(2022) Science and education, 3, 70-75. Odessa.

Oleksandr Safin,
Doctor of Psychological Sciences, Professor,
Uman State Pedagogical University named after Pavlo Tychyna,
St. Sadova, 2, Uman, Ukraine
ORCID ID: https://orcid.org/0000-0001-5745-8635

CONDITIONS FOR THE DEVELOPMENT OF PSYCHOLOGICAL READINESS OF PSYCHOLOGIST STUDENTS FOR PROFESSIONAL ACTIVITIES

The article, based on the results of an empirical study, defines the personal and operational conditions for the development of psychological readiness for professional activity of psychology students in the process of studying at a higher education institution. In particular, it is noted that the structure of psychological readiness for professional activity among psychology students is a complex synthesis of closely interconnected structural components. They include motivational and value, emotional and cognitive components. At the same time, the motivational and value component is integrative and occupies a central place. The degree of formation of cognitive, emotional and motivational-value components and the peculiarities of their interaction is a criterion for determining the levels of development of readiness for professional activity of psychology students. Three levels of development of readiness for professional activity of psychology students are distinguished – actual, potential and elementary. The development of readiness for professional activity of psychology students is influenced by a combination of personal and operational conditions. The most important condition for the development of readiness for professional activity is the level of development of the need-motivational component, which integrates the determination of the level and nature of the development of readiness. The personal conditions that determine the level of development of readiness for professional activity include the level of social intelligence, emotional and value attitude towards oneself and consistency of value orientations by means and goals. The learning process and production practices belong to the operational conditions that determine the dynamics and direction of development of readiness for professional activity. Based on the above, the educational process in the institution of higher education should be built on the basis of actual, potential and elementary levels of development, taking into account personal and operational conditions.

psychological readiness, psychology students, professional activity, cognitive component, emotional component, motivational and value component.

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