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Bulletin of Practical Psychology of Education
2025. Vol. 22, no. 2, 165–177
doi:10.17759/bppe.2025220212
ISSN: 2658-3100 (online)

Psychological features of professional self-determination of graduate students with autism spectrum disorder

 
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Abstract

Context and relevance. Professional self-determination of persons with disabilities plays a special role in their socialization and self-realization in public life. The theoretical basis of the research is the theory of the essence of professional self-determination, which is based on the analysis of psychological personality traits, personal capabilities and abilities, a combination of motives with willingness to professional self-determination. Objective. To identify the influence of psychological characteristics of motivation on the readiness for professional self-determination among students with autism spectrum disorder. Hypothesis. Readiness for professional self-determination is positively correlated with motivation in students from among graduates with autism spectrum disorders. Methods and materials. The study involved college students — a group of subjects with autism spectrum disorders and a group of normotypic subjects, i.e. those corresponding to the statistical mental norm and not having mental disorders or developmental pathologies. In assessing readiness for professional self-determination, a map of readiness for professional self-determination was used, and the study of the psychological characteristics of motivation was carried out using methods for studying motivation for success, motivation for activity, and motivation for learning. Results. The results showed the presence of a relationship between motivation and readiness for professional self-determination, i.e. a moderate positive correlation was revealed, which means that the more pronounced the motivation, the higher the level of development of the general level of readiness for professional self-determination. Conclusions. Motivation is an important psychological feature among students with autism spectrum disorder, affecting their professional self-determination. The data obtained are of interest in the context of the work of psychologists and other specialists with people with autism spectrum disorder. As a result of the conducted research, we can recommend that psychologists in secondary vocational educational institutions work more specifically with the motivation of students with autism, as this has a positive effect on their readiness for professional self-determination.

General Information

Keywords: professional self-determination, autism spectrum disorder, ASD, psychological features motivation, socialization, persons with disabilities, readiness for professional self-determination

Journal rubric: Psychology of Self-Determination of the Personality in Education and Profession

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2025220212

Received 13.05.2025

Accepted

Published

For citation: Dzhafar-Zade, D.A., Kalkova, G.V. (2025). Psychological features of professional self-determination of graduate students with autism spectrum disorder. Bulletin of Practical Psychology of Education, 22(2), 165–177. (In Russ.). https://doi.org/10.17759/bppe.2025220212

© Dzhafar-Zade D.A., Kalkova G.V., 2025

License: CC BY-NC 4.0

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Information About the Authors

Darya A. Dzhafar-Zade, Candidate of Science (Psychology), Researcher at the Laboratory of Inclusive Education, Institute of Psychology and Comprehensive Rehabilitation, Moscow City University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-5161-733X, e-mail: dasha713@mail.ru

Galina V. Kalkova, Candidate of Science (Education), Head of the Distance Assistance Department, City Psychological and Pedagogical Center of the Department of Education and Science of the City of Moscow, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0002-5523-2397, e-mail: kalkovagv@edu.mos.ru

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