Value and motivational factors of career self-determination among students of secondary vocational education

Statement of the problem. Many students, receiving professional education, do not have a sufficient understanding of the prospects for building a career, and therefore the issues of career self-determination and successful implementation in professional activities are of particular relevance for future mid-level specialists. The purpose of the article is to analyze the relationship between value-motivational factors and career selfdetermination of students of secondary vocational education (SVE). Methodology and research methods. The methodological basis of the study was an integrated approach that helps to comprehensively study, structure and understand personal and individual characteristics. To determine the value-motivational factors, the following methods were chosen: Value Orientations (Sh. Schwartz) and Index of Claims (E. Desi, R. Ryan); to determine career orientations - the Career Anchors methodology (E. Shein) and Methodology of Career Self-Determination (A.N. Demin, A.B. Sedykh). Correlation analysis (Spearman’s coefficient) was used for mathematical processing. The respondents were students of Krasnoyarsk institutions of secondary vocational education. Research results. An analysis of average data on values demonstrates the focus of youth on maximizing pleasure and minimizing unhappiness; striving for independence of thought and possibility of personal choice of actions. Of no small importance for the respondents is the value of ‘achievement’, which demonstrates personal success through professional competence in accordance with social standards. An assessment of the average values of the life aspirations of the subjects allows us to conclude that the respondents have the most pronounced internal motives for health, personal growth and favorable relationships. Among the external motivators, the leading place is occupied by material well-being. The desire for fame and external attractiveness is less important for the majority of respondents. Ranking the severity of career orientations in a sample of students of secondary vocational education shows that the respondents are mostly characterized by autonomy and integrated lifestyle. The least pronounced are such ‘career anchors’ as: stability of work and stability of the place of residence. The results of the study showed that the most significant correlations are observed between career orientations that require social activity (entrepreneurship, management, challenge) and life aspirations ‘wealth’, ‘society’, ‘fame’. Among the values, the most significant links are established with the values of power, independence, and universalism. Conclusion. The study made it possible to identify the most significant values for SVE students, the prevailing motives of behavior and leading career orientations, as well as to identify significant relationships between career self-determination and value-motivational factors. The results obtained indicate that value-motivational activation also determines a higher self-determined activity in the field of career. These data are consistent with the data of N.V. Lukyanchenko obtained in the study of a sample of students of higher educational institutions.