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INTRODUCTION

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The concepts of “personality orientation”, introduced into scientific use by C. L. Rubinstein, was developed, first of all, in distinguishing various types of orientation. In particular, in the psychological literature personal, collectivist, business (B. Bass, V. Smekal and M. Kucher, M.S. Neymark), humanistic, selfish, depressive, suicidal (D. I. Feldstein, I. D. Egorychev) orientation.

A special place is given to the study of the professional orientation of the personality (F.N. Gonobolin, E.A. Klimov, N.V. Kuzmina, N.V. Komusova).

A professional orientation is understood, first of all, as a set of motivational formations (interests, needs, inclinations, aspirations, etc.) associated with a person’s professional activity, affecting, in particular, the choice of a profession, the desire to work in it and satisfaction with professional activity. Professional orientation is an integral education and is characterized by the subject of professional orientation, which is the preferred profession (type of activity); types of motives for professional activity; strength (level) of direction, manifested in the degree of severity of the desire to master the profession and work on it; a sign expressed in the satisfaction of a person with his profession.

The significant role of research in the field of professional training of psychological specialists is determined by the demand for the services of psychologists in various areas of public life, an increase in the number of universities that train specialists in this field, and the transformation of the psychologist's profession into a massive one. The need for practice in highly qualified specialists poses the problem of finding effective ways to ensure high-quality training of psychologists for higher education. Mass training of psychological specialists without a formed professional orientation leads to the fact that the percentage of applicants to psychological faculties differs from the percentage of workers in the specialty.

The study of self-esteem involves the disclosure of the specifics of self-consciousness as a special process of the human psyche aimed at self-regulation by a person of his actions in the field of behavior of activities on the basis of self-knowledge and an emotional - value attitude to himself.

A special contribution to the study of this problem was made by B. G. Ananyev, A. N. Leontyev, C. L. Rubinstein, I. S. Kon, BC Merlin and others. According to these scientists, in the psychological life of a person, in its structure self-awareness along with consciousness is a necessary condition for the value and continuity of the formation of the inner world.

In numerous psychological studies on student age, 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. A characteristic feature of moral development in college is the strengthening of conscious motives for behavior. Those qualities that were fully lacking in the upper grades - determination, determination, perseverance, independence, initiative, self-mastery are noticeably strengthened.

Self-esteem is attributed to the central education of the individual, to its core both domestic and foreign psychologists.
Self-esteem largely determines the social adaptation of the individual, is a regulator of behavior and activity.

Self-esteem performs regulatory and protective functions, influencing the behavior, activity and development of the personality, its relationship with other people. Self-esteem also plays an important role in becoming a professional.

Object of study: professional orientation.

Subject of study: the psychological characteristic of self-esteem in students.

Objective: to identify the relationship of professional orientation with the self-esteem of student psychologists.

In accordance with the object, subject, purpose and hypothesis, the following tasks were solved during the study:

Research Objectives:

1. To carry out a theoretical analysis of the professional orientation and self-esteem in students.

2. To select diagnostic tools for the research problem.

3. Organize and conduct an experimental study to identify the relationship of professional orientation with self-esteem of students.

Research hypothesis: We assume that there is a certain nature of the relationship between professional orientation and self-esteem of students.

Methodological basis of the research: The concept of “personality orientation”, introduced into scientific use by C. L. Rubinstein, was developed, first of all, in distinguishing various types of orientation. In particular, the psychological literature presents and describes personal, collectivist, business (B. Bass, V. Smekal and M. Kucher, M. S. Neymark), humanistic, selfish, depressive, suicidal (D. I. Feldstein, I. D . Egorychev) orientation.

A special place is given to the study of the professional orientation of the personality (F.N. Gonobolin, E.A. Klimov, N.V. Kuzmina, N.V. Komusova). A special contribution to the study of self-esteem was made by B. G. Ananyev, A. N. Leontyev, S. L. Rubinstein, I. S. Kon, BC Merlin and others. According to these scientists, in the psychological life of a person, in his structure, self-consciousness along with consciousness is a necessary condition for the value and continuity of the formation of the inner world.

Research methods: Theoretical methods, including the study and analysis of philosophical, psychological and pedagogical literature on the research problem, generalization, comparison and systematization; empirical, including testing survey; interpretative and descriptive quantitative methods (correlation analysis).

Research Methods:

1. "Test questionnaire to determine the level of professional orientation of the personality" - T. D. Dubovitskaya

2. Test questionnaire "Your self-esteem" B. I. Dodonov

The practical significance of the study: it is expressed in the fact that the obtained experimental data, identified by analyzing the relationship of professional orientation and self-esteem of students, can be used in the work of teachers of educational institutions, which helps to create conditions for educational and professional activities, as well as the development of professional orientation and the formation of students positive attitude towards yourself as a professional.
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INTRODUCTION

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