Comparative Analysis of Motivational Readiness for Professional Self-determination in Adolescents in Specific Social Situations of Development

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Abstract

We present the results of investigation of the motivational component of psychological readiness for professional self-determination in adolescents in specific social situations of development. It was assumed that in a particular deficit social situation of development under the influence of negative social context the formation of motivational readiness for professional self-determination is hindered. We revealed significant differences in the level of development of motivational readiness for professional self-determination of pupils of the school for children with behavioral problems, pupils of boarding school for orphans and pupils of regular secondary school. It is shown that the motivational sphere of adolescents with deviant behavior and adolescents without parental care is characterized by focus on the failure avoidance, predominance of external motives of choice of profession, lack of awareness of their values and motives. The obtained results can serve as a basis for the development of technologies of psychological and pedagogical support of professional self-determination of teenagers with consideration of their age and development and of the individual characteristics due to the aggravation of social situation of development.

General Information

Keywords: professional self-determination, psychological readiness to professional self-determination, motivational readiness to professional self-determination, social situation of development, special social situation of development

Journal rubric: Psychology of Professional Activity

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2015070115

For citation: Aron I.S. Comparative Analysis of Motivational Readiness for Professional Self-determination in Adolescents in Specific Social Situations of Development [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2015. Vol. 7, no. 1, pp. 154–164. DOI: 10.17759/psyedu.2015070115. (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Irina S. Aron, PhD in Psychology, Associate Professor, Volga State University of Technology, Yoshkar-Ola, Russia, e-mail: Irinast62@gmail.com

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