The problem of students’ value-semantic professional self-determination

The article updates the issue of value-semantic professional self-determination of students and, in connection with this, emphasizes the scientific and pedagogical need for assessment and empirical understanding of students’ professional self-determination. The author gives a quantitative and qualitative assessment of such indicators as priority motives for learning, satisfaction and dissatisfaction with the choice of their profession and the value-semantic professional determination of students (based on an analysis of the essay). Summing up the results of the analysis of existing works on the research topic, the author concludes that the study of the phenomenon of professional self-determination of students and its transformation at various stages of studying can serve as a catalyst for the effective training of future specialists. However, this requires special psychological and pedagogical support from teachers.