Correlation of academic-professional motivation with the statuses of professional identity of university students

Authors
University of Tyumen
Article type
Research Article
Pages
49-56
Received, accepted for publication
Anotation
The purpose of the article is to investigate the correlation between academic and professional motivation and professional identity statuses of first-year undergraduate university students. The main emphasis of this study is on establishing the relationship between different levels of motivation and different types of professional identity statuses of students at the initial stage of education. The feasibility is substantiated and the characterization of methodological tools for diagnosing the actual state of educational-professional motivation and professional identity, which are defined as the main criteria, is given. Interpretation of the results of the research stage is carried out, according to which the conclusion is formulated about the low level of interest expression to academic disciplines and to the profession of "elementary school teacher". Interpretation also shows the connection, criterially expressed in percentages, between the revealed low level of formation of educational and professional motivation and the unformed professional identity established by different types of statuses, which is typical for first-year students of pedagogical profile. Based on the presented conclusions, the specificity, logic and essence of organizational and pedagogical measures in the implementation of the following research stages planned for the experimental work with the experimental group, necessary to improve the level of formation of student academic-professional motivation in the next course are specified.
Keywords
educational and professional motivation, level of professional motives, professional identity, diagnostics of educational motivation
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For citation

Tokarev AA. Correlation of academic-professional motivation with the statuses of professional identity of university students. Science and Practice in Education: Electronic Scientific Journal. 2024;5(2):49-56. (In Russ.). https://doi.org/10.54158/27132838_2024_5_2_49 EDN: QVXNWM

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doi.org/10.54158/27132838_2024_5_2_49

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QVXNWM