  chekalina-ms-vestnik-pip-2020-1-ru.pdf |
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- Self-regulation and its components as a condition of readiness for professional self-determination
- Chekalina M.S. Self-regulation and its components as a condition of readiness for professional self-determination // Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics. 2020. vol. 26. № 1. pp. 65-71 (In Russ.). DOI 10.34216/2073-1426-2020-26-1-65-71
- DOI: 10.34216/2073-1426-2020-26-1-65-71
- УДК: 159.922
- Publish date: 2020-01-08
- Annotation: The article presents the results of research on the relationship of readiness for professional self-determination and self-regulation in the context of building a professional perspective. The author reveals the specifics of professional self-determination in the period of study at a higher education institution. As a result, empirical studies have identified differences in readiness for professional self-determination in accordance with the development of self-regulation skills in adolescence. Students not ready for professional self-determination are characterised by a weak formation of modelling processes, a focus on the hedonistic present, distrust of the world, and most often low self-esteem. Students ready for professional self-determination can distinguish significant conditions for achieving their goals, focus on the future, and they are characterised by the ability to plan and achieve future goals. The author also revealed that the feature of professional self-determination of modern students is the great flexibility of professional intentions, the mobility of interests, but the ability to self-evaluate their own abilities and capabilities, mastery of a certain type of activity remains at a rather low level. As a result, a considerable part of young men and women have unrealistic or unrealisable plans, an abstract, insufficiently meaningful, inconsistent, contradictory idea of a professional perspective.
- Keywords: professional perspective, image of future, self-regulation, planning, modelling, goal-setting, adolescence, readiness for professional self-determination, professional self-determination
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