The personal professional perspective in modern Russian adolescence: the value and sense aspects

Konshina, T.M.; Pryazhnikov, N.S.; Sadovnikova, T.Yu.

doi:10.11621/vsp.2018.03.37

Cited by 6 publications

(4 citation statements)

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“…Participants completed the Russian version of Emotional Autonomy Scale (Konshina, 2018). The pupils filled out the questionnaire in groups of 20 to 30 persons according to school grades during normal school time.…”

Section: Methodsmentioning

confidence: 99%

“…There is an objective necessity for parental involvement in the process of modern adolescents' professional future orientation. This need can be explained by the insufficient development of the adolescent's autonomy and the need to attract the resources of the parental family under the conditions of educational system modernization in the Russian Federation (Asmolov & Guseltseva, 2019;Karabanova, 2018;Klimov, et al, 2021;Konshina, 2018;Konshina & Sadovnikova, 2018;Molchanov, et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Konshina¹,

Sadovnikova²

2022

Psych. Rus.

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Background. The formation of emotional autonomy in child-parent relations is one of the main developmental tasks of adolescence (Havighurst, 1972). The theoretical framework of our study comes from the Age-Related Cultural-Historical Approach (Vygotsky, 2000; Leontiev, 1978; Bozhovich, 2009; Elkonin, 1972) and the Theory of Emotional Autonomy Formation by L. Steinberg & S. Silverberg (1986). Here we present the results of a test with the Russian version of the “Emotional Autonomy Scale” (EAS) as validated by L. Steinberg & S. Silverberg (1986). Objective. We conducted a substantial psychometric analysis of the EAS scales on a Russian sample. Design. The participants were 222 pupils from the 9th to 11th grades in Moscow schools (age 14-17; M = 15.89; SD = 0.91). A comparative and structural analysis was conducted to review the reliability of the EAS Russian version, administered by the authors. Methods. The pupils were evaluated with 1) the authors’ Russian version of the EAS by L. Steinberg & S. Silverberg (1986); and 2) the Parent-Child Interaction questionnaire (PCI) by I. Markovskaya (1999). Results. The fit of Steinberg’s original Four-factor model (L. Steinberg & S. Silverberg, 1986) and of the Beyers’ and colleagues’ Seven-factor model (2005) were studied on a Russian sample for the first time. The Four-factor model was chosen as the final model due to better fit indices and Cronbach’s alpha coefficient. The CFA showed the model fit indices to be acceptable (RMSEA = 0.07) or slightly less than the good fit values (CFI = 0.74). The validity analysis was conducted using the PCI by I. Markovskaya (1999). Conclusion. The aim of theoretical analysis, approbation, and validation of the EAS on a Russian sample was achieved: the authors’ version of the EAS is a valid and reliable instrument to measure adolescents’ emotional autonomy in a Russian sample.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Konshina¹,

Sadovnikova²

2022

Psych. Rus.

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“…-национальные или межрегиональные исследования, которые позволяют понять закономерности социализации молодёжи в конкретный исторический период, культурные, экономические, политические тенденции развития страны или региона Beloborodova & Leontiev, 2019;Heim et al, 2017); -исследования отдельных факторов, обуславливающих профессиональное самоопределение: традиций, системы образования, социально-экономических условий (Yousef et al, 2017;Kirko, Evseenko, Malakhova, & Koptseva, 2017;Khavenson & Chirkina, 2018), влияния семьи и семейных ценностей Konshina, Pryazhnikov, & Sadovnikova, 2018); -исследования прикладного характера с целью определить отношение респондентов к разным профессиям, восприятие ими вузов, профилей профессиональной подготовки. Респондентами при этом часто выступают абитуриенты или студенты (Zinurova, Tuzikov, Fathullina, & Alekseev, 2018;Sadilova, & Mushkina, 2017), на основе их ответов делаются выводы о конкурентных позициях вузов или профилей обучения, об эффективности каналов информирования потенциальных потребителей образовательных услуг.…”

Section: теоретические основанияunclassified

Professional self-determination of school graduates: social and personal factors

Захарова¹

2021

E&SD

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Given the negative demographic trends and the aging of labor resources in most regions of Russia, it is important to curb educational migration away from them. The study of the mechanisms of professional self-determination of schoolchildren goes beyond pedagogical tasks in the field of public administration and regional economy. Psychological mechanisms of career choice and educational strategy building were widely studied during the twentieth century, but the question of the influence of social conditions in a particular region on the professional self-determination of young people remains poorly understood. Solving the problems of professional self-determination of schoolchildren requires the synthesis of personality-oriented and socially-oriented pedagogical approaches. The article examines the factors that determine the professional self-determination of school graduates and analyzes the conditions and patterns of schoolchildren’s professional self�determination, together with the potential of their influence on educational strategy by regional universities. The research hypothesis is that, when providing pedagogical support for professional self-determination of pupils, it is necessary to take into account both their personal characteristics and individual motives, as well as socio-economic factors that determine the choice of educational strategy. The research used comparative analysis, classification, generalization, an inter-disciplinary review of literature and socio-economic statistics, a sociological survey, and expert assessments. The main results are the description of models of professional self-determination of school graduate based on their awareness, values, self-efficacy assessment, and the justification of the principles of career guidance. A survey of school graduates in the Ulyanovsk region in 2018-2019 (n=2075) showed that a significant number of graduates lacked professional plans and knowledge about regional universities and universities in other cities. The study revealed the professional interests of school graduates and their plans for educational migration from the region. School graduates did not justify their choice of a career and educational strategies by their professional interests, but rather on their desired standard of living upon graduation. It established that the quality of education at the university is not a determining factor for potential applicants. As actors in the regional educational space, professional education organizations can have a greater impact on the processes of professional self-determination of high school students. The results indicate the importance of regional socio-economic conditions for professional self�determination of school graduates, their educational strategy and choice of university. The study confirmed that their professional self-determination follows the principles of the Social Cognitive Career Theory.

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“…The most important are, as per J. Levinson, the ones connected with career building, when it becomes necessary to 'link the dreams with reality', build close relationship with the partner that will eventually become a bedrock of a family life (as cited in Craig & Baucum, 2005). The solution of these development tasks becomes urgent for students, who not only master the necessary professional competencies, but also continue to work on personal self-determination (Konshina et al, 2018;Pryazhnikov, 1996). The task of self-determination in modern society becomes quite difficult, as the variability and flexibility of career paths significantly increase (Cherednichenko, 2014).…”

Section: Introductionmentioning

confidence: 99%

Motivational Structure Of Personality As Basis For Professional And Family Career Building

Zakharova¹

2021

European Proceedings of Social and Behavioural Sciences

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The article investigates the professional and family career expectations among young women entering adulthood (student youth). The questionnaire developed for this study determines the desire of young women to build a balanced life, where both professional development and building a family have equal implementation chances. Given the general trend towards balance, specific groups were identified. One group gave priority to building a professional career, another one -to family. The third group was highly uncertain. The types of motivational structure were associated with the type of career prospects. The young women focused on communication with other people were inclined to prioritize family career, the main inducers of which were the desire to have a close relationship with a partner, sense of security, desire to have and raise children (parenthood). The young women strongly focused on self-realization, tend to build a professional career first, which allows them to realize personal interests and ensure the best disclosure of potential. The group of young women whose motivational aspirations are related to self-analysis and selfknowledge is of interest. They seemed to be closed to interpersonal relations, which makes family building irrelevant for them. The desire for a close interpersonal relationship turned out to be incompatible with the motivational focus on themselves. The study shows that the motivational structure becomes the basis for building professional and family careers when entering adulthood.

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The personal professional perspective in modern Russian adolescence: the value and sense aspects

Cited by 6 publications

References 1 publication

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Professional self-determination of school graduates: social and personal factors

Motivational Structure Of Personality As Basis For Professional And Family Career Building

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