Factors of psychological readiness of pedagogical university graduates for professional activities
Authors:   The Herzen State Pedagogical University of Russia, Pashkin Sergey B. , Lisovskaya Natalia B. ,   The Herzen State Pedagogical University of Russia, Korablina Elena P. ,   The Herzen State Pedagogical University of Russia, Sivak Alexander N. ,   St. Petersburg Military Order of Zhukov, Institute of the National Guard Troops of the Russian Federation for scientific work, Turchin Anatoly S. ,   St. Petersburg Military Order of Zhukov, Institute of the National Guard of the Russian Federation
Published: January 2021

The relevance of the research topic is determined by the current state of higher education, which leads to the need to take a fresh look at the problems of training specialists, the formation of the intellectual and creative potential of the individual, as well as the problem of the formation of psychological readiness for professional activity. The study was carried out at The Herzen State Pedagogical University of Russia (N = 113), using the following methods: “Self-assessment of readiness for professional activity”, R. Cattell's 16-factor personality questionnaire (Sixteen Personaflity Factor Questionnaire, 16PF); Methodology for diagnosing value orientations in a career "Anchors of a Career" (E. Shein, translation and adaptation by V.A. Chiker, V.E. Vinokurov); Methodology for the diagnosis of socio-psychological attitudes of the individual in the motivational-need-sphere O.F. Potemkina. The study used the methods of mathematical statistics: comparative (t - Student's test) and factor analysis (principal component method). The processing of the research results was carried out using the statistical package SPSS 12.0. It was revealed that in the group of students working in the specialty, the actual level of development of psychological readiness for professional activity was 30%, potential – 65%, elementary – 5%. In the group of students not working in the specialty, the current level of readiness development was 20%, potential – 50% and elementary level – 30%. Reliably significant differences were revealed in terms of the following indicators: "C – emotional stability" (t = 3.649; p <0.001), "E – dominance" (t = 3.827; p <0.001) and "O – anxiety" (t = -7.672; p <0.001); “Professional competence” (t = 4.009; p <0.001), “Management” (t = 3.019; p <0.01), “Autonomy” (t = 3.889; p <0.001), “Service” (t = 3.674; p <0.01); “Result orientation” (t = 5.740; p <0.001), “Altruism orientation” (t = 3.220; p <0.01), “Work orientation” (t = 4.216; p <0.001). The following factors of psychological readiness for professional activity are highlighted: "A high level of development of the emotional-volitional sphere" (17%) is determined by the adequacy of self-esteem, emotional stability, self-confidence, optimal emotional tone and stress resistance; "Independence in building a career" (15%) – reflects the desire for maximum liberation from organizational rules, the desire for an independent career on their own, the desire to achieve results in their activities despite the fuss, hindrances, failures; "Implementation of socially significant goals" (14%) – reflects the presence of such values as: "helping people", "the desire to make the world a better place", "serving humanity", the desire to be a master of his craft, work and make decisions together with others; "Position in interpersonal communication" (13%) – characterizes the system of behaviors that facilitate social interaction and based on adaptation, integration of social and personal experience. In connection with the results obtained, it is proposed to create and implement a practice-oriented program for the formation of the psychological readiness of graduates of a pedagogical university for professional activity.