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The relationship of self-esteem with the professional orientation of students

The process of professional self-determination includes the development of self-awareness, the formation of a system of value orientations, modeling of one’s future, the construction of standards in the form of an ideal image of a professional. Personal self-determination of a person occurs on the basis of the development of socially developed ideas about ideals, norms of behavior and activity. Currently, social orientation largely determines the professional self-awareness of a person, his professional self-determination and professional choice.

The specific moments of self-awareness, the formation of the self-concept, including the image of the “I-professional”, depend on the degree of coordination of the ideal and real “image-I” and the ideal and real image of the profession. The ratio of “I-real” and “I-ideal” determines a person’s demand for himself. The need to satisfy one's “I” (self-esteem, self-worth and competence) should be realized in self-affirmation and self-expression of a person in his desire to prove himself [11; S. 52].

Not only cognition, but also self-realization forms a person’s self-consciousness, his “inner-I”, his motivation.

The self-realization in the profession includes the formation of the image of the profession, especially at the stage of choosing the scope of professional activity [14; S. 32].

The image of the future profession is a rather complex education, including emotional and cognitive components. Correspondence of emotional and evaluative components to the substantial substantive components of the profession makes the choice justified and real. For the validity of professional choice it is also necessary that the requirements of the profession correspond to the capabilities of the person.

Otherwise, a negative life experience accumulates in a person’s self-consciousness, peculiar ways of solving the tasks facing him are formed - avoiding problems, ignoring them, etc.

As studies (S.E. Feskina, N.L. Ivanova, N.V. Komusova) note, the development of the professional orientation of students at a university is determined by previous and earlier forms of expressing a positive attitude to the profession and the motives behind this relationship. It was found that the leading motives for admission to the university is the passion for the subject and interest in the profession. And since the general ultimate goal of studying at a university is the professional training of specialists, the attitude of students to their future profession can be considered as a form and measure of acceptance of the ultimate goals of education. The most generalized form of a person’s attitude to the profession is a professional orientation (formation), which is characterized as an interest in the profession and a tendency to engage in it. N.V. Kuzmina identifies such properties of a professional orientation as objectivity, specificity, resistance, valency, satisfaction, generalization, stability.

Educational motivation consists of an assessment by students of various aspects of the educational process, its content, forms, methods of organization in terms of their personal individual needs and goals, which may or may not coincide with the learning objectives [16; S. 36].

As already indicated, student age falls on the period of early adolescence and maturity. This is the age when the maturation of a person is completed, a world outlook is formed, value orientations, attitudes are formed. In fact, this is the period in which the transition from childhood to the beginning of adulthood is carried out, corresponding to the degree of responsibility, independence, ability to actively participate in society and in one’s personal life, to constructively solve various problems and professional development. The youthful age, according to Erickson, is built around the process of identity, consisting of a series of social and individual-personal choices, identification, and professional development. And along with such a complex personal development, a large place is occupied by the professional formation of students, which is carried out in the framework of educational activities [27; S. 9]. The formation of a future specialist as a highly qualified specialist, according to V.A. Yakunin, N.V. Nesterova, is possible only with a formed motivational-value attitude in his professional formation.

The important role of self-esteem in professional activities is negatively correlated with the inadequacy of self-esteem and its instability. To a somewhat lesser extent, this pattern is expressed in beginners, especially during vocational training. As professionalism grows, the ability of a professional, based on past experience, to assess his abilities in various operating conditions comes to the fore; the role of the emotional component is reduced and actualized only in extreme conditions [13; WITH.
46].

Self-esteem largely determines the formation of a number of professionally important qualities. So risk appetite is often generated by inadequate self-esteem. But work, including making responsible decisions, is also largely regulated by the “attitude to risk”. In extreme studies Kondratsky A.A. (E. Klimov. Psychology of a professional. - M., 1996. - 400p.) Shows the relationship of the attitude to risk with the success of vocational training. In all cases, extreme values ​​of the severity of this property are unfavorable. High marks lead to the fact that the activities of a professional are determined by the needs of an affective plan; underestimation of the requirements of the situation and reassessment of one's own capabilities are typical. Low scores are associated with a fear of decision making, slowness and passivity. In both cases, the probable forecasting in the activity is violated. The result is a significant decrease in overall efficiency [40; S. 96].

The external impression of the profession, positive emotions are the stimuli of the subject's activity regarding this activity. In conditions of immersion of students in educational and professional activities, the stage of formation of a professional orientation includes a cognitive component, which is formed by the integration of ideas about oneself as a person and a professional. The connection between the “image - I” and the “image of the profession” reflects the specifics of the professional orientation. The image of future professional activity is determined by the nature of the development of the general and professional identity of the individual. Self-awareness is characterized by its product - a person’s self-image. I am a concept (Wylie R, 1979), professional self-consciousness expresses a stable idea of ​​a person about himself as a subject of professional activity and a formed professional I-concept. The image of professional activity is included in the concept of professional self-concept and is characterized by its content. A professional self-concept is considered as a particular type of self-concept (Ritzer, 2006; Pascarella, 1995, 2005), included in the picture of the development of the personality as a professional. The study of professional self-concept in domestic psychology is developing from the perspective of a psychological and acmeological approach (K.A. Abulkhanova; A.A. Bodalev; A.A. Derkach; E.F. Seer and others) in the framework of professional self-consciousness, including I - understanding, I-attitude, I-behavior. Gradually existing familiar adaptation programs as a result of students accumulating information about this profession, studying the nature of the requirements of the profession for the individual, assessing available abilities with the necessary for effective work in this area are being replaced by a new system of regulatory mechanisms that meet new conditions of activity, which is ensured by opinion of M.S. Yanitsky, a successive change in the stages of addiction and proper adaptation [199]. Introduction to professional content realigns the logic of development of students' professional orientation.

The peak of intensive personal development coincides with the process of professional self-determination, during which not only a professional orientation is formed, but also a “professional self-concept” of the personality develops. It includes the following components: “Image of I”, “Image of profession” and “Image of I professions. " The “professional self-concept" finds its concrete expression in the professional intentions or plans of students regarding the choice of industry, profession or specialty, the functional fitness of the person (inclinations and abilities) and the motivational sphere (justification of choice). In our study, it was suggested that the structure of the professional orientation wider and includes sociogenic needs, value ideas, motivation, interests, ideals, willingness to choose a profession, intentions.

Thus, as professionalism grows, professional self-awareness changes. It expands due to the inclusion of new signs of a developed profession, which presents new requirements for a professional person; The criteria for evaluating yourself as a professional are changing. The expansion of professional self-consciousness is expressed in an increase in the number of signs of professional activity, reflected in the consciousness of a specialist, in overcoming stereotypes of the image of a professional, in a holistic vision of oneself in the context of all professional activity.
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The relationship of self-esteem with the professional orientation of students

  1. Graduate work. The relationship of self-esteem and professional orientation of student psychologists, 2012
    Theoretical analysis of the classical level. Mathematical processing of experimental data of a very high level Introduction Psychological characteristic of a professional orientation Theoretical analysis of the problem of a professional orientation in psychological literature Correlation of concepts professional orientation, professional self-determination and professional
  2. Assessment of the reliability of the relationship of self-esteem and professional orientation of students - psychologists
    The task of correlation analysis is to establish the direction (positive or negative) and form (linear, nonlinear) of the relationship between the varying features, measure its tightness, and, finally, to check the significance level of the obtained correlation coefficients. The criterion for selecting “sufficiently strong” correlations may be as the absolute value of the correlation coefficient itself (from 0.7
  3. EXPERIMENTAL STUDY OF THE RELATIONSHIP OF SELF-ASSESSMENT WITH THE PROFESSIONAL DIRECTION OF STUDENTS
    EXPERIMENTAL STUDY OF THE RELATIONSHIP OF SELF-ASSESSMENT WITH A PROFESSIONAL DIRECTION
  4. Conditions for the formation of self-esteem of students during their studies at a university
    In numerous psychological studies on adolescence, most often the emphasis is on the development of self-awareness and adequate self-esteem, because it is this age that is the central period in the formation of the worldview system, some character traits and social intelligence. These issues are of great importance when it comes to students. The word student is
  5. Correlation of concepts professional orientation, professional self-determination and professional suitability of an individual
    The formation of professional suitability, the formation of a professional is inextricably linked with self-determination of a person, that is, with self-realization, self-affirmation, self-improvement, self-knowledge. This process is due to the manifestations of internal resources, forces, attitudes towards the professional formation of personality and its development. Self-determination of personality is a conscious act of identifying and
  6. RESEARCH OF THE PROFESSIONAL IMAGE OF THE WORLD OF STUDENTS DURING PERSONAL PROFESSIONAL FORMATION
    RESEARCH OF THE PROFESSIONAL IMAGE OF THE WORLD OF STUDENTS DURING THE PERSONALITY AND PROFESSIONAL
  7. Student psychologist as a subject of educational and professional activity
    In modern pedagogy and pedagogical psychology, the traditional scheme of relations between teachers and students has long been abandoned, when the teacher acts as the "bearer" of knowledge and its active "guide" to the consciousness of students, i.e. acts as a "subject of the educational process", and students only "perceive" the proposed knowledge, while actually remaining passive
  8. Professional development of the personality of a student psychologist
    the development of a professional is a process of acquiring new opportunities for professional activity, but this is not only about "technical" opportunities - knowledge, skills: a professional is a person, and, therefore, we are talking about personal development. A completely natural question is where to look for the source of professional development. Of course, one of them is the external environment - for example, in
  9. System-wide properties that determine the professional image of the student world
    Theoretical and methodological reflection led us to the conclusion that the completeness of the study of personal and professional formation is achieved if we consider it as a form of manifestation of a person’s self-organization as an integral psychological system. Personal and professional formation in the conditions of a person’s real life activity (in the conditions of higher professional education) is manifested in
  10. Features of the personal and professional formation of students of various educational environments
    Personal and professional formation in the conditions of a person’s real life activity (in the conditions of higher professional education) is manifested in the construction of a professional image of the world, determined by solving problems on the meaning and value of the activity for society and itself, as a gradual transformation of a person’s thinking (with his individual
  11. The main directions of measuring personal and professional development
    Along with knowing how the measurement procedure is carried out or how the corresponding measuring scale is arranged, it is very important to present the main directions in which the measurement is made when assessing personal and professional development. If we consider this assessment as an example of public service, it is first of all important to evaluate such aspects of the individual and professional
  12. The main directions of measuring personal and professional development
    Along with knowing how the measurement procedure is carried out or how the corresponding measuring scale is arranged, it is very important to present the main directions in which the measurement is made when assessing personal and professional development. If we consider this assessment as an example of public service, it is first of all important to evaluate such aspects of the individual and professional
  13. Ways to optimize the personal and professional development of high school students
    The theory of psychological systems, which understands a person as a complex, self-organizing psychological system, which is open both to society and to an objective environment, allows psychology to enter a practice-oriented science. Therefore, this provides the researcher with access to a real space possessing the qualities of objectivity, reality and reality (Klochko V.E.). Given this
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