Relationship between Self-Assessment of Professionally Significant Qualities and Mental States of Graduate Students of Pedagogy
Annotatsiya
The article studies the impact of higher education on the personality development. During higher education the students should clearly understand their future profession’s components, the requirements in the field of knowledge, abilities, skills and professionally significant qualities. The mental states experienced by students during learning play an important role in this process. As is well known, they serve as the main mechanism for transforming psychological qualities, altering mental processes, and organizing a qualitatively new psychological structure of the personality. This article presents the study results of student teachers’ common mental states, depending on the year of study. Mental states typical for all students, regardless of the study period, are identified. Intensity of mental states’ manifestation in the hierarchical organization - mental processes, physiological reactions, experiences and behavior - was determined. Common states were structured under cluster analysis, allowing toidentify groups of states clustered by similar features. The criterion of clustering is the frequency of mental states selection by students. The results of self-evaluation of professionally significant qualities depending on the year of study are demonstrated. In conclusion, students’ common mental states’ correlations with self-evaluation of professionally significant qualities were identified and interpreted. The results confirmed the hypothesis based on the assumption that students’ mental states are characterized by specific phenomenology, whose manifestations are related to the stages of future specialist’s vocational training and correlate with self-evaluation of teacher’s professionally significant qualities.