Abstract:

The final stage of obtaining secondary general education coincides with the emergence of personal education, that is, professional identity, for the practical implementation of which it is important to take into account objective and subjective factors. The need for continuous updating of knowledge and skills to increase their competitiveness makes the motivation for continuing education crucial in this process, and the status of professional identity may reflect the readiness of a senior school student to choose his/her future career path. We hypothesised that these two parameters in schoolchildren of forms 10th and 11th should differ, and confirmation of this fact was the aim of the presented study.

The study was conducted in the winter of 2020 with the participation of senior school students using a methodology for studying the status of professional identity (Gretsov and Azbel) and the motivation for continuing education (Moskvitina). The data obtained were processed using methods of mathematical statistics, including the calculation of average indicators, percentage ratios, and Pearson's χ2 criterion. The respondents were senior school students from a gymnasium in the Moscow Region. The study involved 77 senior school students including 56 students of form 10th and 25 students of form 11th, 45 girls and 32 boys (SD = 16.8 years).

Career plans among 10th- and 11th-formers respectively were as follows: 34.6% and 36.0% think about further education, 10.6% and 6.0% did not make a choice, 2.8% and 2.0% plan to find a job, 1.9% and 6.0% want to relax after graduation.

The average indicators of the motives for choosing the option of continuing education among 10th- and 11th-formers were the following: academic motives—2.4 and 2.5, material interests—2.4 and 2.3, motives for matching one's inclinations—2.2 and 2.2, motives for gaining opportunities in the future—1.8 and 2.1, stress avoidance motives—1.7 and 1.6, motives for the lack of desire to continue to study—1.7 and 1.4, motives for finding a job—1.5 and 2.0, and motives influenced by other people—1.5 and 1.4.

The 10th-formers had the following statuses of professional identity: moratorium—39.5%, formed—34.1%, undefined—17.3%, and imposed—9.1%. The 11th-formers had the following statuses of professional identity: moratorium—40.6%, formed—39.1%, undefined—15%, and imposed—5.3%.

Significant differences of Pearson's χ2 (p≤0.05) were revealed taking into account the statuses of professional identity: prevalence of undefined (χ2 = 24.333, asymptotic value = 0.028) and imposed (χ2—18.476, asymptotic value = 0.03) statuses in 10th-formers.

The study showed that more than a half of senior school students are in active search for the ways of their professional development or have already made a meaningful decision about their future. However, some of them lack clear professional goals and plans, or their choice was made under the influence of other people, and among 10th-formers there are more such statuses than among 11th-formers. At the same time, the vast majority of senior school students expect to continue their education. Most of all, the choice was influenced by academic and material motives, as well as the motives for matching one's inclinations. The data obtained can be useful for socio-psychological work and career guidance in schools.

Keywords:

Motivation for Continuing Education, Status of Professional Identity, Senior School Students, future Career.