PROFESSIONAL READINESS OF STUDENTS FOCUSED ON SELF-DEVELOPMENT

Abstract

Abstract. The article is devoted to the problem of professional readiness of students focused and not focused on self-development. The theoretical analysis of the problem showed that professional activity is one of the main areas of self-development and begins to come to the fore from the moment, when a person chooses a future profession and when a person's professional readiness begins to form. Therefore, the study of professional readiness of self-development-focused students seems to be relevant. An empirical study was conducted with the participation of 57 technical students and using the following methods: «Readiness for self-development» (T.A. Ratanova, N.F. Shlyakhta) and «Questionnaire of professional readiness» (L.N. Kabardova). The following statistical methods were used: Mann-Whitney U-test, Fisher's exact test, r-Spearman correlation test. It has been established that the professional readiness of students focused on self-development is generally higher than that of students who are not focused on self-development (both in accordance with the chosen profession, and in those that do not correspond to it) and in its individual components (in particular, in the components "Skill” and “Attitude”). Such students, thanks to the desire for self-development, receive the necessary experience, which allows them to rate highly their own abilities for professional activity in general. It has also been proven that the components of professional readiness (“Skill”, “Desire”) correlate with areas of self-development (self-knowledge and self-improvement). The hypothesis that self-development-focused students more often choose a professional field for which they demonstrate greater professional readiness than non-self-development students has not been confirmed and requires further research, which may be a research perspective.