Psychological and pedagogical features of personal self-determination in society

Abstract

The relevance of the study of personal self-determination in society is due to the dynamic changes in modern society, in which the individual must constantly adapt to new conditions and requirements. The purpose of this work is to study the psychological and pedagogical features of personal self-determination in the context of education management. The research materials and methods include an analysis of the scientific literature on the problem of self-determination, as well as an empirical study conducted among 150 students of higher educational institutions aged 18 to 25 years (M = 20.6; SD = 1.8). Methods were used: D.A. Leontiev's «Test of Life Orientations» (SOE), L.N. Kabardova's «Questionnaire of Professional Readiness» (OPG), as well as the author's questionnaire aimed at identifying factors influencing the process of self-determination. The results of the study showed that 68% of respondents have an average level of meaningfulness of life according to the SOE method, while 74% of respondents demonstrate uncertainty in their professional choice according to the data of the Organized Crime Group. It was found that the key factors determining personal self-determination are: the educational environment (82% of respondents noted), family education (75%), personal characteristics (61%) and socio-economic conditions (54%). Correlation analysis revealed a significant positive relationship between indicators of life meaningfulness and professional readiness (r = 0.64; p < 0.01). The data obtained indicate the need to create psychological and pedagogical conditions in the education system that promote effective self-determination of the individual, which implies the implementation of an integrated approach covering various aspects of an individual's life.