74
PSYCHOLOGICAL CHARACTERISTICS OF PROFESSIONAL MOTIVES
IN STUDENTS
Sаyitоvа Umidа Hikmаtillо kizi
Alfaragan University
Department of “Pedagogy and Psychology”,
Associate Professor, Doctor of Philosophy in Psychology (PhD)
Alimov Ulmasjon Ismat ogli
Alfaragan University
Master's student in the field of "Pedagogy and Psychology"
Аnnotаtion.
Voсаtionаl guidаnсe of students is the bаsis for determining the
student's personаlity аs а future professionаl. In voсаtionаl guidаnсe, it is neсessаry to
provide аnd form knowledge аbout the world of professions to а lаrge number of
people, tаking into ассount their аbilities, needs, desires, wishes, opportunities,
individuаl сhаrасteristiсs, etс. The development of voсаtionаl motives аmong students
during the eduсаtionаl proсess ensures the suссess of future professionаl асtivities аnd
reduсes the сonsequenсes of the сrisis of professionаl development. In this аrtiсle, we
hаve highlighted the importаnсe of voсаtionаl guidаnсe of students аnd voсаtionаl
motives.
Keywords:
сhoiсe of profession, voсаtionаl guidаnсe, teасher, student,
voсаtionаl motivаtion, interest, аbility
Аннотация.
Профориентация является основой формирования будущей
карьеры студента. При ориентации людей на карьеру важно обучать и
формировать их представления о мире профессий, принимая во внимание их
способности, потребности, желания, стремления, возможности, индивидуальные
особенности и т. д. Развитие профессиональной мотивации у студентов в
процессе обучения обеспечивает успешность будущей профессиональной
деятельности и снижает последствия кризиса профессионального развития. В
этой статье мы подчеркнули важность профессиональной ориентации и
карьерной мотивации для студентов.
75
Ключевые слова:
выбор карьеры, профориентация, учитель, ученик,
карьерная мотивация, интерес, способность
Аnotаtsiyа.
O‘quvсhilаrni kаsbgа yo‘nаltirish bu o‘quvсhi shаxsini kelаjаkdаgi
kаsb egаsi bo‘lishini belgilаb berish аsosi hisoblаnаdi. Kаsbgа yo‘nаltirishdа ko‘prok
insonlаrni o‘z qobiliyаtlаri, extiyojlаri, xoxish, istаklаri, imkoniyаtlаri, individuаl
xususiyаtlаri vа xokаzolаrni hisobgа olgаn holdа kаsblаr olаmi hаqidа bilim berish vа
shаkllаntirish lozim. O‘quv jаrаyonidа o‘quvсhilаr o‘rtаsidа kаsbiy motivlаrning
rivojlаnishi kelаjаkdа kаsbiy fаoliyаtning muvаffаqiyаtini tа’minlаydi vа kаsbiy
rivojlаnish inqirozining oqibаtlаrini kаmаytirаdi. Ushbu mаqolаdа o‘quvсhilаrni
kаsbgа yo‘nаltirish vа kаsb motivlаrining аhаmiyаtini yoritib berdik.
Kаlit so‘zlаr:
kаsb tаnlаsh, kаsbgа yo‘nаltirish, o‘qituvсhi, o‘quvсhi, kаsb
motivаtsiyаsi, qiziqish, qobiliyаt
Introduction.
Choosing a profession is one of the most important events that
determine a person's life path, therefore, the need for scientific research of this process
arises. For example, professional self-determination of students is often carried out
unconsciously, under the influence of parents and friends, which leads to personnel
turnover in enterprises, and to the violation of the professional choice of young people.
The negative consequences of an incorrectly chosen profession due to personal
psychological characteristics affect both the person himself and his work environment.
They are manifested in depressive states, a negative perception of the world,
aggression, and depression. This determines the need to inform secondary school
students about the issues of professional self-determination and the formation of
conscious motives in choosing a profession. Most students, having mastered the basics
of science during their studies, form a certain idea, and think about the professions they
like. It is necessary to take into account the inclinations, passions, aspirations, desires,
motives, and good intentions of schoolchildren, especially the emergence of interests,
motives, and aspirations for a particular profession. Taking into account the individual
typological characteristics, age and gender of students, directing each of them to a
reasonable profession is one of the important tasks of a psychologist, teacher and
parents.
Discussion.
It should not be forgotten that teaching students to independently
choose a profession, to self-assess their capabilities, is a very important and necessary
task. Therefore, psychologists, methodologists, and diagnostic center employees,
together with the general public, should widely promote vocational knowledge,
develop guidelines and methods for choosing a profession, expand the official branches
76
of career counseling, and increase the scope of professional profiles, professional
graphics, and psychograms.
Observations conducted in recent years have shown that there are many
shortcomings in the field of vocational guidance of young people in our Republic. We
can see this both in the regions and in the recommendations for graduates of grades 9-
11 in the Republic [1]. Indeed, the first steps in the implementation of psychological
and pedagogical diagnostics and vocational guidance of students have begun at school.
We believe that this first step should consist of organizing the staff of a specialist in
vocational guidance in schools, as well as a school psychologist who will be engaged
in determining the interests, inclinations and abilities of students in the profession.
Because without these specialists, it is impossible to even talk about these works in
schools.
Motives for choosing a profession are expressed in the general direction of a
person, they are always considered inextricably linked and complement each other.
This, in turn, is based on the meaning and goals of life, position in society, values,
ideals, motives, life plans and worldviews of a person.
Literature analysis.
Career guidance today is not just about a person's
adaptation to professional work, but also about the acquisition of specific professional
knowledge, skills and qualifications, as well as their entry into the world of professions
in general. G.V. Kudryavtsev, E.A. Klimov, B.F. Lomov, K.K. Platonov, I.M.
Kondakov, K.M. Gurevich and others contributed to the study of career guidance and
professional motivation [2].
Russian psychologist E.A. Klimov in his research works paid attention to this
very issue, that is, to such issues as “choice of profession”, “orientation to profession”,
and conducted research on this issue. In particular, he used the “Differential Diagnostic
Questionnaire” (DDS) methodology as an example. In addition to E.A. Klimov, many
foreign scientists have also worked on this issue. Gradually, conscious approaches to
choosing a profession began to be observed in society [3].
In the USA, great achievements have been made in terms of interest in the
profession, the study of qualifications and abilities, and their application in practice.
These are mainly reflected in the taxonomy of human activities and abilities created in
the scientific work of E. Fleishman, the well-established system of career guidance and
selection, and the availability of their services via the Internet [4].
The famous Russian psychologist K.K. Platonov believed that “the professional
readiness of a specialist is a subjective state of a person’s belief that he is capable and
prepared to perform a certain professional activity and his desire to perform it” [5]. The
professional readiness of a specialist has a complex, multi-level and visible systemic
psychological form, in which, first of all, the personal appearance of a person plays a
77
key role. At the same time, professional training requires a specialist to have the
necessary level of physical health, the formation and development of physical qualities
necessary for professional activity. Because any professional activity involves a
person's expenditure of some kind of physical energy. The initial and at the same time
very important stage of the process of professional formation is the period of choosing
a future profession, that is, coming to a specific professional decision. The level of
readiness of young people for professional choice does not depend only on the
characteristics of the youth, it does not form by itself at a certain age. In the process of
professional choice of young people, it is necessary to prepare and educate them
through the general influence of society, using pedagogical and psychological methods.
An objective assessment of the effectiveness and results of the vocational education
process and the correct planning of professional formation require the use of many
professional diagnostic methods. It is known that through professional diagnostic
methods, a person's talents, abilities, interests, talents, and abilities are diagnosed in
relation to the profession. It is important to determine the composition of professional
motives on the basis of career choice and orientation.
Result and analysis.
In the process of transferring professional knowledge,
professional motives should be developed and instilled in them, and students should be
shown the most attractive aspects of professional activities. If professional motivation
is a set of factors that determine the purposeful activity of behavior in the chosen
professional field and the individual's constant interest in their professional activity,
then it shapes the strategy of subsequent professional development, determines the
success of the labor subject in his further professional activity, and affects the future
positive fulfillment of professional work standards.
The reason for the difficulty of choosing an adequate profession is the low level
of psychological knowledge among students, which is due to insufficient information
about their abilities, individual psychological characteristics, and inclinations. Starting
from grades 7-8, when choosing a profession and preparing for it becomes relevant,
students begin to think seriously about their future profession, try to assess their
psychological and psychophysiological “reserves” [5].
The school begins to assess the subjects of the curriculum from the point of view
of their necessity for the future profession. In this case, the main task of adults is to
help the student in self-knowledge, in understanding his own capabilities, behavioral
motives, individual psychophysiological capabilities, and to actively use this
knowledge in the process of professional self-realization.
One of the conditions for the effectiveness of professional activity is the
professional training of a specialist. Professional readiness is understood as the degree
78
to which a person's mental and physical health and qualities correspond to the
requirements of the activity he is engaged in.
All work on the development of professional interests of students should serve
the correct choice of a profession by students. There are criteria that indicate the
readiness of students to choose a profession; cognitive, that is, the presence of
information, interest in the profession, practical criteria. To further develop the motives
of professional interest in students, we pay attention to the following [6].
1. Taking into account the individual characteristics of the student when guiding
him to a profession.
2. Achieving a complete understanding of the profession chosen during his
studies.
3. Introducing students to audio and video materials on various professions
during the lessons
4. Organizing a career center in the educational institution.
5. Organize meetings with people who have rendered worthy service to the
nation through their profession.
This will help students revise their professional decisions and gain motivation
for themselves.
Conclusion.
The motives for a student's interest in a profession may come from
their parents, from interest in or imitation of people they like around them, from movies
they have seen or events they have heard. These psychological factors provide the
initial impetus for the formation of professional interest in students. The help of
educators and psychologists is necessary to determine whether this interest is the right
choice for the child in the future.
List of used literatur
1.
Аsilovа, S. X. (2023). o ‘quvсhilаrni kаsb-hunаrgа yo ‘nаltirishning pedаgogik-
psixologik mexаnizimlаri.
2.
Аbdullа, S. (2022, Mаrсh). The role of fаmily in the formаtion of leаrning
motivаtion for аdolesсents. In Сonferenсe Zone (pp.286-288).
3.
Olimjonovnа, R. Z. (2024). Emotsionаl intellekt bolаjаk mutаxаssislаrning
muhim xususiyаti sifаtidа. Innovаtion in the modern eduсаtion system, 5(41),
452-458.
4.
Oсhilovа, M. А. (2024). Tаlаbаlаrdа emotsionаl intellekt shаkllаnishining
psixologik аhаmiyаti. Inter eduсаtion & globаl study, (8 (1)), 482-494.
5.
Rаximjonoviсh, T. U. B. (2023). Tаlаbаlаrdа intellektuаl sаlohiyаt nаmoyon
bo‘lishining
ijtimoiy-psixologik
xususiyаtlаri
vа
rivojlаntirish
imkoniyаtlаri. Современное образование (Узбекистан), (11 (132)), 23-32.
