The article is devoted to the presentation of the results of an empirical research of educational-and-professional mindset in the structure of professional consciousness of students. The specificity and the structural organization of the educational-and-professional mindset of students have been shown.
A review of scientific literature has allowed to define educational-and-professional mindset as a multilevel motivational-semantic entity that appears as an individual willingness to perceive activity and make it properly; it permeates all aspects of the formation of the professional activity from professional consciousness and self-awareness up to action or deed.
We have grounded a place of educational-and-professional mindset in the structure of professional consciousness. As a component of professional consciousness, educational-and-professional mindset is shown in the personal sense. As a kind of semantic mindset, it is updated by the motives of professional activity and appears as a form of personal expression of readiness to professional activity in general.
Structural organization of educational and professional mindset includes the following components: professional-cognitive (goal setting, challenges in the future work), emotional (assessment of training for professional activity), subjective (involvement of students in the educational and professional activities), cognitive-personal (students’ representation of professionally significant personal qualities).
The sample of respondents consisted of higher education students of various profiles – humanitarian (specialty “Psychology”) and natural sciences (specialty “Biology” and “Chemistry”). The results of the empirical research have revealed that psychological characteristics of the content of educational and professional mindset is partially determined by the education profile, and in part are common. The differences in the severity of the components of educational and professional mindset concern cognitive-professional component (professional goal setting); emotional component (professional expectations); cognitive and personality component (self-assessment of own negative qualities); subjective component (lack of time, lack of interest in the learning process, a lack of understanding of educational material).
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