Is a Person’s Life Perspective a Condition for Psychological Readiness for Professional Activity as a Teacher-Psychologist?

The relevance of the study of the problem of psychological readiness (PRPA) for professional activity of psychologists is determined by the requirements of society for qualified specialists and the degree of readiness of young psychological educators to actively engage and quickly adapt to the requirements of professional activity. Thus, one of the important tasks is to study the conditions affecting the process of forming PRPA for psychology students who have chosen the educational system as their field of professional activity. The aim of this study is to investigate the features of life perspective and psychological readiness for professional activity among teachers-psychologists, and to identify the relationship between the components of psychological readiness and indicators of life perspective. The study was conducted on the basis of the Faculty of Psychology of the Pedagogical Institute of Belgorod State University (N=100). The average age is 20.2, SD = 4.2. Research methods and techniques: “Motivation for Professional Activity” (Zamfir), “Professional Readiness” (Chernyavskaya), “Method of Motivational Induction” (Nuttin), and “Purpose-in-Life Test” (Crumbaugh & Maholick); Mann-Whitney U-test; multiple regression analysis. Results: the study showed that the level of development of the meaningfulness of the life perspective of the personality of psychology students determines the development of their general level of psychological readiness for professional activity, in particular, the development of motivational, cognitive, and emotional components of readiness. Personal projection, which describes the image of how a person wants to see himself in the future and how he will feel at the same time, contributes to the development of the motivational component of psychological readiness for the professional activity of a teacher-psychologist.

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