of the individual as an individual, as a subject of professional activity.

According to the theoretical principles developed by A.V. Karpov, V.D. Shadrikov, I.V. Kuznetsova’s choice of profession is considered as a complex complex of types and types of decision-making, among which the main ones are decision-making processes at the motivational and personal level.

Along with such personal formations as self-actualization, the level of aspirations that directly influence the result of the decision-making on the choice of profession by a high school student, a significant place in this process is given to the motivational basis, setting the goal of choosing a profession, which are directly dependent on the processes of self-analysis and analysis of professions. All of these components, which are in close unity, form the structural and functional basis of the decision-making process about choosing a profession for high school students, which can be briefly represented by the following diagram: motivational basis - setting the choice of profession - self-analysis - analysis of professions - self-actualization - level of aspirations - making a decision on choosing a profession.

Thus, guided by the provisions of A.V. Karpova, I.V. Kuznetsova and other researchers that the successful implementation of this process can be carried out subject to the obligatory balance between the teenager’s knowledge about himself and the world of the profession, we note that the subject making the decision to choose a profession must have the ability to operate, manage certain processes, including emotional , intellectual spheres, and also evaluate the available choices taking into account their difficulties, activities, expected results, etc.

In this regard, to implement the decision-making problem, a number of qualities, skills and knowledge are required from a young person. We consider the most important: the ability to set a goal for choosing a profession, adequately assess oneself in a profession, develop logical thinking, regulate volitional and emotional spheres, know one’s individual characteristics, character traits, draw up life and professional plans, and possess the qualities of a self-actualizing personality.

Professional self-determination is not only a moment of choice, but also a dynamic professional process, characteristic of all stages of a person’s life, carried out in the system of educational work. In pedagogical theory, the following stages of professional self-determination are distinguished:

1. Stage I (I - III (IV) classes) - propaedeutic.

During this period, under certain conditions, a love and conscientious attitude towards work awakens in younger schoolchildren, an understanding of its role in the life of a person and society arises, an interest in the profession of their parents and immediate environment is manifested, a moral attitude towards choosing a profession is formed, and an interest in the most common ones is formed. All this is possible if students systematically participate in various types of cognitive, gaming, socially useful, and work activities.

Stage II (grades V - VII) has a search orientation: adolescents develop professional intentions, they gradually realize their interests, abilities, social values ​​associated with the choice of profession and their place in society. This is facilitated by the inclusion of students in activities consistent with the profile of continuing education in high school and future professional activity.

Stage III (Grades VIII - IX) is the period of development of professional self-awareness, when schoolchildren acquire a personal meaning in choosing a profession, gain experience in relating the social goals of choosing a field of activity with their ideals, ideas about values, and comprehension of real opportunities.

4. Stage IV (grades X - XI) clarification of socio-professional status occurs. Taking into account the previous stages of training, career guidance activities are carried out on the basis of in-depth study of academic subjects in which high school students have shown a strong interest and ability. Particular attention is paid to the formation of professionally important qualities in the chosen type of work, control and correction of professional plans, methods of assessing results, achievements in the chosen activity, self-preparation for it and self-development.

Table 1

Stages and tasks of professional self-determination of schoolchildren

So, professional self-determination is a dynamic process of development of values, abilities, and interests of older schoolchildren throughout their education in a comprehensive school.

Self-determination is associated with values, with the need to form a semantic system in which the central place is occupied by the problem of the meaning of life, with an orientation towards the future. A person’s definition of himself in society as an individual is a definition of himself (self-determination, taking an active position) regarding sociocultural values, and thereby a definition of the meaning of his existence. Defining oneself as an individual - personal self-determination - has a value-semantic nature. Values ​​set orientation for the future.

The basis of self-determination in adolescence and adolescence is personal self-determination, which has a value-semantic nature, the active determination of a position regarding a socially developed system of values, and on this basis the acquisition of the meaning of one’s own existence.

Personal self-determination does not end in adolescence. It is the basis for your own development. Personal self-determination sets a personally significant orientation towards achieving a certain level in the system of social relations, the requirements for it, i.e. sets social self-determination. On the basis of social self-determination, requirements for a certain professional field are developed, and professional self-determination is carried out (not without the influence of other factors).

Consequently, professional self-determination is a complex dialectical process of formation by an individual of a system of his fundamental relations to the professional and work environment, development and self-realization of spiritual and physical capabilities, formation of adequate professional plans and intentions, and a realistic image of himself as a professional.

1.3 Motives for professional preferences

By the end of senior adolescence The student develops fairly stable motives related to his ideas and intentions regarding his future life and activities.

The understanding of motivation is used in 2 senses:

1. Motivation is a system of factors that cause the activity of the body and determine the direction of human behavior. This includes such entities as needs, motives, intentions, goals, interests, and aspirations.

2. Motivation is a characteristic of the process that ensures behavioral activity at a certain level. In other words - motivation.

Understanding motive, in general, as a complex mental formation, A.V. Ermolin includes in its content both need, goal, motivation, and intention. Hence, the motive can perform the following functions: incentive, guiding, meaning-forming, stimulating.

Based on the analysis of psychological ideas about motivation, with all the discrepancies, the understanding of motive as the motivating reason for actions and activities related to the satisfaction of needs is beyond doubt.

It is the motive that determines the meaning of what a person does. This brings a person to the need to determine his place in society. On the other hand, the motive, as subordinate to the goal in the quality of actions, in a certain area of ​​\u200b\u200bActivity, forces a person to develop general principles that can manifest themselves.

The choice of profession, as a semantic vertical in professional self-determination, comes down to a motivational ladder of preferences for certain motives of activity, which is built and developed in the real context of a person’s life and activity. If, in our opinion, one of the elements in the “connection” motive - goal - method of achieving the goal is missing, or is not sufficiently represented, then an inferior intention arises, working to maintain the state, interfering with the fulfillment of the main function of the system for regulating actual behavior.

Having identified his strengths and weaknesses, the student must make a firm decision to do everything possible to develop the strengths and eliminate the weaknesses. Willingness to change will be higher if it is facilitated by a value-based structure.

This is possible if you correlate the conditions with your own objective capabilities and desires, if the student believes that the conditions put forward in relation to him are objectively necessary to overcome difficulties.

A.I. Zelichenko and A.G. Shmelev propose the following system of external and internal motivational factors of work, which can be used not only to identify a person’s readiness to work effectively, but also for the purpose of professional orientation of self-determined clients.

External motivational factors:

1) pressure factors - recommendations; adviсe; instructions from other people, as well as examples of movie characters, literary characters, etc.; objective requirements (military service, family financial situation); individual objective circumstances (health status, abilities);

2) factors of attraction and repulsion - examples from the immediate environment of a person, from other people; everyday standards of “social prosperity” (fashion, prestige, prejudices);

3) factors of inertia - stereotypes of existing social roles (family, membership in informal groups); habitual activities (arising under the influence of school subjects, hobbies).

Internal motivational factors:

1) the profession’s own motivational factors - the subject of work; the labor process (attractive - unattractive, aesthetic aspects, diversity - monotony of activity, determinism - randomness of success, labor intensity of work, individual - collective work, opportunities for human development in this work); labor results;

2) working conditions - physical (climatic, dynamic work characteristics); territorial-geographical (proximity of location, need for travel); organizational conditions (independence - subordination, objectivity - subjectivity in assessing work); social conditions (difficulty - ease of obtaining professional education, opportunities for subsequent employment; security of the employee's position; free - limited regime; social microclimate);

3) opportunities for the realization of non-professional goals - opportunities for social work; to achieve what you want social status; to create material well-being; for recreation and entertainment; to preserve and improve health; for mental self-preservation and development; opportunities provided by work and profession for communication.

There are two functionally interconnected sides in human behavior: incentive and regulatory. For the sake of this work, let's consider the first one. Drive ensures the activation and direction of behavior, and regulation is responsible for how it develops from beginning to end in a specific situation. Sensations, perception, memory, imagination, attention, thinking, abilities, temperament, character, emotions - all this mainly provides the regulation of behavior. As for its stimulation, or motivation, it is associated with the concepts of motive and motivation. These concepts include an idea of ​​the needs, interests, goals, intentions, aspirations, motivations of a person, the external factors that force him to behave in a certain way, the management of activities in the process of its implementation, and much more.

In the pedagogical literature there is no unified classification of motives for choosing a future profession. In one case, the following groups of motives are distinguished: 1) general motivation; 2) romance of professions; 3) scientific and educational motives; 4) motives for the social significance of the profession; 5) link to example;

In another case, the following are considered: 1) awareness of the prospects of the chosen profession; 2) academic and extracurricular interests; 3) desire to be useful; 4) the influence of relatives and friends;

In the third case, the following are noted: 1) motives for the public benefit of the profession; 2) motives of a psychological nature; 3) motives for imitation; 4) external signs of the profession; 5) interest in the profession itself, etc.

EAT. Pavlyutenkov identifies the following motives for choosing a profession: 1) social motives; 2) moral motives; 3) ethical motives; 4) cognitive motives; 5) creative motives; 6) motives related to the content of work; 7) material motives; 8) prestigious motives; 9) utilitarian motives.

At every moment in time, the development of a person’s motives is influenced by social factors. Social factors influencing personality are diverse and are in complex relationships. The following social factors influence the choice of profession by schoolchildren:

1. Present: objective reality and conditions of activity, culture of society, group consciousness and behavior;

2. Past: the history of the individual, his own experience;

3. Future: trends in social development, personal goals, level of aspirations, etc.

The first place in terms of influence on the self-determination of senior schoolchildren in choosing a study profile is occupied by the sphere of friendly relations. Second place goes to funds mass media(books, newspapers, magazines, movies, TV shows). Third place - teaching staff, class teacher, then subject teachers, head teacher and school director. Fourth place is the influence of family. Fifth place is educational subjects; the higher a student’s academic performance, the stronger the impact academic subjects have on his professional self-determination. Sixth place - extracurricular activities. Seventh place - organizations. Eighth place - socially useful and production work. Ninth place - extracurricular activities.

The wider the range of choice, the more psychologically complex it is. Today, vocation is the unity of subjective inclinations and abilities for a particular activity, in which a person sees the main sphere of self-realization. But inclinations and interests themselves are formed and change in the process of activity. Sharply expressed, stable and active tendencies in children are not so common. A senior student is already faced with choosing a field of activity. But only practically, in the course of the activity itself, does it become clear whether it suits him or not.

The choice of the subject of future activity is a manifestation of mental activity as a result of the internalization of external factors through the motivational-need sphere of the individual. The choice should not be imposed, otherwise the object will cease to be a motive-forming one, and the activity will cease to be an activity. The choice of the subject of future activity can only be based on a real personal decision made voluntarily.

There are a number of psychological and pedagogical reasons that determine the importance of career guidance work aimed at helping students. An older student needs recognition from others and wants to be appreciated; he seeks approval, love and independence. One way to achieve this is to choose a line of activity that would distinguish him in the eyes of others and would bring him emotional satisfaction. This allows him to find himself, promotes self-realization and self-expression. The desire to achieve success is a consequence of a high level of self-esteem and promotes self-esteem. The degree of his self-satisfaction and self-approval depends on how great a teenager’s success is in his own eyes and in the eyes of others.

1.4 Professional self-determination in adolescence

A high school student (the period of early adolescence from 15 to 17 years) enters a new social development situation immediately upon moving from high school to high school or to new educational institutions - gymnasiums, colleges, schools. This situation is characterized not only by new teams, but, most importantly, by a focus on the future: on the choice of lifestyle, profession, reference groups of people. The need for this choice is dictated by the life situation itself, initiated by parents and directed by the educational institution. Accordingly, during this period, value-orientation activity acquires primary importance. It is associated with the desire for autonomy, the right to be oneself.

They distinguish between behavioral autonomy (the need and right of a young man to independently decide issues that concern him personally), emotional autonomy (the need and right to have his own attachments, chosen independently of his parents), moral and value autonomy (the need and right to his own views and the actual existence of such). Friendship and trusting relationships are of great importance at this age. Friendship is one of the most important forms of relationships for boys and girls, often supplemented and sometimes replaced by the whole variety of love relationships.

Adolescence is the stage of formation of self-awareness and one’s own worldview, the stage of making responsible decisions, the stage of human intimacy, when the values ​​of friendship, love, intimacy can be paramount.

Answering the questions “Who am I?” What am I? What am I striving for?”, the young man forms: 1) self-awareness - a holistic idea of ​​himself, an emotional attitude towards himself, self-esteem of his appearance, mental, moral, volitional qualities, awareness of his strengths and weaknesses, on the basis of which opportunities arise targeted self-improvement, self-education; 2) one’s own worldview as an integral system of views, knowledge, beliefs, one’s life philosophy, which is based on a previously acquired significant amount of knowledge and the formed ability for abstract theoretical thinking, without which disparate knowledge does not form a single system; 3) the desire to rethink and critically understand everything around us, to assert one’s independence and originality, to create one’s own theories of the meaning of life, love, happiness, politics, etc.

Youth is characterized by maximalism of judgment, a kind of egocentrism of thinking: when developing his theories, the young man behaves as if the world should obey his theories, and not the theory - reality. The desire to prove one's independence and originality is accompanied by typical behavioral reactions: a “disdainful attitude” towards the advice of elders, distrust and criticism of older generations, sometimes even open opposition. But in such a situation, the young man is forced to rely on the moral support of his peers, and this leads to a typical reaction of “increased susceptibility” (unconscious suggestibility, conscious conformism) - the influence of peers, which determines the uniformity of tastes, styles of behavior, moral norms (youth fashion, jargon, subculture). Even crimes among young people, as a rule, are of a group nature, committed under the influence of a group.

During this period, high school students begin to make life plans and consciously think about choosing a profession. This choice is dictated not only by an orientation towards the life requirement of a calling, towards the field of activity in which a person can be most useful to others (for example, a doctor, teacher, researcher), but also by the situation, benefits, and practical value of this profession in a specific situation of social development of the country. Only very purposeful and truly passionate people aged 15-17 remain faithful to their calling on the path of further professional development and personal self-determination. Personal self-determination is most closely related to the type of educational institution.

The need for self-determination that arises at the turn of adolescence and adolescence (L.I. Bozhovich) not only influences the nature of the educational activity of a high school student, but sometimes determines it. This applies primarily to the choice of an educational institution, classes with in-depth training, and ignoring subjects of one cycle or another: the humanities or the natural sciences. “I am not interested in mathematics, I will not study mathematics, physics - never, I love history, and this is what I will need when continuing my studies,” high school students often say. On the one hand, this is an expression of the personality’s orientation, projection of oneself into the future, professional orientation, but, on the other hand, it is a failure to fulfill the requirements of the general educational program educational institution, the basis of discontent and claims on the part of teachers, parents, the basis for conflicts.

The most important psychological process of adolescence is the formation of self-awareness and a stable image of the individual, one’s “I”. The formation of self-awareness occurs in several directions:

opening your inner world. The young man begins to perceive his emotions not as derivatives of external events, but as a state of his “I”, a feeling of his own specialness, of being different from others appears, and sometimes a feeling of loneliness appears (“Other people don’t understand me, I’m lonely”);

there is an awareness of the irreversibility of time, an understanding of the finitude of one’s existence. It is the understanding of the inevitability of death that makes a person seriously think about the meaning of life, about his prospects, about his future, about his goals. Gradually, from the dream where everything is possible, and the ideal, as an abstract, but often unattainable model, several more or less realistic plans of activity begin to emerge, between which one has to choose. The life plan covers the entire sphere of personal self-determination: moral, appearance, lifestyle, level of aspirations, choice of profession and place in life. Awareness of your goals, life aspirations, development of a life plan is an important element of self-awareness;

a holistic idea of ​​oneself, an attitude towards oneself is formed, and first the person realizes and evaluates the features of his body, appearance, attractiveness, and then his moral, psychological, intellectual, volitional qualities. Youthful self-esteem is often contradictory (“In my mind, I am a genius + nonentity”). Based on the analysis of the achieved results in various types of activities, taking into account other people’s opinions about themselves and self-observation, introspection of their qualities and abilities, the young man develops self-esteem - a generalized attitude towards himself;

Early adolescence is a period of preparation for choosing a future profession and making a professional choice, transition to vocational training.

The certainty of the choice of profession and its stability is considered by M.R. Ginzburg as two parameters of “certainty of the future,” which is one of the main indicators characterizing the semantic future of a high school student. The second is “valence,” which combines the parameters of value saturation of emotional attractiveness and activity of the semantic future.

The choice of profession is influenced by a number of factors, such as parents, radio and television, friends, books, teachers, cinema, newspapers and magazines.

In fact, most young people coordinate their professional plans with both their parents and friends (under the influence of friends, they may go to one or another educational vocational institution for company). According to American researchers, 39% of respondents note that their professional choice was influenced by teachers in high school. But the influence of parents is stronger than the influence of teachers.

According to E.A. Klimov, there are 8 main factors that determine professional choice.

1) Position of senior family members.

Of course, the concern of elders about the future profession of their child is understandable; they are responsible for how his life turns out.

Very often, parents provide their child with complete freedom of choice, thereby demanding independence, responsibility, and initiative from him. It happens that parents do not agree with the child’s choice, suggesting that they reconsider their plans and make a different choice, considering that he is still small. The correct choice of profession is often hampered by the attitudes of parents, who strive for their children to compensate for their shortcomings in the future, in activities in which they were not able to fully express themselves. It seems to them that it is their son or daughter who will be able to prove themselves, since, unlike their parents, “they have a higher springboard from which they will plunge into the world of the profession...

Observations show that in most cases children agree with their parents’ choice, counting on their parents’ help when entering any school. educational institution. At the same time, children, of course, forget that they, and not their parents, will have to work in this specialty.

One can only assume that there will be a conflict-free way out of such circumstances.

2) The position of comrades, girlfriends (peers).

The friendships of high school students are already very strong and their influence on the choice of profession is not excluded, since the attention of their peers to their professional future is also increasing. It is the position of the microgroup that can become decisive in professional self-determination.

3) The position of teachers, school teachers, class teacher. Each teacher, observing the behavior of a student only in educational activities, all the time “penetrates with thought behind the façade of a person’s external manifestations, makes a kind of diagnosis regarding the interests, inclinations, thoughts, character, abilities, and preparedness of the student.” The teacher knows a lot of information that is unknown even to the student himself.

4) Personal professional plans.

In human behavior and life, ideas about the near and distant future play a very important role. A professional plan or image, mental representation, its features depend on the person’s mentality, character, and experience. It includes the main goal and goals for the future, ways and means of achieving them. But plans differ in content and what they are depends on the person.

5) Abilities.

The abilities and talents of a high school student must be considered not only in studies, but also in all other types of socially valuable activity. Since it is abilities that include future professional suitability.

6) The level of claims for public recognition. The reality of a high school student's aspirations is the first stage of professional training.

Awareness - timely, undistorted information - is an important factor in choosing a profession.

Tendencies are manifested and formed in activity. By consciously engaging in different types of activities, a person can change his hobbies, and therefore his directions. This is important for a high school student, since professional hobbies are the path to the future.

In order to choose the right profession, it is necessary to manage this process, which is carried out by the teacher.

Managing the choice of profession (according to Myers D.) is one of the components of the problem of scientific management of society. In a narrower sense, in relation to the problem of choosing a profession by students, it is extremely important for a teacher to know the objective and subjective factors that make up the content of management.

Objective factors include: a system of objectively operating laws, living conditions of the subject, environment, upbringing, economic environment and others.

Subject factors include: the subject's capabilities, inclinations, interests, abilities, intentions, motives, character, temperament, inclinations and other aspects of the personality.

In addition to the psychological difficulties experienced by young men and women all over the world, other difficulties are added in our country. A high degree of uncertainty in life, unclear prospects for the social development of society, and material difficulties lead to the fact that the younger generation looks into the future with great anxiety and fear, and does not want or cannot independently decide what they want from life.

Realizing oneself in a profession includes forming an image of the profession, especially at the stage of choosing a field of professional activity.

To summarize, we can say that determining the choice of a future profession is a rather complex process, including emotional and cognitive components. The correspondence of emotional and evaluative components with the essential content components of the profession makes the choice justified and realistic. For the validity of a professional choice, it is also necessary that the requirements of the profession correspond to the capabilities of the person. Otherwise, negative life experiences accumulate in a person’s self-awareness, and unique ways of solving the problems facing him are formed - avoiding problems, ignoring them, etc.

When choosing a specific specialty, it is useful to know as much as possible about what the profession requires from a person, for example: what education or skills, working conditions; may or may not require working with people and physical strength.

A high school student as a subject of educational activity, due to the specifics of the social development situation in which he finds himself, is characterized by a qualitatively different content of this activity. Along with internal cognitive motives for mastering knowledge in educational subjects that have personal semantic value, broad social and narrowly personal external motives appear, among which achievement motives occupy a large place. Educational motivation changes qualitatively in structure, because the educational activity itself is for a high school student a means of realizing future life plans. Not many people characterize learning as an activity aimed at mastering knowledge; the main internal motive for most students is result orientation.

The student’s readiness for professional and personal self-determination includes a system of value orientations, clearly expressed professional orientation and professional interests, developed forms of theoretical thinking, mastery of methods of scientific knowledge, and the ability to self-education. This is the final stage of maturation and personality formation, when the student’s value-orientation activity is most fully revealed. At this age, based on the student’s desire for autonomy, a complete structure of self-awareness is formed, personal reflection develops, life plans and prospects are realized.

The senior schoolchild is included in a new type of leading activity - educational and professional, the correct organization of which largely determines his formation as a subject of subsequent labor activity, his attitude towards work. This even more determines the subordination of educational activity to a more important goal—future activity. A person studies not for the sake of learning itself, but for something significant for him in the future.

1.5 Gender differences in professional self-determination

Young people's choice of profession is largely influenced by society's expectations of what work should be done by men and what work by women. Gender-role stereotypes may cause boys to show greater interest in scientific and technical disciplines, while girls are more inclined to the arts or services. According to American researchers, 94% of nurses, 90% of librarians and 75% of social workers are women. Some girls, especially those with a low level of education, do not have serious motivation to achieve success in a long-term professional career, viewing the profession as a temporary occupation until marriage. Important factors in professional choice are mental abilities, the level of intelligence of a young person, which determines his ability to make decisions.

In any of the human societies that have existed so far, divisions of labor between men and women, types of activities and social functions specific to men and women are found. Social norms that define what men and women should or should not do are called social sex roles, and actual behavior that fulfills or is oriented towards these normative expectations is called sex role behavior.

In everyday life, we often come across gender stereotypes without realizing it in most cases. Most often, we choose a doll or embroidery kit as a gift for a girl, and a machine or construction set for a boy. By doing this, people rely on gender stereotypes.

Gender stereotypes are ingrained oversimplifications about men and women. Such ideas are universal within a given society and are acquired in the process of socialization. To correspond to a certain socio-cultural stereotype means to play the social role defined by it.

A role is a set of socially or culturally defined expectations regarding an individual's behavior in situations of a particular type. Gender role is understood as a system of environmental standards, regulations, norms, and expectations that a person must meet in order to be recognized as a man or woman. Thus, roles are given by society, apply to all individuals of a certain category, and are well-learned reactions. The simplest model of gender roles, according to domestic scientists V.E. Kagan and I.S. Kon, is built on an alternative “either-or” principle. In it, the male role is associated with strength, energy, rudeness, aggressiveness, rationality, and the female role with weakness, passivity, tenderness, peacefulness, and emotionality.

A gender stereotype is a simplified, emotionally charged image of the behavior and character traits of men and/or women. Gender stereotypes are very persistent. M. Jackman and M. Senter found that gender stereotypes are much stronger than racial ones.

There are several groups of gender stereotypes. The first includes stereotypes of masculinity and femininity. The second group of gender stereotypes includes ideas about the distribution of family and professional roles between men and women. For women, the most significant social role is considered to be that of a housewife and mother. In German there is a saying about the four “Ks”, reflecting a stereotypical idea of ​​​​the social role of women. It translates as “kitchen, church, child, dress.” Men are prescribed inclusion in public life, professional success, and responsibility for providing for the family. The most significant social roles for a man are professional roles.

The third group of gender stereotypes is determined by the specific content of work. In accordance with traditional ideas, it is assumed that women's work should be of a performing, service nature. Creative and leadership work is possible for men.

How did gender stereotypes arise? Gender stereotypes have been formed based on the perception and interpretation of sexual differences in different historical periods, in different cultures, and as a result of the division of labor that has existed for centuries.

Gender stereotypes, fixed in the norm, often bear “traces” of the needs of society. In particular, such a need is the division of labor between men and women. This division was illuminated by religious ideas and was consolidated in customs and rituals, writes E.A. Azarova. She cites child care as an example. Initially, the rationale for this need sounded like this: “it is necessary to take care of children, otherwise they will die, the group will gradually die out, therefore, take care of the children!” Since it was mainly women who took care of children, this norm was addressed primarily to them and gradually began to have a pronounced gender character: “taking care of children is necessary for the survival of the group, therefore, women, you must take care of children!” . But in order for women to take care of children, someone must provide food, therefore, a norm appears: “men must take care of food and food for women and children!” As a result, these norms become stable ideas about the social roles of men and women and influence the formation of ideas about what traits they should have, what norms they should follow in their lives, and what profession they should choose.

After the October Revolution, Soviet Russia was the first state in the world to proclaim in the 1918 Constitution. legal equality of men and women in all spheres of social life. Now it was assumed that women would actively work in social production on an equal basis with men; The main functions of the family - domestic and educational - will die out, because these functions will be transferred to the state. In 1926 women already made up about 20% of the working class.

Margaret Mead dealt a crushing blow to the belief that men and women were “naturally” designed for certain roles. She wrote about this in her book Sex and Temperament.

American researcher Susan Bazow reviewed a huge number of works on sex and gender differences. It is worth noting that the conclusion is the same every time: almost all sex differences are just gender differences, i.e. differences that are a product of socialization. Children in any culture spontaneously learn these roles and appropriate behavior. They learn that a child, a student, a man, etc. must do .

L.V. Popova believes that in Lately The social situation is changing - girls (including highly gifted ones) have begun to talk more often about giving up their own careers in favor of a successful marriage and the opportunity not to work. She believes that the reasons for changes in value orientations may be: the difficult experience of mothers associated with double workload, changes in the image of women created by modern media, statements by political leaders about the traditional women's mission. Girls have the right to choose a career as a housewife, but this choice should be based on a reflective assessment of possible options life path, on understanding and experiencing its future consequences.

Research in the United States has shown that while some women find satisfaction as housewives, overall life satisfaction, including self-esteem and a sense of self-compensation, is higher among working women. Those same women who see themselves only in the role of wife and mother most often experience the so-called housewife syndrome. It manifests itself in feelings of helplessness and hopelessness, frequent depression, and low self-esteem. As American experience has shown, years devoted only to caring for the family deprive women of a sense of independence and competence, lead, as a rule, to the loss of “their own self,” and can lead to alcoholism, mental and sexual disorders, and suicide.

It is traditionally believed that women have an exclusive ability to nurture (or nurture, feed - nurturance). This idea is usually justified by the fact that only women can give birth and feed children. Based on this, it is concluded that women are “naturally” better suited to caring and helping other people. At the same time, firstly, no confirmation of the maternal instinct was found. Second, there is no evidence that women are more nurturing than men.

There is a tendency to teach and teach gender-appropriate behavior, although depending on the specific society there is variation in what is taught. Research has revealed that the behavior of parents and teachers in the process of socializing children differs by gender: boys are given more opportunities than girls to solve problems independently. For girls, the emphasis is on obedience, responsibility and hard work, for boys - on the desire for achievement, competition and self-reliance.

In our society there is a division of labor based on gender. In the labor market this is called occupational segregation based on gender. Statistics show that among paid jobs there are “female” jobs, i.e. Jobs performed primarily by women tend to be paid lower than those performed by men.

Occupational segregation is the unequal distribution of men and women in the economy. Occupational segregation, on the one hand, is one of the main resources for creating gender; on the other hand, professional segregation is formed under the influence of the gender system existing in society. One of the main consequences of occupational segregation is the inequality of income and social positions between the sexes. Both sexes are physically capable of learning to cook or type, but most societies expect these activities to be performed by women.

What are the negative impacts of gender stereotypes? Gender stereotypes can negatively affect the self-realization of men and women and act as a barrier to the development of individuality.

Thus, gender roles and gender stereotypes influence each other. Stereotypes establish those tasks that should be performed by a man or a woman, and daily observation of the performance of these tasks by men and women confirms the actual existence of these stereotypes.

2. STUDYING GENDER DIFFERENCES IN THE PROFESSIONAL SELF-DETERMINATION OF HIGH SCHOOL STUDENTS

2.1 Description of research methods and process

The correct choice of profession by high school students presupposes the presence of professional suitability, which can be defined as the correspondence of the student’s personal interests, inclinations and abilities with the requirements of the profession.

The leading components in the structure of professional self-determination are such personality qualities as interests, inclinations and some individual personality traits.

An experimental study of gender characteristics of professional self-determination was carried out on the basis of secondary school No. 10. The sample consisted of forty people, of which twenty girls and twenty boys.

The research was carried out in three stages:

At the first stage, the research base was determined, psychodiagnostic material was selected, formulated from the task of practical research;

At the second stage, our own experimental study was carried out using four methods;

At the third stage, the results obtained were subjected to statistical processing and qualitative analysis of interpretation.

To identify gender differences in professional self-determination, we used a set of psychodiagnostic techniques:

1. Methodology “Determination of professional inclinations” (L.A. Yovaishi).

The technique allows you to determine your propensity for a particular type of activity. During this technique, the subject was asked to indicate which of the two answers to the question was preferred. Enter your answer in the appropriate box on the answer sheet. Rate your answers with points from zero to three. To process the results, you need to calculate the sum of points for each column of the answer sheet. Indicators related to the corresponding columns of the answer sheet characterize:

A - propensity to work with people;

B - tendency to work of a mental nature;

B - propensity to work in production;

G - penchant for aesthetics and art;

D - propensity for active activities;

E is the propensity for planned and economic types of work or the degree of material interest. (Appendix A).

2. Methodology - differential diagnostic questionnaire (E.A. Klimov). .

3. Methodology - motives for choosing a profession questionnaire (R.O. Ovcharova)..

This technique allows us to determine the motives for choosing a profession by high school students. The text of the questionnaire consists of twenty statements characterizing any profession. It is necessary to assess the extent to which each of them influenced the choice of profession. Using the technique, it is possible to identify the predominant type of motivation (internal individually significant motives, internal socially significant motives, external positive motives and external negative motives). (Appendix B).

4. Methodology - questionnaire “Motives for professional self-determination of high school students.”

The questionnaire we developed is aimed at studying the motives for choosing a profession by high school students in order to identify gender differences in professional self-determination.

The questionnaire consists of eight questions that help us find out what guides young people today when choosing a profession (this task needs to be ranked); job prospects that will affect students’ life plans; how they want to achieve their goals; do young men and women want to continue the family dynasty; what would they prefer if they were faced with a choice: family well-being or career. In addition, an important question for us is who influenced the choice of profession. (Appendix 4).

In our work, we used methods of mathematical statistics: Spearman's rank correlation method, which allows us to determine the closeness and direction of the correlation between two hierarchies of characteristics; Pearson test, designed to compare two or more distributions.

2.2 Analysis of interpretation of research results

1. Results obtained during the study using the method of L.A. Yovaishi are presented in Figure 1.

Figure 1. Distribution of professional inclinations between boys and girls

(1 - Propensity to work with people; 2 - propensity to work of a mental nature; 3 - Propensity to work in production; 4 - Propensity for aesthetics and art; 5 - Propensity for planned economic types of work or the degree of material interest).

The figure shows that girls showed the greatest degree of material interest (60%), while this figure was not significant for boys.

For boys, types of work related to production were more preferable (40%), girls showed no interest in this area.

Approximately the same number of girls (10%) showed an interest in art and a tendency to be intellectual. At that time, among young men these figures were 2-3 times higher.

Thus, to identify consistency in preferences for different types of activities between girls and boys, the Spearman rank correlation method was used, which makes it possible to determine the closeness and direction of the correlation between two hierarchies of characteristics. The data obtained as a result of processing the methodology were grouped by each type of propensity and ranked for each sample (see Table 2).

Table 2.

Ranks of aptitudes according to the list of L.A. Yovaishi in samples of boys and girls

As a result of the calculation, a Spearman correlation coefficient was obtained equal to -0.02 at p > 0.05 (p = 0.978). Thus, the correlation between the lists of types of propensities in the samples of girls and boys does not reach the level of statistical significance. It can be argued that the sample data differ in the six listed indicators, i.e. there is no consistency in preferences for these types of activities.

From Table 2 it can be seen that the inclination towards planned and economic types of work and the inclination towards working with people is the most common inclination for high school girls, and the inclination towards working in production is considered unacceptable. For young men, the first place is precisely the inclination to work in production, and the inclination to work with people is not identified at all. In second place in the ranking series, young men have a penchant for planned and economic types of work.

2. The results obtained during the differential diagnostic questionnaire (E.A. Klimov) are presented in Figure 2.

Figure 2

Distribution of types of professions between boys and girls

(1 - Man-nature; 2 - Man-technology; 3 - Man-man; 4 - Man-sign; 5 - Man-artistic image).

As in the case of the previous analysis, the data were processed using Spearman's rank correlation coefficient. (see table 3).

Table 3 Ranks of types of professions in samples of girls and boys

The resulting Spearman correlation coefficient value is - 0.40 with a statistical significance level greater than 0.05 (Sig. (2-tailed) = 0.51), which confirms the inconsistency in the profession preferences of boys and girls.

Thus, girls prefer professions of the “person-to-person” type (65%), which means all professions related to serving people and communication. Young men prefer professions of the “human-technical” type (55%), that is, all technical professions. For girls, a profession such as “man-technique” is not typical (0%), and for boys - “man-nature” (0%).

3. Motives for choosing a profession questionnaire (Ovcharova R.V.).

To identify gender differences, Pearson's h2 test was used, designed to compare two, three or more distributions.

Figure 3. Distribution of motives for choosing a profession between boys and girls (1-internal individually significant motives; 2-internal socially significant motives).

The value of the h2 criterion is 3.956 (Pearson Chi-Square = 3.956), the significance level is less than 0.05 (Asymp. Sig. (2-tailed) = 0.047). The obtained indicators give grounds to assert that the distributions of motives for choosing a profession in two equal samples of boys and girls differ statistically significantly (at the 5% level of significance) from each other.

The test results are presented in Figure 3.

Thus, we conclude that girls are characterized by both internal, individually significant motives (50%) and internal socially significant motives (50%), while boys are most characterized by an internal, individually significant motive (80%).

Analysis and interpretation of the questionnaire “Motives for professional self-determination of high school students.”

This questionnaire, developed by us, is aimed at studying the motives for choosing a profession.

As the study showed, there is a reorientation of young people from a preference for intangible values ​​(moral, spiritual) to material ones. The leading motive among boys and girls is good pay (45-40%). Opportunity for professional growth (career)

is in second place in the ranked series of requirements for the profession among girls (20%), and among boys - interesting work (25%). Girls give last place to the issue of accessibility to obtaining a profession, and boys give last place to the possibility of helping others (that is, public benefit).

The prospects of young people in the labor sphere are also reflected in their life plans, the main of which are: material well-being (first place in the ranked series of life goals) for both boys and girls (80-70%). In second place among boys is moral satisfaction (20%), among girls - the opportunity to become a professional (30%). Young men plan to achieve these goals through personal qualities (50%), higher education (30%) and through acquaintances and connections (20%). Girls plan to achieve what they want with the help of higher education (50%), abilities (30%) and personal qualities (20%).

Both boys and girls do not want to continue the family dynasty, and if they find themselves in a dilemma of choosing between family well-being and a career, then the boys (60%) will prefer family well-being, and the majority of girls (60%) will give preference to a career.

Young men note that their parents had a great influence on their choice of profession (50%). The majority of girls (30%) believe that they made their choice on their own, and also assign a significant role to public opinion (20%).

The socio-economic transformations taking place in Russia have significantly influenced all spheres of society. On the one hand, the results of the study show that pragmatism and the desire for material wealth are intensifying, and on the other hand, these trends also preserve the traditional values ​​of our society: interesting work (a thing they like) - among young men (25%), the opportunity to become a professional - among girls (30%). To achieve their goals, young people will focus on personal qualities and abilities. Higher education is also valued (especially for girls).

Conclusion

Professional self-determination is a dynamic process of development of values, abilities, interests of schoolchildren throughout their education in a comprehensive school. It is the main thing in high school age; it is the process of an individual making a decision about the choice of future work activity: who to become, what social group to belong to and with whom to work.

When young people choose a specialty, gender differences are observed. There is a division of professions between boys and girls. They choose activities specific to men and women.

The results obtained during our study and the conclusions drawn from them confirmed the presence of gender differences in professional self-determination:

1. Girls prefer professions related to serving people, with communication; they are determined by their inclination towards planned and economic types of work and their inclination to work with people. It is possible to distinguish both internal individually significant motives and internal socially significant motives.

Young men prefer technical professions, professions related to calculations, digital and alphabetic signs; have a penchant for working in production and a penchant for planned and economic types of work, and have internal, individually significant motives.

2. As research has shown, there is a reorientation of young people from a preference for moral and spiritual values ​​to material ones. The socio-economic transformations taking place in Russia have significantly influenced many areas of society. As the results of the study show, the desire for material wealth, building a career and taking a certain place in society is intensifying.

3. Against the background of the pragmatism of the personal guidelines of young people, in the minds of girls there is a gradual transition from the traditional model of “a man as a breadwinner and a woman as a partial housewife” to the model of “two breadwinners” / “two housewives”, and for boys, the continuity of the main elements of the traditional cultural ideal of gender relationships.

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APPLICATION

Appendix A

Answer form according to the method of L.A. Yovaishi

Please indicate which of the two answers to the question you prefer. Enter your answer in the appropriate box on the answer sheet. Some of the questions may seem equally interesting to you, in which case, still give preference to one of them. Rate your answers with points from 0 to 3 as follows:

1. If you agree with position a), but do not agree with position b), then put the number “3” in cell a) and the number “0” in cell b).

2. If you agree with position b), but do not agree with position a), then put the number “0” in cell a) and the number “3” in cell b).

3. If you give a slight preference to position a), rather than b), then put the number “2” in cell a) and the number “1” in cell b).

4. If you give a slight preference to position b), rather than a), then put the number “1” in cell a) and the number “2” in cell b).

Try to answer all questions in good faith, following the instructions above.

Answer sheet

No. of questions

Appendix B

“DIFFERENTIAL DIAGNOSTIC QUESTIONNAIRE” (DDI)

The methodology is intended for selection for various types of professions in accordance with the classification of types of professions by E.A. Klimova. Can be used for career guidance for teenagers and adults.

The answer sheet is designed so that you can count the number of “+” signs in each of the 5 columns. Each of the 5 columns corresponds to a specific type of profession. The subject is recommended to choose the type of profession that received the maximum number of “+” signs. Names of profession types by columns:

“man-nature” - all professions related to crop production, livestock farming and forestry;

"man-technology" - all technical professions;

“person-to-person” - all professions related to serving people and communication;

“man-sign” - all professions associated with calculations, digital and alphabetic signs, including musical specialties;

"person-artistic image" - all creative specialties.

The examination time is not limited. Although, the subject should be warned that he should not think about the questions for a long time and that it usually takes 20-30 minutes to complete the task. The technique can be used individually and in a group. The experimenter can read questions to a group of subjects, but in this case the response time is limited. This method is used when the experimenter must work in a limited time interval.

Appendix B

Text of the questionnaire “Motives for choosing a profession”

Answer sheet

FULL NAME. _________________________________________________

Instructions: Below are statements that characterize any profession. Read and evaluate the extent to which each of them influenced your choice of profession. Name this profession, specialty: _________________

Rating scale: 5 - very much influenced, 4 - strongly, 3 - moderately, 2 - weakly, 1 - did not influence at all.

	Statements		Type of motivation
	Requires communication with different people Parents like it Assumes a high sense of responsibility Requires moving to a new place of residence Matches my abilities Allows you to limit yourself to existing equipment Provides an opportunity to benefit people Promotes mental and physical development Is highly paid Allows you to work close to home Is prestigious Provides opportunities for professional growth The only possible one under the circumstances Allows you to realize your leadership abilities Is attractive Close to your favorite school subject Allows you to immediately get a good result of your work for others Chosen by my friends Allows you to use professional skills outside of work Provides great opportunities to show creativity

Appendix D

Questionnaire “Motives for choosing professional self-determination”

You are asked to answer questions regarding your career choice. If you have any questions during the survey, you can ask the person conducting the survey for clarification.

I. Full name _____________________________________________________

II. Write the profession you have chosen. Briefly describe it. ____________

III. What guides you when choosing a profession?

1. material assets

2. professional (career growth)

3. pragmatic values

4. the opportunity to communicate with a wide range of people

5. interesting work (thing you like)

6. accessibility to obtaining a profession

7. prestige

8. parents' opinion

9. the opportunity to help others (public benefit)

IV. Prospects in the labor sphere, which will be reflected in your life plans (Goals that you strive to achieve by engaging in this type of activity).

a) material well-being

b) moral satisfaction

c) fame

d) the opportunity to become a professional

e) Your proposal ________________________________________

V. How to achieve these goals (Due to what?)

a) personal qualities

b) abilities

c) higher education

d) acquaintances and connections

e) Your proposal ________________________________________________

VI. Do you want to continue the family dynasty? (Engage in the same type of professional activity as your parents?)

c) haven’t decided yet

VII. If you are faced with a professional choice, what would you prefer?

a) family well-being / personal life

b) work/career growth

VIII. Who influenced your choice of profession?

and parents

b) friends

c) public opinion

d) life circumstances

e) mass media

f) Your option ________________________________________________

Labor motivation is an important indicator of the direction of reproduction processes. In modern sociology it is considered as a decisive factor in social evolution. As studies have shown recent years- reorientation of young people from a preference for intangible values ​​to material ones: the leading motive among boys and girls is good pay (28.6-28.3%). The opportunity for professional growth is in second place in the ranked series of job requirements (16.6-16.2%). The third most important factor for boys (9.5%) is the prestige of work, and for girls (11.1%) - self-realization and self-affirmation. This is followed by the importance of independence - for boys (7.8%), communication - for girls (9.2%). If for girls, against the background of pragmatic values, the content of work is the most significant factor, then for boys the external attributes of the profession (status/instrumental function of the future specialty) are especially significant.

The prospects of young people in the labor sphere are also reflected in their life plans, the main of which are: material well-being, high earnings (first place in the ranked series of life goals), interesting work, something they like (second place). It is planned to achieve these goals with the help of personal qualities and abilities, higher education, and knowledge. The means of achieving the most attractive life goals reveal the importance of education among young people. Education is valued by boys and girls, first of all, for the opportunity to gain real knowledge. Become a professional, improve the “quality of life”, and not just for its formal attribute - a diploma. The prestige of education is also reflected in the immediate prospects of boys and girls: to continue their education (26.4% and 36.6%), to work in their specialty in commercial structures (16.6% and 8%), to work in their specialty in government agencies (7.8 % and 14.6%).

It is interesting that the form of management of a future/present company, organization, or enterprise is a differentiating criterion for the employment of boys and girls. Their material interest is manifested in the orientation to start their own business - second place in the ranked series of immediate prospects for boys (18.8%) and girls (10.8%). In general, the nature of self-determination of young people in the labor sphere can be defined as pragmatically and personally oriented. Gender specificity is that girls are more likely to have meaningful motivation against the backdrop of the prestige of government agencies, while young people prefer employment in the commercial sector with status motivation.

The socio-economic transformations taking place in Russia have significantly influenced all spheres of society. The pragmatism of the last years of life directly affected the personal plans of young people (immediate and long-term). On the one hand, the results of the study show, “pragmatism and the desire for material wealth are increasing” (among young people - 17.6%, girls - 18.6%), and on the other hand, these trends do not push into the background the traditional values ​​of our society: interesting work, something they like - 13.1% and 14.4%; good family relationships - 11.6% and 13.3%; true friends - 11.3% and 10.5%.

It is interesting to note that the American scientist R. Inglehard explains the dominance of material values ​​by the immediate socio-economic conditions of life of the population. In his opinion, people tend to attach great importance to those needs in which they lack.

Gender specificity has also been identified with regard to the immediate prospects of young people. In general, 31.5% of respondents plan to continue their education, and this trend is more typical for girls (36.6%) than for young people (26.4%). Based on the desire for material wealth in life, boys and girls plan to start their own business - 18.8% and 10.8%, work in their specialty in commercial structures (third position among young people - 16.4%, fourth among girls - 8 %). The ratio of those wishing to work in their specialty in government and commercial structures is 1:2 for boys, while for girls the opposite trend is 2:1. It can be assumed that girls are attracted by a sense of confidence in the stability of government structures and/or they feel unprepared for work in commercial, non-governmental structures, where wages are often higher than in the public sector. Therefore, men are considered to be the “main breadwinners of the family” (51.5% of respondents prefer that a man earn money). Girls practically do not strive to devote themselves to home and family. Only 2.8% want this. Young people want a woman to do housework - 61.6%. Consequently, we can state a tendency for girls’ priorities to favor the professional sphere.

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Introduction 3

1. Theoretical analysis of the problem of the influence of social stereotypes on the formation of professional preferences of high school students 8

1.1 Social stereotype, concept, functions 8

1.2 Domestic and foreign research on the problem of professional self-determination 21

1.3 Features of professional preferences in high school age 33

2. Empirical study of professional preferences of high school students based on social stereotypes 43

2.1 Description of the sample and research methods 43

2.2 Discussion of the research results, conclusions 49

Conclusion 64

References 69

Applications 79

Excerpt from the text

Research hypothesis: professional preferences of high school students are determined by external motivation - high earnings, prestige of the profession, opportunity for promotion, etc., and therefore they are associated with such stereotypes as “careerist”, “business person”, “leader”.

Scientific research into social stereotypes involves obtaining answers to at least two questions:

1. what functions do stereotypes perform in society;

2. how they are accepted or rejected by different groups of people.

Methodological basis of the study. The characteristics of adolescence were considered and studied in the works of L.I. Bozovic, L.S. Vygotsky, B.B. Davydov, I.B. Dubrovina, I.S. Cohn, M.C. Neymark, D.B. Elkonin et al.

Professional self-determination begins in childhood, when a child takes on various professional roles, and covers almost all age stages of a person’s life. The professional choice of a high school student is influenced by many factors, the main one of which is the family, i.e. The nature of the relationship between parents and children causes a different impact on their professional choice, which can be both positive and negative for the child’s personality, which is why when conducting career guidance work with high school students it is necessary to take into account the degree of influence of parental relationships on their professional self-determination and, on the basis of this, guide the student in the right direction for him.

In the era of the scientific and technological revolution, the issue of professional guidance for members of society is especially acute; preparing schoolchildren to choose a future profession in accordance with the requirements of society, as well as the personal potential of students, their abilities and inclinations, becomes important. In our work we will study the professional interests of high school students in modern society

Institutional basis for functioning market economy. The institutional structure is characterized by certain social institutions, which act in the form of organization, regulation and ordering of social life, as well as human behavior.

The theoretical basis for the study was the current legislation Russian Federation in the field of constitutional law, textbooks and teaching aids on constitutional law, monographs and publications in periodicals. The works of such authors as: S. A. Avakyan, I. A. Alexandrova, A. G. Antipyev, K. A. Antipyev, M. V. Baglay, M. S. Brusyanina, I. Bushmin, Yu. V. Vasilyeva, E. V. Gabrelyan, S. Yu. Glazyev, P. K. Goncharov, E. F. Gumerova, T. S. Guseva and others.

The uniqueness of the social insurance institution, which performs “state-public” functions of social protection, lies, among other things, in its positive influence on the formation of a balanced “social-market” mentality of the population. Social insurance protects workers and their families, while it unites (rather than divides) people; its institutions provide the individual with the opportunity to realize his responsibility and freedom on the basis of social justice. The purpose of the work is to study the influence of the components of the sociosystem on social insurance.

Answers to tickets

tests with answers

The methodological basis for writing the work was the works of leading academic economists on the problems of motivating and stimulating employees of enterprises and organizations for effective activities, publications in periodicals, materials of international, all-Russian and regional scientific and practical conferences and seminars. During the research, methods of systemic, structural and functional analysis, statistical, special sociological and economic-mathematical methods were used.

Trying to find the answer to these questions, philosophers actively used the ideas of their predecessors about society as an analogue of the state, as a result of which the doctrine of the social contract appeared, designed to reveal the essence of society. The state is a rational association of people based on an agreement between them, by virtue of which they voluntarily transfer part of their own freedom and power to the state.

The cost of materials is calculated based on the data in the table.

2) the ratio of the share occupied by the enterprise in the market to the share of the competitor.

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Vlada Crow and Alena Dmitrenko

Research work on the topic "Professional self-determination of high school students"

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Administration Education Management

municipal formation Temryuk district

Small Academy of Sciences for Taman students

SECTION: PSYCHOLOGY

Professional self-determination of high school students

Work done by students

9th grade Municipal educational institution secondary school No. 29

Crow Vladoy,

Dmitrenko Alena

Head of work:

Teacher of Russian language

And literature

Varapaeva Olga Grigorievna

G. Temryuk

2008 Contents

Introduction………………………………………………………………………………3

1.1. The concept of “professional self-determination”………………...5

1.2.Classification of professions… ……………………………………....7

1.3. Practical part. Relationship between professional

Interests and personality traits………………………………….8

II. Motives for choosing a profession

2.1. The concept of motive. Groups of motives for choosing a profession…………12

2.2 Factors influencing the choice of profession ………………………… 14

2.3. Practical part. Assessing the significance of external and

Internal factors influencing the process of professional

Self-determination……………………………………………………...16

Conclusion and conclusions……………………………………………………..18

Literature……………………………………………………………………………….20

Appendix Introduction

At present, there is economic and political instability in society, a person is forced to rely on himself, it is necessary to be mobile and flexible, able to quickly and correctly navigate the general nature of any specialty and determine his suitability for it. Ignorance of the content of professional activity and, accordingly, dissatisfaction with the acquired specialty, in turn, is one of the reasons for staff turnover, low labor productivity, and changes in work activity.

In this regard, it has become even more difficult for a modern school graduate to adapt to new conditions. A high school student must have such qualities as initiative, enterprise, independence, competitiveness, efficiency, and innovative thinking.
On the other hand, the development of the industrial, economic, and cultural environment, the rapid development of scientific and technological progress, the introduction of new information technologies in all spheres of human life, and the increased flow of information increase the importance of young people’s ability to adequately perceive difficult life situations and correctly evaluate themselves and their actions. , be prepared for adequate life and professional self-determination and complete self-realization of the individual.

The first life problem that high school students face is choosing a future profession. The question “Who will I be?” every young man asks himself. And the main thing here is not to get confused, get your bearings and make the right choice that corresponds to the interests, abilities, capabilities, values, and, finally, the requirements that the profession places on the candidate’s personality. The right choice made by an older teenager is the beginning of the path to success, to self-realization, to psychological and material well-being in the future.

How to make yourself suitable for a profession... Why “do”? Maybe suitability for a profession should not be “made”, but “defined”, “identified”? Maybe each of us already has it, and we just need to recognize it?

Having not yet matured and become independent, without the experience of making decisions, young people must decide on such an important issue. Adults: parents, teachers, psychologists do a lot to help young people choose a career they like and to warn them against possible mistakes. It is not enough for young people to simply know the world of professions and the mistakes of others will teach them little.

How to learn to connect all knowledge together and make decisions? How can we learn to be independent and take responsibility for our decisions and actions? What should you consider when choosing a path in life? These and other questions confront high school graduates.

Therefore, the need to study the problem of professional self-determination of high school students has become relevant.

The relevance of the problem and its insufficient development allowed us to determine the topic of our research:“Professional self-determination of high school students.”

Object of this study are high school students (students of grades 9 and 11).

Item research – professional self-determination of high school students.

Target - studying the manifestation of features in the professional self-determination of high school students, the motives for choosing a profession by schoolchildren.

In accordance with the goal, the following are determined research objectives:

1. analyze the literature on the problem of choosing a profession in adolescence;
2. consider professional self-determination as a process;
3. identify factors influencing the choice of profession;
4. determine the suitability of the chosen profession and the personal qualities of students;

To solve the problems posed in the study, the following were used: methods:

Theoretical: analysis of psychological literature on issues of vocational guidance for adolescents;

Empirical: questionnaires, surveys, testing;

• statistical methodsprocessing of experimental data, graphical presentation of results.

The study was conducted in secondary school No. 29 among students in grades 9-11.

To study the characteristics of professional self-determination among high school students, we used the differential diagnostic questionnaire of E. A. Klimov and the typological questionnaire of J. Holland. To study the factors of attractiveness of professions, we used V. Yadov’s methodology.

1. Professional self-determination of high school students.

1.1. The concept of “professional self-determination”.

The problem of choosing a profession is as old as the world, and a well-chosen profession reduces the frequency of physical and mental problems associated with health and increases a person’s satisfaction with life. Work plays an important role in the life of every person and has a great impact on his condition and well-being. Consequently, the adequacy of the choice and the level of mastery of the profession affect all aspects and the overall quality of life.

In order to expand on the concept of “professional self-determination,” we will give the concept of profession.

Profession - (Latin PROFESSIO - officially specified occupation, specialty, from PROFITEOR - I declare my business), the type of work activity (occupation) of a person who has a complex of special theoretical knowledge and practical skills acquired as a result of special training and work experience.

The issue of professional self-determination begins to be recognized by students as early as 14–15 years old. According to our research, only 25-30% of students have strong professional intentions. About the same number of people don’t think about their professional plans at all. About 55% do not have a clear position and doubt their choice; they are overcome by conflicting feelings: “I need to make a choice, but I don’t know what I need.” This is indeed a serious problem that, one way or another, needs to be solved.

Professional and personal self-determination have a lot in common. If you try to separate them, you can identify fundamental differences:

1. Professional self-determination is more specific, it is easier to formalize it (get a diploma, etc.); Personal self-determination is a more complex concept.
2. Professional self-determination depends more on external (favorable) conditions, and personal self-determination depends more on the person himself.

The concept of “career” is widespread in the West (for example, in the USA, career guidance is often generally called career psychology). Russia has its own tradition of using the word “career” - this is success in any activity, but with some negative connotations (such as “careerism”). In the American tradition, a career is a certain sequence and combination of roles that a person performs during his life (child, student, vacationer, employee, citizen, spouse, homeowner, parent...). This understanding is close to life self-determination in the Russian tradition.

The concept of “self-determination” fully correlates with such currently fashionable concepts as self-actualization, self-realization, self-realization... At the same time, many thinkers associate self-realization, self-actualization, etc. with work, with work. For example, A. Maslow believes that self-actualization manifests itself through passion for meaningful work; K. Jaspers connects self-realization with the work to which a person devotes himself. I. S. Kon says that self-realization is manifested through labor, work and communication. P. G. Shchedrovitsky notes that the meaning of self-determination is in a person’s ability to build himself, his individual history, and the ability to constantly rethink his own essence.

In developmental psychology (I.S. Kon), professional self-determination is usually divided into a number of stages, the duration of which varies.

First stage - a children's game, during which the child takes on different professional roles and “plays out” individual elements of the behavior associated with them.

Second phase - teenage fantasy, when a teenager sees himself in his dreams as a representative of one or another profession that is attractive to him.

Third stage , covers the entire adolescence and most of adolescence - the preliminary choice of profession. Different activities are sorted and evaluated first in terms of the teenager's interests, then in terms of his abilities and, finally, in terms of his value system. Interest in the subject stimulates the student to study it more, this develops his abilities, identifying abilities, increasing the success of the activity and bringing recognition from others, in turn reinforces interest.

Fourth stage - practical decision making, i.e. the actual choice of profession includes two main components: 1) determining the level of qualifications for future work, the volume and duration of the necessary preparation for it; 2) choosing a specific specialty. (I.S. Kon)

While researching our problem, we saw that our peers, high school students, have a very superficial understanding of even the few professions that they know. And this is not surprising. The world of professions is very large. It includes thousands of different interesting specialties. In adolescence, everyone faces a choice. Every fifth person will talk about their misconceptions and fluctuations in professional self-determination. A high school student is attracted to dozens of professions. What are they? Different types of work require different and sometimes contradictory qualities from a person. In one case, this is the ability to get along with people, to manage and obey, in another - a high culture of movements, in the third - the acuity of observations. Of course, if you are 15-17 years old, it is not easy to understand such a variety of your personal qualities and abilities.

And in the next chapter we will look at the classification of professions and how important it is in choosing a profession.

1.2. Classification of professions.

The variety of human professions is great, and most of them, according to psychologists and teachers, can be mastered by anyone.

In 1998, 9,333 professions were included in the international standard. At the same time, about 500 professions are updated on the labor market every year. At the same time, many professions “live” from 5 to 15 years, and then either “die” or change beyond recognition.

In each profession, two sides can be distinguished: (Zdravomyslov A. G.)

• content - specific requirements for a person’s personal characteristics, that is, a set of necessary knowledge and skills that can be educated and trained.
• dynamic - a certain pace of execution, speed, the ability to switch from one type of task to another, concentration, etc.

Consequently, it is possible to divide all professions on the basis of professional suitability (Gurevich classification).

• The first group of professions is associated with absolute professional suitability (that is, the profession makes strict demands on a person’s personal characteristics).
• The second group of professions requires relative professional suitability (that is, almost every person can have this profession, but subject to desire, perseverance, and therefore the application of some targeted efforts).

The following classification, widely used in career guidance, is by E.A. Klimov, determines the scope of professional preferences of students and is built on the basis of essential characteristics of labor. In accordance with these characteristics, all existing professions and specialties can be divided into five types:

• “man-technology” – all technical professions.
• “man-nature” - all professions related to crop production, livestock farming and forestry.
• “man-sign” – all professions related to calculations, digital and alphabetic signs, including musical specialties.
• “person-to-person” - all professions related to serving people and communication.
• “a person is a creative image” - all creative specialties.

In addition to the actual interest in a certain profession, the need for self-actualization and self-expression, the choice of a particular profession can be determined by the characteristics of a person’s character. According to J. Holland's theory of career choice, people choose the type of occupation that most closely matches their personality type. Holland identifies six personality types: realistic, intellectual, social, conventional (standard), enterprising, artistic - and suggests selecting a profession based on personality traits.(Annex 1 ).

Each type is characterized by certain characteristics of temperament, character, etc. Consequently, a certain psychological type of personality corresponds to professions in which a person can achieve the greatest success. Therefore, it is no coincidence that the process of accepting a profession includes both an analysis of motives and an analysis of one’s own abilities. Professional interests and characterological characteristics of the individual are in a certain way connected with each other.

1.3. Practical part.

The relationship between professional interests and personality characteristics.

Today, some professions that were popular in the 80s and 90s have lost their former popularity and relevance and have faded into the background. Their place is increasingly being taken by other professions, many of which have emerged quite recently. The large influx of applicants to such faculties as law, economics and marketing, management, programming, design and many others indicates the great popularity and demand, and often high pay, of these professions. In this regard, many students (or their parents) strive to get into these faculties, regardless of the presence or absence of interest, inclinations and abilities in them. They get the desired profession, but for obvious reasons they cannot succeed in this profession or realize their talents.

In this regard, an important component of students’ choice of profession is the diagnosis of their inclinations, personal qualities, abilities and interests, which will help students discover and better know themselves, which will facilitate the difficult task of professional self-determination.

In our study of the relationship between professional interests and personality traits, we decided to determine the professional personality types of students, as well as study the aptitudes of students in grades 9 and 11, and then determine the compatibility of the students’ chosen professions and their personal qualities.

To assess professional personality type, we usedJohn Holland's technique.

Goal: determination of professional personality type.

Equipment: stimulus material for Holland’s method, answer forms ( Appendix 2).

Instructions: from each pair of professions you need to choose one that you prefer.

As they work on the content of the test, students are given explanations that are related to the characteristics of a particular professional activity.

After processing the results, we found out that in the 9th grade (out of 16 people), 3 people (19%) haverealistic type; 4 students (26%) – social type ; 2 students (12%) –conventional, 5 students (31%) – enterprising ; 2 people (12%) – artistic; intellectual– 0. (Appendix 3)

These data are quite consistent with our observations. 9th grade students are active participants in school, village, and district events. Most guys have social skills, organizational abilities, are emotional, and sociable.

According to J. Holland, social, enterprising personality types have these characteristics. Most of them have already made their professional choice, but not independently, but under the influence of others’ opinions. And since the choice has already been made, there is nothing to worry about: the level of anxiety is low, self-esteem is stable.

In the 11th grade (out of 11 people) we received the following results:realistic typehave 2 students (18%); 2 (19%) – social; 19%) - conventional; 3 (27%) – enterprising; 3 (27%) – artistic; intellectual type– 0. (Appendix 4 ). In this class, most of the kids are also active, sociable, and good organizers. Except extracurricular activities 11th grade students also participate in various Olympiads in subjects. There are 4 excellent students in the class. There are also athletes who are winners of regional competitions. This class has been a leader in the school competition among classes for several years. But unlike students in grade 9, the situation of choosing a profession in grade 11 is aggravated, since they have to choose from a significantly larger number of possible professional paths open to a person who has received a secondary education. They have to give up teenage fantasies in which a child could become a representative of any, even the most attractive profession. In this regard, the anxiety level of 11th grade students has increased.

For preliminary orientation in the interests and inclinations of students, we useddifferential diagnostic questionnaire (DQ),developed by a group of vocational education staff led by E.A. Klimova.

Goal: participants to study their own inclinations.

Equipment: stimulus material for E.A. Klimov’s questionnaire, answer forms ( Appendix 5).

The test subject is given the task of giving, without hesitation, answers to 20 pairs of DDO questions. In this case, the answers must be differentiated. If you rather like the activity named in the question than dislike it, you should put a “+” sign in the corresponding cell of the “DDO Answer Sheet”. If you definitely like it – “++”, and if you really like it – “+++”. If you rather don’t like it than like it, there’s one minus “-“, if you definitely don’t like it - “--“, and if you really don’t like it - “---“.

The results of the answers (the number of pluses and minuses) are calculated for each column of the “DDO Answer Sheet”.

The following results were obtained: in 9th grade greatest number students (38%) are focused on professions of the “person-to-person” type; in the 11th grade, the majority of students also choose professions of the “person-to-person” type - 37%. ( Appendix 6).

We compared the students’ selected professions and data from the questionnaires of E. A. Klimov, J. Holland (Tables 1, 2)

Table 1.

9th grade students

F.I.	According to Klimov E.A.	According to Holland D.	Profession chosen
1. Vitaly B.	Man-Art.Image	Enterprising	programmer
2. Vlada V.	Man-Art.Image	Artistic	designer
3. Andrey V.	Man-Man	Enterprising	builder (foreman)
4. Masha G.	Man-Man	Conventional	lawyer
5. Ira D.	Man-Nature	Social	winemaker
6. Alena D.	Man-Art.Image	Enterprising	the reporter
7. Kostya I.	Man-Technology	Realistic	tractor driver
8. Anton K.	Sign Man	Artistic	mechanic
9. Vlad L.	Man-Man	Enterprising	businessman
10. Elmira O.	Man-Man	Social	teacher
11 Masha R.	Man-Man	Conventional	manager
12. Egor R.	Man-Technology	Enterprising	economist
13 Vova R.	Man-Technology	Realistic	electrician
14. Nastya S.	Sign Man	Realistic	advocate
15. Yura T.	Man-Man	Social	traffic police inspector
16. Zhenya Ya.	Man-Man	Social	welder

Table 2.

Compatibility of chosen professions and personal characteristics

11th grade students

F.I.	According to Klimov E.A.	According to Holland D	Profession chosen
1 Sasha A.	Man-Technology	Realistic	agricultural engineer
2. Zhanna B.	Man-Man	Social	doctor
3 Sveta B.	Man-Art.Image	Artistic	designer
4 Albina V..	Man-Man	Enterprising	economist
5 Nadya D.	Man-Man	Enterprising	marketer
6. Pasha E.	Man-Technology	Conventional	builder
7. Nikolay M.	Man-Man	Artistic	programmer
8 Sergey M..	Man-Technology	Realistic	process engineer
9. Olesya P.	Man-Art.Image	Artistic	visagiste
10. Zhora S.	Sign Man	Enterprising	athlete
11. Alexey L.	Man-Technology	Social	locksmith

From these data we saw that, indeed, there is a connection between professional interests and characterological characteristics.

Thus, in the 9th grade, 69% of students had chosen professions that coincided with the characteristics of the individual involved in this activity. Vitaly B., Anton K., Egor R., Nastya S., Zhenya Y. chose professions that do not correspond to their abilities. This choice was made, we think, under the influence of someone else's opinion.

In 11th grade, 82% of students chose professions with personal characteristics. ( Appendix 7 ). Most likely, Nikolai M. and Zhora S., when answering the test questions, were inattentive or dishonest.

These studies indicate that behind the results of diagnostics according to DDO there are not only perceived professional interests, but also other personal formations: inclinations, abilities, compliance of the characterological characteristics of the individual with the requirements of the profession.

II. Motives for choosing a profession.

2.1. The concept of motive. Groups of motives for choosing a profession.

Choosing a profession is a difficult and important matter, on which your future fate largely depends.

When choosing a profession, you need to clearly understand what you want from it. We need to answer the following questions: what should be the content of the profession to make it interesting to work? What salary suits me? What kind of life do I want to lead, how much time and effort can I devote to mastering this profession and much, much more. All these are the motives for choice. Any choice of profession by a person must be conscious and motivated.

Motive is what motivates a person to act, the reason for which it is done.

Each person, when choosing a future profession, is guided by different motives: accessibility of education, ease of admission to an educational institution, its prestige, high salary, focuses on good working conditions or follows the instructions of parents, etc.

Interest is one of the most significant motives for choosing a profession, one of the most compelling reasons for professional choice. If a person likes the content of work, then he will be more willing to work, improve his professional qualifications, gain authority among others and, ultimately, earn more.

To analyze the concept of “professional self-determination” it is necessary to trace the ontogenetic development of interests. The beginnings of interests can be observed in the first year of life:

• preschool childhood - interest in household and work operations. The interests of a preschooler are immediate, unstable and determined by a specific situation.
• 1st - 2nd grade - interest in all types of work at school
• 3 - 4 grades - interest in work at school is differentiated (favorite - unfavorite subjects, etc.) and an interest in collecting appears.
• adolescence - interest in social life, adventure, heroism, sports.

Choosing a profession presupposes that the student has two types of information: about the world of professions as a whole and the possibilities and requirements of each of them; about yourself, your abilities and interests. High school students lack both this information. Famous sociologist V.N. Shubkin writes that at the age of 17, the basis of the attitude towards the world of professions is borrowed experience - information received from parents, acquaintances, friends, peers, from books, films, television shows. This experience is usually abstract, not experienced, not suffered.

There are several groups of motives for choosing a profession:

1. Social (the desire to contribute to the social process through one’s work, to take a worthy place in society in accordance with interests and capabilities);
2. Moral (benefit people, provide them with assistance, communication);
3. Aesthetic (striving for beauty, harmony, desire to work in a specialty related to beauty);
4. Cognitive (associated with the desire to master special knowledge, insight into the essence of professional activity);
5. Creative (the ability to be original, unique);
6. Material (the desire to have a well-paid job, benefits);
7. Prestigious (aspirations that allow one to achieve a prominent position in society, choosing a profession that ensures rapid career advancement, a profession that is valued among friends and acquaintances);
8. Utilitarian (the opportunity to work in the city, to have a “clean job”, close to home, ease of admission to a university, to work, advice and examples from friends and acquaintances).

Significant factors of professional self-determination are the age at which the choice of profession is made, the level of awareness of the young person and the level of his aspirations.

There are a number of psychological and pedagogical reasons that determine the importance of the issue of choosing a profession. Every person needs recognition from others and wants to be appreciated, seeks approval, love and independence. One way to achieve this is to choose a profession that would distinguish him in the eyes of others and would bring him emotional satisfaction. Such identification with a profession allows a person to find himself, promotes self-realization and self-expression. The desire to achieve greater success in professional activity is a consequence of a high level of self-esteem and contributes to the affirmation of self-esteem. The degree of his self-satisfaction and self-approval depends on how great a teenager’s success is in his own eyes and in the eyes of others.

Sometimes there is no rational choice of profession at all. Teenagers simply take the first job they come across that pays well and is recommended by friends; this may be the only place they are accepted into and know about. In this case, the choice of profession turns out to be more random than conscious. At first, young people may be quite satisfied with the economic and other benefits that work brings. Only after some time has passed do they suddenly feel that they are unhappy, not very fit to perform the tasks facing them, and sacrifice their freedom and life for the sake of some dubious conclusions. They have a need to stop, re-evaluate their goals, abilities, opportunities and find how they can combine all this into meaningful, satisfying work.

We believe that everyone who chooses a profession must clearly determine for themselves what motives are more important to them, and in accordance with this, decide which profession will satisfy the most important needs for them.

2.2. Factors influencing the choice of profession.

There are eight main factors for choosing a profession according to E. A. Klimov.

1. Position of senior family members. There are elders who are directly responsible for how our lives turn out. This concern also extends to the question of our future profession.

2. The position of comrades, girlfriends.Friendships in adolescence are already very strong and can greatly influence the choice of profession. The correct decision will be one that corresponds to our interests and coincides with the interests of the society in which we live.

3 . Position of teachers, school teachers, class teacher.

By observing the behavior, academic and extracurricular activities of students, an experienced teacher knows a lot about us that is hidden from unprofessional eyes and even from ourselves.

4 . Personal professional plans.In this case, the plan refers to our ideas about the stages of mastering the profession.

5. Abilities. The uniqueness of one’s abilities must be judged not only by academic success, but also by achievements in a wide variety of activities.

6. Level of claims for public recognition.When planning your career path, it is very important to take care of the reality of your aspirations.

7.Awareness.It is important to ensure that the information we acquire about a particular profession does not turn out to be distorted, incomplete, or one-sided.

8. Tendencies. Tendencies manifest themselves in favorite activities, on which most of their free time is spent.

Correct identification of professional interests and inclinations is an important factor in satisfaction with the profession in the future. The reason for an inadequate choice of profession can be both external (social) factors associated with the inability to make a professional choice based on interests, and internal (psychological) factors associated with insufficient awareness of one’s professional inclinations or an inadequate idea of ​​the content of future professional activity.

To external social factors may include: advice, wishes of others, social stereotypes, established ideas in society, often having a negative impact. This can also include the prestige and popularity of a particular profession. Professions such as lawyer, economist, programmer, manager are often chosen by young people only because they have become prestigious in our time. At the same time, people who choose such professions often do not always think about the content of the activity itself, what they will have to do, and whether they will be able to do such work.

Internal factors include the so-called “image of a profession or professional” - a set of ideas and expectations associated not only with a future profession, but also with a future way of life, the social and personal significance of the profession, the ability to lead other people, etc. Internal motivation arises from the needs of the person himself, therefore, on its basis, a person works with pleasure, without external pressure.

2. 3. Practical part.

Assessing the significance of external and internal factors influencing the process of professional self-determination

In order to identify the extent to which external and internal factors influenced the choice of profession, students were asked to rate the importance of each of them on a four-step scale (Table 3)

Statistical analysis of the data was carried out as follows: answers in columns 2 and 3 were combined into the answer “Influenced”; answers in columns 4 and 5 were combined into the answer “Did not influence.”

Table 3.

Assessing the significance of external and internal factors influencing the process of professional self-determination in 9th grade

Factors	Very influenced	Perhaps it influenced	Probably didn't have any effect	No impact at all
Teacher Tips
Advice from acquaintances and friends

Assessing the significance of external and internal factors influencing the process of professional self-determination in 11th grade

Factors	Very influenced	Perhaps it influenced	Probably didn't have any effect	No impact at all
Advice from parents (relatives)
Teacher Tips
Advice from acquaintances and friends
Media (films, radio programs, books, articles in magazines, newspapers, etc.)
Awareness about the profession
Availability of abilities necessary to master the profession
Popularity of the profession, its prestige

The results obtained indicate that the professional self-determination of the majority of 11th grade graduates is more influenced by factors that can be described as internal: awareness, the presence of abilities necessary for mastering a profession, etc. To a lesser extent, these students are influenced by factors that can be classified as external: advice from relatives, teachers, acquaintances, the media, prestige of the profession, etc.

This is understandable, since the personal characteristics of high school students allow them to adequately assess their capabilities and interests and make appropriate choices. 9th grade students are more focused on external factors. This is due to the fact that these students are less able to take into account their internal capabilities and personality traits, and therefore more often resort to prompting from others.(Appendix 8)

To identify the attractiveness factors of the professions that students choose, we used V. Yadov’s method, its improved version (modified by N.V. Kuzmina, A.A. Rean).

From the proposed options for factors, high school students chose only those that were truly significant to them. (Table 4)

For each of the 11 factors, we calculated the significance coefficient (SI).

The significance coefficient is determined by the following formula:

short circuit =

Where N is the number of subjects;

– the number of respondents who noted this factor in column A;

– the number of respondents who noted this factor in column B.

Table 4. Study of factors of attractiveness of the profession.

1. The most important profession for society.	1. The importance of work is little appreciated.
2. Working with people.	2. I don't know how to work with people.
3. The work requires a creative approach.	3. There are no conditions for creativity.
4. The work does not cause overwork.	4. Work causes overwork.
5. Big salary.	5. Small salary.
6. Opportunity for self-improvement.	6. There are no conditions for self-improvement.
7. The job matches my abilities.	7. The job does not match my abilities.
8. The work matches my character.	8. The job does not suit my character.
9. Short working day.	9. Big day at work.
10. Lack of frequent contact with people.	10. Excessive contact with people.
11. The opportunity to achieve social recognition and respect.	11. Inability to achieve social recognition and respect.

The study showed that among 9th grade students the factor “Big salary” is in first place (KZ = 0.69); among 11th grade students – “The work matches my abilities” (KZ = 0.64). This once again proves that most graduates are guided to a greater extent by internal factors rather than external ones when choosing a profession. ( Appendix 9).

CONCLUSION AND CONCLUSIONS

Choosing a profession is the second birth of a person. The social value of a person, his place among people, job satisfaction, physical and neuro-mental health, joy and happiness depend on how correctly his life path is chosen...

The school provides guidance on many important issues. Disciplines such as physics, chemistry, geography, botany, zoology introduce us to the world of inanimate and living nature. History and literature - to the world social phenomena, mathematics - into the world of quantitative relations and spatial forms, astronomy even takes us beyond the boundaries of our native planet. But there is even an unknown world, before which every girl and every boy faces - the world of professions. Moreover, each profession is sometimes also a whole world, interesting and surprising.

Social, scientific and technological progress in our country leads to the emergence of new professions related to the management of complex equipment,the extinction of heavy and unhealthy forms of labor. There are [many] thousands of different specialties, most of which are unknown to the young reader. Choosing a life path or profession is a task with many unknowns. How can you not make a mistake and solve it correctly?

Each profession requires special abilities, but how to identify, find and develop them in yourself? It is very important to be able to distinguish your true inclinations and interests from the so-called “prejudices of honor.” After all, it happens that a young man or girl wants to be a doctor or a teacher, primarily because it is “decent”, and not because they passionately want to help the sick or educate the younger generation. The young man has chosen a very important and “eternal” profession for himself - he has decided to become a tailor, but is embarrassed to talk about it in class: an “unfashionable” profession. There are “fashionable” types of occupations, but society at the present time does not really need an influx of new personnel into this area. On the contrary, there are professions that are very important and necessary, but not conspicuous. So what should you do?..

The profession requires talent, but what will it give a person in return? What are the prospects for promotion? Possible stages of a person’s growth as a specialist...? All these and many other questions arise and must be taken into account when choosing a life path.

In order not to make a mistake in choosing a profession, you need to understand your personal qualities, abilities, and in the complex labyrinth of professions, with their special requirements for a person, you need to understand which cadres of workers will be most needed by society in the foreseeable future future... A far-sighted person prefers to choose the profession that society most needs...

The theoretical analysis of the problem of professional self-determination, as well as the results of the study, allow us to make a number of conclusions:

• attitude towards the profession, the motives for choosing it are extremely important factors determining the success of vocational training;
• the majority of students at our school choose a profession taking into account their interests, abilities, and intelligence;
• among school graduates, internal rather than external motives are dominant;
• For a more informed choice of profession for high school students, it is necessary to diagnose students’ inclinations, personal qualities, abilities and interests, interpersonal relationships, and increase self-esteem.

Literature

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2. Great psychological encyclopedia, M., 2007

3. Large encyclopedia of psychological tests. - M.: Eksmo, 2007.

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12. Rice F. Psychology of adolescence and youth, St. Petersburg, 2000.

13. Rean A. A. Psychology of a teenager. Textbook, St. Petersburg, 2003.

14. Rean A. A., Kolominsky Ya. L. Social educational psychology (Series “Masters of Psychology”), St. Petersburg: Yanter Publishing House, 2000.

15. Savchenko M. Yu. Career guidance. Personal development. Exam readiness training (grades 9-11). - M.: Vako, 2006.

16. Friedman L. M. Psychology of children and adolescents: A reference book for teachers and educators, M., 2003.

Annex 1.

Professional personality types according to J. Holland.

Realistic type

"Male" type. Has a high emotional dependence and is focused on the present. Prefers to deal with specific objects and their use. Selects activities that require motor skills (constant movement), dexterity. Gives preference to professions with specific tasks: mechanic, driver, engineer, agronomist, etc. Characterized by non-verbal abilities, developed motor skills, spatial imagination (reading blueprints). Has a chance of achieving success in areas such as physics, economics, cybernetics, chemistry, and sports.

Research type
Characterized by an analytical mind, independence and originality of judgment. Theoretical and aesthetic values ​​predominate. Focuses on solving intellectual creative problems. More often chooses scientific professions. The structure of the intellect is harmonious: verbal and non-verbal abilities are developed. Characterized by high activity, but in activity he is not inclined to communicate. In conversations, he is often a transmitter of information, mainly an introvert. The most preferred areas of activity: mathematics, geography, geology, creative professions.

Social type.
Characterized by pronounced social skills (the ability to communicate, the desire for leadership, the need for numerous social contacts). Independent of others, successfully adapts to circumstances. Emotional and sensitive. The structure of intelligence expresses verbal abilities. They are distinguished by their desire to teach and educate others, their ability to empathize and sympathize. The most preferred fields of activity: psychology, medicine, pedagogy.

Conventional type.
Prefers structured activities, working according to instructions, certain algorithms. There are abilities to process specific, routine (digital) information. The approach to problems is stereotypical. Character traits: conservatism, subordination, dependence. In behavior and communication he adheres to stereotypes and follows customs well. Weak organizer and leader. Nonverbal (especially counting) abilities predominate more often. The most preferred professions are accountant, financier, merchandising specialist, economist, office worker, typist, clerical worker.

Entrepreneurial type.
Selects goals and tasks that allow one to show energy, impulsiveness, and enthusiasm. Character traits are: desire for leadership. The need for recognition, enterprise, some aggressiveness. Prefers tasks related to leadership and personal status. The structure of intelligence is dominated by verbal abilities. I don’t like activities that require perseverance, a lot of work, motor skills, or concentration. These features are most fruitfully realized in such professions as diplomat, reporter, manager, director, broker, cooperator.

Artistic type.
In relationships with others, he relies on imagination and intuition. Has an emotionally complex outlook on life. Character traits: independence in decision making, originality of thinking. Usually does not live by rules and traditions. Prefers creative activities: playing music, drawing, activities in the field of humanities. Well developed perception and motor skills. High level of extroversion. The structure of intelligence is dominated by verbal abilities. The most preferred areas of activity: history, philology, art.

Appendix 2.

Stimulus material for J. Holland's questionnaire

From the two proposed activity options, choose the one you like best

1a. Mechanical Engineer 2a. Social worker 3a. Interior artist 4a. Biochemist 5a. Political leader 6a. Tailor 7a. Advocate 8a. A kindergarten teacher 9a. Knitter 10a. Notary 11a. Translator of foreign poetry 12a. Children's doctor 13a. Marketer 14a. Museum Researcher 15a. Auditor 16a. Builder-installer 17a. School teacher 18a. Cabinetmaker 19a. Mathematician 20a. Director of a furniture factory 21a. TV and radio equipment adjuster 22a. Chief livestock specialist 23a. Helpline Consultant 24a. Trolleybus driver 25a. Clerk 26a. Architect 27a. Traffic warden 28a. Newspaper publisher 29a. Biologist 30a. Archivist 31a. Cook 32a. A bank employee 33a. Criminologist 34a. Corrector 35a. Sound engineer 36a. Guide 37a. Film actor 38a. Archaeologist 39a. Cutter-fashion designer 40a. Watchmaker 41a. Sales Manager 42a. Psychotherapist

1b. Experimental physicist 2b. Hotel Manager 3b. Draftsman-copier 4b. Pharmacist 5 B. Writer 6b. Computer's operator 7b. Legal historian 8b. Ceramic artist 9b. Help desk operator 10b. Purchasing Manager 11b. Logician 12b. Medical Statistics Specialist 13b. Beekeeper 14b. HR Manager 15b. Restoration artist 16b. Metallurgist 17b. Investigator 18b. Automatic machine operator 19b. Accountant 20b. Conductor 21b. Secretary-assistant 22b. Geneticist 23b. Hairdresser-fashion designer 24b. Nurse 25b. Broker on the stock exchange 26b. Art critic 27b. Accountant 28b. Electrician 29b. TV presenter 31b. Waiter 32b. Store manager 33b. Legal Advisor 34b. Literary critic 35b. Physicist-acoustics 36b. Diplomat 37b. Cameraman 38b. Commodity expert 39b. Theater artist 40b. Quality Control Controller 41b. Editor of a scientific journal 42b. Playwright

Appendix 2.

Answer form

			10a	10b	11a
	11b	12a	12b	13a
13b	14a	14b	15a		15b
16a	16b	17a		17b	18a
18b	19a		19b	20a	20b
21a			21b	22a
	22b	23a			23b
24a		24b	25a	25b	26a
	26b	27a	27b	28a
28b	29a	29b	30a		30b
31a		31b	32a	32b
	33a	33b	34a		34b
35a	35b	36a		36b	37a
37b	38a		38b	39a	39b
40a			40b	41a
	41b	42a			42b
Realistic	Research telsky	Social ny	Convention- nal	Entrepreneurial telsky	Artistic chesical

9th grade

Appendix 3

In 9th grade 11th grade

Appendix 4

Assessment of professional personality type (according to J. Holland) in 11th grade

Appendix 5.

Stimulus material for the DDO questionnaire (E. A. Klimova)

1. Take care of animals	1. Maintain machines, devices (monitor, regulate)
2. Help sick people	2. Create tables, diagrams, computer programs
3. Monitor the quality of book illustrations, posters, art cards, record sleeves	3. Monitor the condition and development of plants.
4.Process materials (wood, fabric, metal, plastic, etc.)	4. Bring goods to consumers, advertise, sell
5. Discuss popular science books and articles	5. Discuss art books(or plays, concerts)
6. Raise young animals (animals of any breed)	6. Train comrades (or juniors) in performing any activities (labor, educational, sports)
7.Copy drawings, images or tune musical instruments.	7. Operate any cargo (lifting or transport) vehicle (crane, tractor, TV, etc.)
8.Inform and explain to people the information they need (at the information desk, on excursions, etc.)	8. Design exhibitions, showcases (or participate in the preparation of plays, concerts)
9. Repair things, products (clothing, equipment, housing)	9. Search for and correct errors in texts, tables, and figures
10.Treat animals	10. Perform calculations, calculations.
11. Breed new varieties of plants	11. Construct, design new types of industrial products (cars, clothes, houses, food, etc.)
12.Settle disputes, quarrels between people: convince, explain, punish, encourage	12. Understand drawings, diagrams, tables (check, clarify, put in order)
13. Observe and study the work of amateur art groups	13. Observe and study the life of microbes.
14.Service and adjust medical devices and devices	14. Provide medical assistance to people for injuries, bruises, burns, etc.
15. Compose accurate descriptions - reports on observations, phenomena, events, measured objects, etc.	15. Artistically describe and depict events (observed and imagined)
16. Do laboratory tests in the hospital	16. Receive, examine patients, talk with them, prescribe treatment
17.Paint or paint the walls of premises, the surface of products	17. Install or assemble machines and devices
18. Organize cultural outings of peers or juniors to theaters, museums, excursions, hiking trips, etc.	18. Play on stage, take part in concerts
19. Manufacture parts, products (cars, clothes) according to drawings, build buildings	19. Draw, copy drawings, maps
20. Fight plant diseases, forest and garden pests	20. Work on keyboard machines (typewriter, teletype, telegraph, computer, etc.)

Appendix 5.

Instructions: Let's assume that after proper training you can do any job. But if you had to choose from only two options, which would you choose?

DDO Answer Sheet

Man is nature	Man - technology	Man is man	Man is a sign	Human- Artistic image
10a			10b
11a	11b	12a	12b	13a
13b	14a	14b	15a	15b
16a		16b		17a
	17b	18a		18b
	19a		19b
20a			20b

9th grade 11th grade

APPENDIX 6.

Types professions chosen by students in grades 9 and 11 (according to E. A. Klimov).

annotation

The work was done by 9th grade students Vlada Vorona and Alena Dmitrenko on the topic “Professional self-determination of high school students.” Many studies are devoted to the problem of professional self-determinationdomestic and foreign teachers, psychologists. The purpose of this study is to study the manifestations of features in the professional self-determination of high school students and the motives for choosing a profession. The students determined the tasks of the work: to analyze the literature on the problem of choosing a profession in adolescence; consider professional self-determination as a process; identify factors influencing the choice of profession; determine the correspondence between the chosen profession and the personal qualities of students.

A work plan has been clearly drawn up to help consistently and logically explore the problem of choosing a profession for high school students. Research methods have been thought out: survey, questionnaire, testing. During the study, students used questionnaires from E. A. Klimov, J. Holland, and V. Yadov’s methodology. The results of the study are presented in the form of diagrams and statistical analysis.

The students, having high communication and organizational skills, skillfully came into contact with high school students to conduct surveys and questionnaires.

In the course of the theoretical and practical research, the relevance of the topic in modern life. Conclusions were drawn: every person should choose a profession taking into account their interests; motives for choosing a profession are important factors determining the success of vocational training; For most graduates, internal motives for choosing a profession are dominant.

The research carried out and the results obtained during the experiment give reason to believe that the tasks posed in the study have been solved; The purpose of the study has been achieved.

Head of work:

Russian language teacher and

literature Varapaeva O.G.

graduate work

1.3 Motives for professional preferences

By the end of late adolescence, a schoolchild develops fairly stable motives associated with his ideas and intentions regarding his future life and activities.

The understanding of motivation is used in 2 senses:

1. Motivation is a system of factors that cause the activity of the body and determine the direction of human behavior. This includes such entities as needs, motives, intentions, goals, interests, and aspirations.

2. Motivation is a characteristic of the process that ensures behavioral activity at a certain level. In other words - motivation.

Understanding motive, in general, as a complex mental formation, A.V. Ermolin includes in its content both need, goal, motivation, and intention. Hence, the motive can perform the following functions: incentive, guiding, meaning-forming, stimulating.

Based on the analysis of psychological ideas about motivation, with all the discrepancies, the understanding of motive as the motivating reason for actions and activities related to the satisfaction of needs is beyond doubt.

It is the motive that determines the meaning of what a person does. This brings a person to the need to determine his place in society. On the other hand, the motive, as subordinate to the goal in the quality of actions, in a certain area of ​​\u200b\u200bActivity, forces a person to develop general principles that can manifest themselves.

The choice of profession, as a semantic vertical in professional self-determination, comes down to a motivational ladder of preferences for certain motives of activity, which is built and developed in the real context of a person’s life and activity. If, in our opinion, one of the elements in the “connection” motive - goal - method of achieving the goal is missing, or is not sufficiently represented, then an inferior intention arises, working to maintain the state, interfering with the fulfillment of the main function of the system for regulating actual behavior.

Having identified his strengths and weaknesses, the student must make a firm decision to do everything possible to develop the strengths and eliminate the weaknesses. Willingness to change will be higher if it is facilitated by a value-based structure.

This is possible if you correlate the conditions with your own objective capabilities and desires, if the student believes that the conditions put forward in relation to him are objectively necessary to overcome difficulties.

A.I. Zelichenko and A.G. Shmelev propose the following system of external and internal motivational factors of work, which can be used not only to identify a person’s readiness to work effectively, but also for the purpose of professional orientation of self-determined clients.

External motivational factors:

1) pressure factors - recommendations; adviсe; instructions from other people, as well as examples of movie characters, literary characters, etc.; objective requirements (military service, family financial situation); individual objective circumstances (health status, abilities);

2) factors of attraction and repulsion - examples from the immediate environment of a person, from other people; everyday standards of “social prosperity” (fashion, prestige, prejudices);

3) factors of inertia - stereotypes of existing social roles (family, membership in informal groups); habitual activities (arising under the influence of school subjects, hobbies).

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The study of professional self-determination in adolescence and youth is inextricably linked with the study of professional interests and inclinations. As L.A. notes in his work. Golovey, professional self-determination is a complex psychological education that includes cognitive interests, life guidelines, professional orientation and professional plans. The connection between professional self-determination and interests is also pointed out by E.Yu. Pryazhnikov and T.A. Egorenko, saying that “the choice of profession can lead to professional self-determination, provided that a school graduate chooses a profession according to his abilities, interests, inclinations, and aspirations.”

Researchers have identified different types of interests among adolescents. Essential in the development of a teenager’s interests, according to S.L. Rubinstein, is the beginning of specialization and differentiation of interests, their focus on a certain area of ​​activity, professional - literature, technology, art, a certain scientific field, which occurs under the influence of the entire system of conditions in which the development of a teenager occurs.

Our study involved 2,372 eighth-graders from 49 educational complexes in the Northern Administrative District of Moscow (1,152 girls and 1,220 boys). To study the interests and professional preferences of students, we used the “Map of Interests” methodology (modified by O.G. Filimonova) and a career guidance questionnaire that we developed. The data obtained show that every third boy and every fifth girl have not yet thought about choosing a profession, while among girls there are more of those who doubt their choice of profession, and among boys there are more of those who have decided and are confident in their choice (Table 1).

Table 1 Choice of profession

			boys
	quantity		quantity
haven’t thought about choosing a profession
doubt the choice
have decided and are confident in their choice

Girls more often than boys believe that ignorance of their abilities and capabilities is the main reason why they cannot decide on a career choice (62.85% of girls and 50.74% of boys). This may be due to the fact that girls are more anxious and prone to introspection. Poor knowledge of the world of professions was cited by every fifth teenager (19.7% of girls and 22.05% of boys) as the reason for difficulties in choosing a profession.

The study of the interests and professional preferences of adolescents was carried out using a modified “Interest Map” method. The technique involves assessing the degree of your interest in 17 different professional areas on a scale from +2 (like it very much) to -2 (don’t like it at all). There are 5 statements for each area. Thus, maximum interest is expressed by a score of +10, complete lack of interest by a score of -10. Analysis of the research results showed that there are significant gender differences in the answers of eighth-graders. On average, girls are twice as likely as boys to choose the fields of biology and medicine, as well as the field of foreign languages, four times more often to choose the field of pedagogy and psychology, and six times more often to choose the field of art. Boys give preference to exact sciences and the technical field: on average, twice as often as girls they choose the fields of mathematics and physics, six times more often in the field of information technology, eight times more often in military affairs and sports, ten times more often in the fields of technology and transport (Table 2).

table 2

Distribution of interest of eighth-graders in professional fields

	Professional areas				boys
		Maximum positive answers, number of people			Maximum positive answers, number of people
	Biology
	Geography, geology
	Medicine
	Physics mathematics
	Transport
	Information technology
	Psychology, pedagogy
	Military affairs, sports
	Philology, journalism
	Jurisprudence
	Service sector
	Economy
	Foreign languages
	Art

These data are also confirmed by the results of the survey. Teenagers were asked to choose the area of ​​activity or knowledge that most interested them from the list provided. Twice as many boys choose the field of exact sciences (mathematics, physics) - 39.75%, while 18.32% of girls chose this field. The humanities field (literature, journalism, linguistics, pedagogy, psychology) was chosen by almost half as many boys as girls (20.74% of boys and 47.48% of girls). Also, almost half as many boys chose the field of art (music, theater, visual arts) - 15.33% of boys and 39.32% of girls.

Among the boys who have decided on a profession and are confident in their choice, the majority are those who have chosen the profession of a doctor (every seventh teenager names it). The next most popular professions are programmer, cook, engineer, military man, machinist, auto mechanic, lawyer. The most common profession among girls is a doctor (every fourth girl named it). The following professions follow: architect, journalist, psychologist, cook, teacher, veterinarian. As we see from these data, the professional preferences of adolescents have gender differences - girls mainly choose professions related to the humanitarian sphere, and boys - in the field of technology and transport.

We also carried out an analysis of the school subjects most preferred by eighth-graders.

It turned out that 10% more girls than boys named the most favorite school subjects related to the humanities (Russian language, literature, foreign language). Exact sciences (algebra, geometry) are preferred by 10% fewer girls than boys, but subjects such as computer science and physics are preferred twice as much fewer girls than boys. Girls are twice as likely as boys to name their favorite subjects related to the artistic and aesthetic cycle (art, music, world art culture). Thus, we see that the data obtained using various methods are consistent: girls’ interests more often lie in the humanitarian field. The humanitarian orientation of girls is manifested in their preference for school subjects in the humanities, as well as in the choice of professions in the humanitarian spectrum. Boys are more interested in the exact sciences, the fields of technology and transport, they choose the corresponding professions and prefer subjects related to the field of exact sciences. In this regard, it is of interest to study the influence of passion for school subjects on the professional plans of high school students N.M. Shchedukhina (2010). She suggested that there was a relationship between planning for career prospects and engaging in school subjects. This connection was found only in some subjects: mathematics, biology, physics, chemistry, history, social studies, Physical Culture, World Art. It was also found that passion for school subjects related to relevant professional plans has a positive effect on school performance.

For eighth-graders, the next school year is a defining one. In the ninth grade, they will need to decide: to receive secondary vocational education or, having chosen a profile, to continue their studies in the tenth grade. As O.V. writes in his study. Kuznetsova, 87.5% of tenth graders and 80% of 11th grade students believe that in order to successfully choose a specialized education, it is necessary to know one’s psychological qualities (abilities, interests, personal characteristics). Teenagers note the importance of acquiring in-depth knowledge in the disciplines of the school curriculum that interest them. Schoolchildren believe that specialized education makes it possible to “take only those subjects that will help in the profession”, “better understand the subjects”, “improve your academic performance”, “discover your abilities”, “develop your skills and talents”. Specialized education is “help for entering a university,” “an opportunity to study your favorite subjects in depth,” “a chance to improve your knowledge.”

In our opinion, it is necessary to systematically monitor the interests and professional preferences of students from grades 8 to 11 in order to identify adolescents with unformed interests and preferences for further correctional and developmental work with them. It is also advisable to include material on professional self-determination in programs for school subjects: acquaintance with professions that can be obtained within a given subject area, professional tests (practical exercises within the program). It is necessary to organize project and research activities within the framework of the program, subject competitions, Olympiads and quizzes. Positive results are also produced by the integration of subjects in various fields - for example, conducting joint lessons in literature and technology, biology and physics. Such events will contribute to the development of adolescents’ interests and, consequently, professional self-determination.

Bibliography

1. Golovey L.A. Professional self-determination on the threshold of adulthood: indicators, factors, crises. On the threshold of growing up. Collection of scientific articles / Ed.: L.F. Obukhova, I.A. Korepanova. – M.: MGPPU, 2011. – 297 p.

2. Kuznetsova, O.V. High school students’ ideas about a specialized school // Modern psychology: theory and practice: Materials of the 1st international scientific and practical conference June 29-30, 2011: - M., 2011. – P.117-121.

3. Pryazhnikova E.Yu., Egorenko T.A. The problem of professional development of personality [Electronic resource] // Modern foreign psychology. 2012. T.1 No. 2. P.111-122 URL: http://psyjournals.ru/jmfp/2012/n2/52291.shtml (access date: 03/31/2013)

4. Rubinshtein S.L. Fundamentals of general psychology - St. Petersburg: Peter Publishing House, 2000. – 712 p.

5. Filimonova O.G. Modification of the map of interests // Newspaper “School Psychologist”, 2007. No. 2.

6. Shchedukhina N.M. The influence of passion for school subjects on the professional plans of high school students [Electronic resource] // Psychological science and education PSYEDU.ru. 2010. No. 4. URL: http://psyjournals.ru/psyedu_ru/2010/n4/Scheduhina.shtml (access date: 03/31/2013)