Mechanisms of formation of life competence as a resource of student’s personal development in the acceptance and solution of tasks related to professional self-determination
DOI:
https://doi.org/10.33910/2686-9527-2023-5-3-387-404Keywords:
resource of personal development, life competence, professional self-determination, age-related task, mechanisms of personal developmentAbstract
Introduction. Rapid changes in society require the young person to be flexible and efficient in making decisions regarding his or her development. We consider the development of personality as the acceptance and solution of the main age-related tasks. Age-related tasks associated with professional self-determination are a condition and a means of forming the mechanisms of personal development, especially for students (18–24 years old), whose professional self-fulfillment acquires special significance. So, it is natural to look into those development mechanisms and resources that will contribute to the achievement of a result that is assessed as subjectively desirable. Hence the focus of this article on the study of the mechanisms of the formation of life competence as a resource for personal development in the context of accepting and solving age-related tasks which are connected to professional self-determination.
Materials and Methods. The study involved 263 young people aged 18–24 years. The author’s projective technique “Stories from life” was used.
Results. The dynamics of the manifestation of life competence components at various stages and steps of solving an age-related task is revealed. The role of the dominant component (cognitive, affective, motivational and behavioral) of life competence in shaping the mechanisms of its formation as a resource of personal development is analyzed. It was established that a motivated acceptance of an age-related task contributes to the conscious formulation of the contradiction between the knowledge and solution strategies available to the subject, on the one hand, and the conditions that will lead to the enrichment and expansion of such knowledge and strategies, on the other hand.
Conclusion. The results obtained make it possible to use the methodology for solving a problematic task in studying the developmental potential of an age-related task. The identified patterns may be applied in the organization of career guidance work.
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