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Psychologist
Reference:

Features of the Cognitive Readiness for Professional Self-Determination of Students with Special Social Situations of Development

Aron Irina

PhD in Psychology

associate professor of the Department of History and Psychology at Volga State University of Technology

424000, Russia, Republic of Mari El, Yoshkar-Ola, Lenin's sq., 3, room no. 440

irinast62@gmail.com
Другие публикации этого автора
 

 

DOI:

10.7256/2409-8701.2016.3.19383

Review date:

03-06-2016


Publish date:

25-06-2016


Abstract: Object of research is cognitive readiness for professional self-determination of orphan teenagers, teenagers with deviant behavior and teenagers with endowments signs. Work is directed to theoretical and empirical justification of need of the differentiated approach to development of cognitive readiness for professional self-determination of teenagers with special social situations of development. The importance and the maintenance of cognitive readiness in structure of psychological readiness for professional self-determination is defined. The works of psychologists allowing to reveal content of cognitive readiness for professional self-determination of orphan teenagers, teenagers with deviant behavior and teenagers with endowments signs are analyzed. The negative features of cognitive development of orphan teenagers and teenagers with deviant behavior leading to inadequate idea of teenagers of world around, relations of people, the world of professions, inadequate idea of the opportunities, capabilities, skills necessary for successful professional activity, not sensibleness of the professional choice come to light. The high cognitive potential of teenagers with endowments signs promoting successful professional self-determination is noted. Results of own empirical research conducted based on educational institutions of the Republic of Mari El of different type are provided. Research had comparative character. Selection was constituted by three primary groups of examinees (the teenagers who are trained in special educational institutions) and group of comparison (pupils of comprehensive school). Methods of testing and questioning were applied to detection of specifics of cognitive readiness of teenagers for professional self-determination. Handling of results was performed with use of methods of mathematical statistics. Results of empirical research confirm data of the theoretical analysis on differences in formation of cognitive readiness for professional self-determination of teenagers with different social situations of development and reveal earlier not studied high-quality specificity of cognitive readiness of the researched groups of teenagers, first of all, on indicators of a sinergichnost, creativity, informative requirements and self-understanding. Based on the received results the conclusion about need of the differentiated approach to the organization of psychology and pedagogical maintenance of forming of cognitive readiness for professional self-determination of teenagers with different social situations of development and development of special technologies of psychological maintenance of professional self-determination of these categories of teenagers is drawn. What will increase success of their professional self-determination and professional formation.


Keywords: teenagers orphans, teens, cognitive readiness, social situation of development, professional self-determination, self-determination, psychology, deviant adolescents, gifted adolescents, psychological diagnostics
This article written in Russian. You can find full text of article in Russian here .

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