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

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.

Психолого-Педагогическое Сопровождение Детей С Интеллектуальными Нарушениями: Реализация Профессиональной Подготовки Педагогов-Психологов

“…имеют соответствующие приоритеты и ценности, отличаются своим взглядом на профессиональную деятельность и профессиональное будущее. Осмысленность профессиональной деятельности приходит тогда, когда человек имеет непосредственное отношение к деятельности, включен в нее; у него появляются переживания личной вовлеченности, значимость профессии [7,8].…”