Motives for career choice and value orientations of first-year psychology students

Abstract

The article considers the problem of choosing a profession and the difficulties that students in the final grades of school have to face. And also, it presents the motives for choosing the profession of a psychologist and the value orientations of university students, about the significance of the value approach to the study of life and professional prospects, which is due to the place of value orientations in the structure of life prospects, their role in the process of professional self-determination of the individual. Life goals and plans are the eventual embodiment of value orientations that are at a higher level of the dispositional structure of the personality and, therefore, determine the general social orientation of life. The contradictions that arise against this background lead to a mismatch of life perspectives in the content and chronological aspects.
The article focuses on a study conducted at the Faculty of Psychology at Leningrad State University named after A.S. Pushkin and the results obtained during the study:
At the beginning of the study, a questionnaire was conducted in order to study the awareness of the choice of profession of first-year students at the university. It was found that psychologists consciously chose this specialty but would choose another if possible. The second group - clinical psychologists are confident in the correct choice of this specialty and consciously chose it.
In the course of the psychodiagnostic examination of the two groups, there were obtained following results: after analyzing the two groups using statistical analysis according to the Student's t-test, significant differences were revealed by the methods:
1. Questionnaire of terminal values "Father";
2. Methodology "Motivation of professional activity";
3. E.B. Fantalova "The level of correlation between "value" and "accessibility" in various spheres of life";
4. Questionnaire "Socio-psychological comfort of the educational environment of the University."
The first and second groups differ in such indicators as external positive and negative motivation.
Significant differences between the first and second groups were revealed in terms of such indicators as their own prestige, high financial position, self-development, achievement, and professional and family life.
Significant differences between the students of the first group and the second group in terms of active life were revealed. For psychologists, this figure