Psychological and pedagogical support for professional self-determination of students at the stage of pre-professional training

Abstract

This article presents the results of a study on “Psychological and Pedagogical Support for Professional Self-Determination of Students at the Stage of Pre-Vocational Preparation.” It examines ongoing transformations in Russia’s economic and educational spheres, highlighting the importance of replenishing labor resources amid challenging demographic conditions and developing new methods to align students with economic needs. The research problem is defined as identifying psychological determinants of students’ professional self-determination and developing methodological frameworks for psychological-pedagogical support during pre-vocational preparation under the continuous Federal State Educational Standard, accessible to subject teachers. The aim of the study is to identify psychological features of students’ professional self-determination at the pre-vocational stage and develop a program for psychological-pedagogical support. Key research outcomes include Clarification of “professional self-determination at the pre-vocational stage” as the process of students finding personal meaning in their chosen educational specialization. First comprehensive identification of psychological determinants affecting professional self-determination, with prominent hindering traits in adolescents: introversion, irresponsibility, dependence, lack of confidence, emotional instability, indiscipline, low competitiveness/leadership, undeveloped professional intentions, and inability to choose a specialization or vocational institution. Development and validation of a comprehensive support program integrating project-based learning, research activities, career trials, field visits, informational work, counseling, diagnostics, career-oriented games, and practical exercises. The program optimizes low self-determination levels and fosters key psychological determinants (sociability, emotional stability, responsibility, independence, confidence). Confirmation that specialization choice in contemporary socio-economic contexts is impeded by underdeveloped personal qualities. Students who select specializations demonstrate greater personal maturity than those with low self-determination.