Impact of Life Perspective on Students’ Psychological Readiness for Professional Activity as Psychologists in Education

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Abstract

This paper is aimed at studying the impact of life perspective on the formation of psychological readiness for professional activity in psychology students who have chosen to work in the educational system. We present materials of an empirical study obtained on a sample of 2—4-year students of the Faculty of Psychology of the Pedagogical Institute of the Belgorod State National Research University. The sample consisted of 80 undergraduate students of the Educational Psychology program, aged from 20 to 23 years, 56 females and 24 males. The following techniques were used: “Motivation for Professional Activity” (by K.Zamfir, modified by A.A.Rean), “Professional Readiness” (by A.P.Chernyavskaya), “The Method of Motivational Induction” (by J.Nütten, adapted by D.A.Leontiev) and “Life-Purpose Orientations Test” (by J.Crumbaugh, L.Maholik, adapted by D.A. Leontiev).The study showed that meaningful perception of life perspective determines the development of motivational, cognitive and emotional components of readiness for professional activity in psychology students.

General Information

Keywords: psychological readiness, educational psychologist, life perspective, personality orientation, meaningfulness of life

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2021260607

Acknowledgements. The authors are grateful to A.A. Konovalova for her help in conducting the study, to the reviewers for their valuable comments and recommendations, and to all participants of the study.

Received: 21.09.2021

Accepted:

For citation: Gut Y.N., Khudaeva M.Y., Kabardov M.K., Ovsyanikova E.A., Bedanokova A.K. Impact of Life Perspective on Students’ Psychological Readiness for Professional Activity as Psychologists in Education. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 6, pp. 96–106. DOI: 10.17759/pse.2021260607. (In Russ., аbstr. in Engl.)

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Information About the Authors

Yuliya N. Gut, PhD in Psychology, Associate Professor, Leading Researcher at the Laboratory of Differential Psychology and Psychophysiology, , Psychological Institute of the Russian Academy of Education (FGBNU PIRAO), Moscow, Russian Federation, Sh. Rashidov Samarkand State University Moscow, Samarkand, Uzbekistan , Moscow, Russia, ORCID: https://orcid.org/0000-0001-8505-3846, e-mail: gut.julya@yandex.ru

Maya Y. Khudaeva, PhD in Psychology, Assistant Professor, Department of Developmental and Social Psychology, Faculty of Psychology, Institute of Pedagogy, Belgorod National Research University, Belgorod, Russia, e-mail: khudaeva@bsu.edu.ru

Mohamed K. Kabardov, Doctor of Psychology, Professor, Head of Laboratory for Psychophysiology and Differential Psychology, Deputy Director for Scientific Work,, Federal state budgetary scientific institution Psychological Institute of the Russian Academy of education, Deputy head, member of the bureau of the section “Differential psychophysiology and neuropedagogy” of the Federation of Educational Psychologists of Russia. Member of the Grand Jury (2014-2018) of the National Psychological Competition “Golden Psyche”., Moscow, Russia, ORCID: https://orcid.org/0000-0001-5787-3556, e-mail: kabardov@mail.ru

Elena A. Ovsyanikova, PhD in Psychology, Assistant Professor, Department of Developmental and Social Psychology, Faculty of Psychology, Institute of Pedagogy, Belgorod National Research University, Belgorod, Russia, e-mail: ovsyannikova@bsu.edu.ru

Asiet K. Bedanokova, Junior Researcher, Institute of Psychology, the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1769-3339, e-mail: asieta@mail.ru

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