Характеристика сформованості мотиваційно-ціннісного компонента професійної самосвідомості майбутніх інженерів

Abstract

У статті розглядаються особливості формування мотиваційно-ціннісного компоненту професійної самосвідомості майбутніх інженерів, описані методики дослідження цього компоненту: методика Дембо-Рубінштейн (у модифікації A.M. Прихожан), методика Т.І. Ільїної «Мотивація навчання у ВНЗ», а також методика вивчення мотивів учбової діяльності (модифікація А.А. Реана, В. А. Якуніна). Визначено особливості професійної самооцінки і професійних домагань студентів різних курсів, характеристики їх ставлення до свого «професійного Я», домінуючі мотиви навчальної діяльності.

The article deals with the characteristic features of the formation of motive-estimation component of professional self-consciousness of future engineers, the research methods of the given component are described; among them are the following: the method of Dembo-Rubinstein (in the modification of A.Pryhozhan), the method of T.Ilyina “The motivation of education at higher educational institutions”, the method of studying of the motives of educational activity (the modification of A.Rean, V.Iakunin). Besides, some other aspects are also described in the article such as: what level of professional self-appraisal and professional striving the students of various years have, what is their attitude to their personal professional “I-concept” and what motives of education among them prevail. It is proved in the article that from year to year the clearance of all motives of students’ educational activity decreases, besides the contents of educative motivation changes too. We have come to the conclusion that among first year students prevail such motives and wishes as to become a highly qualified specialist, to get good knowledge, approval of parents and surrounding people, successful education and passing exams, scholarship and diploma, teachers’ respect, fulfillment of pedagogical requirements. For third year students the most meaningful motives are the following: to get a diploma, to master the profession, to become a highly qualified specialist, to provide success in future professional activity, to get intellectual satisfaction, to get excellent knowledge. The most important motives for fourth year students are to become a highly qualified specialist, to provide success of future professional activity, to get intellectual satisfaction, to get excellent knowledge, to get a diploma, to get scholarship. This can mean the increase of the degree of understanding and integration of different motives of education at this stage of personal professional development of students. Thus the results of the research prove the essential changes of motives of educational activity of students in the process of their professional becoming with the tendency of professional motivation to dominate in senior years. However professional motivation has its dominant role in the motivation of education only for about 40 % of future engineers.