Features of professional self-determination at different stages of teen age

The article reflects the results of the study of peculiarities of professional self-determination at different stages of teen age. The aim of the work is to theoretically substantiate and experimentally study the features of professional self-determination at different stages of teen age. In the course of the work a number of tasks are solved: to study the problem of professional self-determination of adolescents in the psychological literature and to determine its key characteristics; to select diagnostic tools in accordance with the content and structural characteristics of professional self-determination of modern adolescents; to determine the features of professional self-determination of teenagers during the empirical study. The study is based on the hypothesis that professional self-determination at different stages of teen age has peculiarities and differences: the first stage of adolescence is characterized by undefined or imposed professional identity, in contrast to the formed professional identity at the second stage of adolescence; for girls and boys of the first stage of adolescence the dominant professional types are social and conventional, for girls and boys of the second stage of adolescence the dominant professional types are social and conventional. The study has novelty and practical significance, which consist in the fact that the understanding of the facts revealing the understanding of psychological features of professional self-determination at different stages of adolescence has been expanded. Diagnostic tools and the results of the empirical study will be useful for counseling psychologists and career counselors.

1. Ginzberg E. (1972) Toward a theory of occupational choice: a restatement // Vocational Gaidance Qurterly. No. 20. P. 169–176. (In English).

2. Holland J.L. (1996) Explorning careers with a typology: what we have learned and some new directions // American Psychologist. No. 51. P. 397–406. (In English).

3. Super D.E. (1954) Career patterns as a basis for vocational counseling // Journal of Counseling Psychology. No. 1. P. 12–20. (In English).

4. Parsons F. (2015) Choosing a Vocation (Classic Reprint). URL: https://bookmix.ru/bookauthor.phtml?sortby=abc&cid=(In English).

5. Meyer J., Jansen T., Hübner N. et al. (2023) Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures // Educational Psychology Review. Vol. 35. No. 12. URL: https://doi.org/10.1007/ s10648-023-09736-2 (In English).

6. Grant M., Meissel K., Exeter D. (2023) Promoting Temporal Investigations of Development in Context: a Systematic Review of Longitudinal Research Linking Childhood Circumstances and Learning-related Outcomes // Educational Psychology Review. Vol. 35. No. 19. URL: https://doi.org/10.1007/s10648-02309734-4 (In English).

7. Bühler Ch. (1962) Genetic aspects of the self // Fundamentals of psychology of the self. Annals of the New York Academy of Sciences. New York. Vol. 96. Art. 3. (In English).

8. Bozhovich L.I. (2018) Problemy formirovanija lichnosti: izbrannye psihologicheskie trudy / Pod red. D.I. Fel'dshtejna. – Moskva: Vlados, 289 p. (In Russian).

9. Osher D., Cantor P., Berg J., Steyer L., Rose T. (2020) Drivers of human development: How relationships and context shape learning and development // Applied Developmental Science. No. 24(1). P. 6–36. (In English).

10. Wolters N., Knoors H., Cillessen A.H., Verhoeven L. (2014) Behavioral, personality, and communicative predictors of acceptance and popularity in early adolescence // The Journal of Early Adolescence. No. 34(5). P. 585–605. (In English).