Features of professional self-determination among students of different specializations: Socio-psychological aspec

Background. The article addresses the issue of professional self-determination among university students. The theoretical section substantiates the relevance of this problem in the context of current socio-economic realities. The necessity of studying these phenomena through an interdisciplinary approach, particularly from the perspective of pedagogical and social psychology, is emphasized. The article highlights the need to develop a modern model for career guidance diagnostics within the educational environment, one that incorporates the socio-psychological dimension of the problem.

Purpose. To examine the features of professional self-determination among students of different specializations under contemporary conditions. 

Materials and methods. The empirical research was conducted among students at Saratov National Research State University named after N.G. Chernyshevsky. The sample consisted of 106 second- and third-year students aged 19–20, enrolled in two fields of study: psychological and pedagogical education; pedagogical education. Psychodiagnostic testing was conducted using the following methods: differential diagnostic questionnaire (E.A. Klimov), Yovaisi's professional aptitude test, and A.E. Golomshchok's “Interest Map” questionnaire (modified by O.G. Filimonova).

Results. The article presents a profile of the professional preferences of students in psychological and pedagogical training tracks. At the empirical level, it examines the specific features of professional inclinations and interests among students from the two groups. Quantitative and qualitative data analysis was performed using both parametric statistical criteria. 

A comparative analysis of the research results shows that the majority of students in both fields (over 80%) consciously preferred the previously chosen professions in the areas of “psychology” or “physical education.” Thus, the professional self-determination of psychology students and student-athletes rests on a positive foundation. At the same time, special attention should be paid to the lack of clarity regarding the choice of “person-to-person” activity among a significant number of students in the psychological-pedagogical field. This issue is especially relevant for those who plan to work with people of different ages, social status, and professional backgrounds in the future.

In this regard, questions arise about the motivational components and sense of vocation among future specialists. Overall, these findings underscore the need to develop corrective programs in the field of career guidance, since the individual and socio-psychological adaptive capabilities of future university graduates are not always taken into account.