Hierarchy of motivational-semantic formations in late adolescence across educational programs

Introduction: The developmental tasks inherent to early adulthood – marked by the transition to autonomous life decisions – are significantly compounded by sociocultural complexities. Thus, an emotionally demanding decision-making process transforms into a difficult choice between countless life trajectories. Early identification of professional predispositions and domain-specific motivational and semantic frameworks may facilitate adaptive resolution of these developmental challenges. Aims: This paper aims to identify how educational environments shape distinct patterns of motivational-semantic development in late adolescence across four academic programs (general education, natural sciences, humanities, and technical programs) in secondary schools, gymnasiums, and lyceums. Hypothesis: Meaning formation processes during late adolescence demonstrate domain-dependent patterns across academic programs. Materials and methods: The study sample comprised 290 students aged 15–18 years. Empirical data were collected using the Gordeeva’s Academic Motivation Scale (school/college version) and the Kotlyakov’s System of Life Meanings. Group differences in semantic formation types and properties were analyzed using the Kruskal–Wallis test, post-hoc Mann–Whitney tests with Bonferroni correction, and descriptive statistics. Results: Statistically significant differences were observed in semantic motives across academic groups. Distinct hierarchical patterns of meaning formation emerged among high school students from different educational programs. Conclusion: Specialized curricula shape unique semantic formation patterns, serving as developmental resources. These processes organize life purpose through academic motivation hierarchies while evolving differently across academic groups.