Purpose of the study: The need for knowledge, skills, expanding the established functionality of a professional is increasing more and more. That is why young professionals-trans-professionals, who are able to realize themselves not only in one sphere but who are ready to delve into problems of other, absolutely "foreign" for the scientific and technical fields and cooperate effectively with specialists of these areas in one team, will be responsible for creation of new technologies determining the wellness of our country. The article is aimed at the analysis and generalization of foundations of the convergence and identifying its sense-creating content in the development of trans-professionalism as an integral characteristic of the activity subject in a rapidly changing social-professional environment. Methodology:The leading methods in the study of this problem are the theoretical and methodological analysis of the subject and the problem of the research based on the study and logical generalization of scientific literature. Description of the phenomenon of convergence and trans-professionalism was carried out based on multidimensional, transdisciplinary, project and process approaches. Results:The results of the study are content components of trans-professionalism of the activity subject, justification of the convergence theory as a fundamental basis of integration of educational content and new technologies as well as technology foresight of the formation of trans-professionalism of subjects on the basis of convergence. Applications of this study:Materials of the article may be interesting for methodologists, Methodists, and teachers of the continuous professional education system. Novelty/Originality of this study:The components that allow combining the different parameters of the activity subject, showing its qualitative change in the problem field of trans-professionalism, are stated to be the content components of trans-professionalism for activity subjects. The methodology of convergence provides a synergistic effect of the interaction of social-humanitarian and natural sciences. Improving the process of development of trans-professional competencies of activity subjects is associated with the development of new technologies -tools and methods. |www.hssr.in © Zeer et al.organization's problems and risks), focus group (obtaining an idea of the image and perception of the organization by external/third-party groups of people and institutions) group discussion (general decision making). The foresight product was the formation of a roadmap for each of the key direction of the organization's development: a circle of participants, involved resources, the involvement of organizational units and other institutions in the implementation of the roadmap, the coordination of the participants' efforts, etc. The implementation of this thematic foresight project occurred in the form of joint practical activity, as a result, students participating in the process of predicting/forecasting the future -transprofessional c...
The article presents the results of a comparative analysis of self-assessment of ambition of students - representatives of Y and Z generations. The aim of the study was to identify the similarities and differences in self-esteem of ambition and the degree of its expression among young people of different generations. A cross-sectional survey of young people's ambition was conducted in 2009 (Gen Y youth) and 2020 (Gen Z youth). The study involved 200 young people aged 18-22: 106 young people of generation Y and 94 young people of generation Z. To study ambition, the “Ambition” questionnaire (O.V. Barsukova) was used. Most of the young people of generation Y assess themselves as ambitious or rather ambitious people (70.42%), slightly more than a quarter of students (28.17%) consider themselves to be un-ambitious people or rather un-ambitious than ambitious people. The minimum number of students found it difficult to assess themselves (1.41%). Most of the young people of generation Y rate their ambition as high (45.07%), about a third of them - as moderate (30.99%), about a quarter of them - as low (23.94%). The majority of young people of generation Z (70.22%) consider themselves ambitious people or rather ambitious than un-ambitious people, about a third of them (29.79%) consider themselves un-ambitious people or rather un-ambitious than ambitious people. There were no young people who found it difficult to assess themselves. Most of the young people of generation Z rate their ambition as moderate (51.06%), just over a third of them - as high (36.17%), the minimum number - as low (12.77%). There were no significant differences in the self-esteem of ambition and in the degree of its expression among young people belonging to different generations.
The article presents the results of a comparative analysis of self-fulfillment strategies in ambitious and unambitious young people. Ambition is understood by us as the desire of a person to become a significant person and to be recognized by other people for their achievements. Self- fulfillment is a person’s empowerment of himself, his personality, his value, this desire for high appreciation and self-esteem, and the behavior corresponding to this desire. Self- fulfillment can be implemented in one of three strategies – constructive, aggressive, or in the rejection of self- fulfillment. We assumed that there would be differences in the representation of self-fulfillment on strategies among ambitious and unambitious young people. The study involved 94 young people aged 18-22 years. The majority of young people consider themselves ambitious or rather ambitious people (70.21%). Less than a third of young people consider themselves to be unambitious or rather unambitious people (29.79%). In ambitious young people, two strategies of self- fulfillment were identified – constructive self-affirmation (60.60%) and rejection of self-affirmation (39.39%). Three strategies were identified among ambitious young people – refusal of self- fulfillment (42.86%), constructive self- fulfillment (42.86%) and aggressive self- fulfillment (14.28%). There were no statistically significant differences in the representation of constructive self- fulfillment and rejection of self- fulfillment in ambitious and unambitious young people. The only difference is that aggressive self- fulfillment is presented unambitious in unholy young people and is not present in ambitious young people.
The article presents the results of a cross-cultural study of self-assessment of ambition of Russian and Turkmen students. The purpose of the study is to identify the features of self-esteem of ambition and the degree of its expression among students from different countries. The research was carried out using the questionnaire "Ambition" (OV Barsukova). The study involved 166 students aged 17-19 years: 94 Russian students and 72 Turkmen students. The majority of Russian students consider themselves to be more ambitious than ambitious people (48.94%), about a quarter of Russian students consider themselves to be unambitious people (25.53%), and a fifth - more un ambitious than ambitious people (21.28%) ), the minimum number - by undemanding people (4.26%). Most of the Russian students rate their ambition as moderate (51.056%), the minimum part of the students - as low (12.77%). On the whole, Russian students consider themselves ambitious rather than undemanding people and rate their ambition as moderate. The overwhelming majority of Turkmen students consider themselves to be ambitious people (83.33%), an insignificant part of students consider themselves to be more ambitious people than unambitious (11.11%) and undemanding people (5.56%). The majority of Turkmen students rate their ambition as high (61.11%), just over a quarter of them - as low (27.78%), the minimum number - as moderate (11.11%). In general, Turkmen students consider themselves ambitious and rate their ambition as high. A comparative analysis of the self-esteem of the ambition of Russian and Turkmen students was revealed according to the following indicators: the assessment of oneself as ambitious people prevails among Turkmen students, the assessment of oneself as people who are more ambitious than undemanding people prevails among Russian students, and the assessment of their ambition as moderate prevails among Russian students.
The article presents the results of an empirical study of the money orientation of young people with different self- fulfillment strategies. Self- fulfillment is viewed as a complex psychological phenomenon that includes needs, motives in achieving vital goals associated with the implementation of the self-concept and manifested in the desire for recognition, self-realization, achievement of role-based personal certainty and maintaining a certain social status. Our approach to the research topic was based on the position that self- fulfillment and the need for financial independence are becoming relevant for young people.Self- fulfillment can be achieved in different ways. One of these means can be considered money as a motive for human behavior. In our study, we proceeded from the assumption that there will be differences in the orientation towards money among young people with different strategies of self-affirmation. The study involved 94 young people aged 18-22.
The urgency of the problem under investigation is determined by the need to identify and develop the basic theoretical and methodological foundations of the process of self-organization aimed at developing the mechanism of self-development and achieving the desired result (goal) of college educational system in the current socio-economic situation. The purpose of the article is to scientifically substantiate the theoretical and methodological foundations of the process of self-organization of the educational system of college aimed at developing a mechanism for self-development and achieving the desired result in the preparation of highly qualified specialists for professional adaptation and career growth in the labor market. The leading method of research is the analysis and generalization of scientific provisions on this topic. The article substantiates scientific, methodological and technological tools, develops a conceptual model and algorithm for the process of self-organization of college educational system capable of forming a mechanism of self-development, of responding promptly to changes in the current social and economic situation and of achieving the desired result in the preparation of competitive specialists in demand on the labor market. The developed conceptual model, scientific-methodical and technological tools are aimed at solving practical problems of increasing the effectiveness of educational systems, identifying and forecasting the key factors of their self-development in the changing social and economic situation and in the external environment.
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