Mental States as Factors of Professional Conceptions Development in Students

Abstract

The article presents results of an empirical study of professional conceptions. Understanding the mechanism underlying the development of professional conceptions is an important factor in building the educational environment in a modern university. At the same time, the accumulated scientific knowledge does not allow us to determine all the factors affecting its development. The purpose of the study is to identify factors that impede the development of professional conceptions in students. Our hypothesis is that among the factors that significantly slow down the development of professional conceptions in students are negative emotional states that arise through educational and professional activities. The study was conducted on the basis of the Nizhny Novgorod State University named after Kozma Minin. The sample included 93 students aged from 18 to 26 years, 73 females and 20 males, including 67 second-year students and 26 fourth-year students. As a technique for determining professional conceptions we used a questionnaire of professional conceptions by E.I. Rogov. To estimate the level of development of professional conceptions, the repertory grids technique by D. Kelly was used. The individual style of activity was evaluated using the questionnaire “Behaviour self-regulation style” by V.I. Morosanova. Self-concepts of the subjects as representatives of the certain profession were measured using the technique by M. Kuhn and T. McPartland “Who am I” (adapted by T.V. Rumyantseva). The results showed significant differences in terms of clarity and evaluation (p <0.05) which are higher in fourth-year students. In order to identify the influence of negative emotional experiences on the development of professional conceptions, a formative experiment was conducted. The experimental group included 51 second-year students, the control group — 45. Of these, 11 were male and 85 female. According to the results of the experiment, the level of development of the emotional component of professional conceptions in the experimental group was higher than in the control group. The results can be used to form adequate professional conceptions in students.