Received 25.08.2021
Revised 10.11.2021
Accepted 20.12.2021
Retrieved from Vol. 12, No. 1, 2022
Pages 100 -114
Abstract
The article deals with the theoretical approaches of the problem of students’ career development; factors that affect the development of a certain type of career guidance; features of the development of students’ career orientations in the process of professional training. The leading motives for choosing the profession of students are studied; criteria, levels of formation of career orientations of future specialists are determined. The structure of the motives for choosing a profession by students is focused on the content of professional activities, rather than on future career growth. It was studied that students who have internal motives, prone to career growth, clearly represent their professional path, strive for self-improvement, knowledge, and seek to help others, benefit people. Students, whose leading motives are external, rely on chance, career connections, have idealized ideas about future professional activities, focused on quick results, they are confident that their professional life will not be associated with the chosen specialty. The formation and development students’ career orientations of different specialties have similar trends, but there are some differences. This process is influenced by the motives for choosing a profession, the students’ attitude to future professional activities, personal qualities, the desire for self-improvement, selfrealization, and success in the future professional activities. It was found that students are independent of other opinions in choosing a profession, but the structure of motives for choosing a profession is focused on current issues rather than on future career growth. Students take mostly passive position in life and professional sphere, most of them are not interested in professional self-realization. Applicants do not pay due attention to the improvement and development of professionally important knowledge, skills, abilities. Their career orientations are quite abstract, disordered, and contradictory; they are not incentives to work on themselves while studying at university.
Keywords:
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