The article highlights the results of an empirical study of the motivational component of self-education of future specialists. The data of studying the components of self-education motivation have been presented: motivation for achieving success, motivation of learning, the ability to self-education and self-actualization.
The results of diagnostics of the motivational component of self-education have shown that motivation for achieving success, motivation of learning, the ability to self-education, and self-actualization are manifested in future specialists at a fairly high level.
Diagnostics of motivation of learning has demonstrated a preference for the motives of "mastering the profession" and "acquiring knowledge". This indicates that future specialists have already decided their priorities, the choice of profession was conscious and they strive to acquire the necessary knowledge to become qualified specialists in the field of pedagogy.
Research of the motivation for achieving success and fear of failure has shown that most students have a stable motivation for success. Obviously, master's students become more self-confident, know what they want and go for their goal.
The study of the degree of self-actualization has displayed the advantage of a high degree of self-actualization of the respondents. This testifies to the desire of future specialists for the most complete identification and development of their personal capabilities. That is, master's students strive to realize themselves, to find the meaning of their existence, to become what they can become, and not what others force them to be.
Diagnostics of the ability to self-education and self-development has revealed the advantage of a high level of manifestation of these qualities. This shows that future specialists are aware of the need to improve their potential and realize themselves as individuals, acquire the necessary knowledge, skills and abilities.
The results of the correlation analysis have made it possible to conclude that the ability to self-education does not have a significant dependence on the desire to master the profession and gain knowledge, but the ability to self-education determines the desire to achieve success and depends on self-actualization. Thus, the research hypothesis has been partially confirmed.
A promising direction of future research concerns elaboration of psychodiagnostic methods for the study of the motivational component of self-education of future specialists; research of the dynamics of development of self-education motivation of future specialists in the process of training.
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