Hierarchy of motivational-semantic formations in late adolescence across educational programs

Sidorov S.

doi:10.14529/jpps250208

S. S. Sidorov 1) Altai State Pedagogical University (55 Molodezhnaya str., Barnaul, 656031, Russia): 2) Secondary School № 10, Novoaltaysk, Altai Territory (4 Kommunisticheskaya str., Novoaltaysk, Altai Territory, 658087, Russia) https://orcid.org/0009-0006-9002-7435 sergo5x5@yandex.ru

DOI: https://doi.org/10.14529/jpps250208

Keywords: personal value-semantic system, meaning of life, meaning formation in late adolescence, motivational and meaning formations, comprehension of life

Abstract

Introduction: The developmental tasks inherent to early adulthood – marked by the transition to autonomous life decisions – are significantly compounded by sociocultural complexities. Thus, an emotionally demanding decision-making process transforms into a difficult choice between countless life trajectories. Early identification of professional predispositions and domain-specific motivational and semantic frameworks may facilitate adaptive resolution of these developmental challenges. Aims: This paper aims to identify how educational environments shape distinct patterns of motivational-semantic development in late adolescence across four academic programs (general education, natural sciences, humanities, and technical programs) in secondary schools, gymnasiums, and lyceums. Hypothesis: Meaning formation processes during late adolescence demonstrate domain-dependent patterns across academic programs. Materials and methods: The study sample comprised 290 students aged 15–18 years. Empirical data were collected using the Gordeeva’s Academic Motivation Scale (school/college version) and the Kotlyakov’s System of Life Meanings. Group differences in semantic formation types and properties were analyzed using the Kruskal–Wallis test, post-hoc Mann–Whitney tests with Bonferroni correction, and descriptive statistics. Results: Statistically significant differences were observed in semantic motives across academic groups. Distinct hierarchical patterns of meaning formation emerged among high school students from different educational programs. Conclusion: Specialized curricula shape unique semantic formation patterns, serving as developmental resources. These processes organize life purpose through academic motivation hierarchies while evolving differently across academic groups.

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Author Biography

S. S. Sidorov , 1) Altai State Pedagogical University (55 Molodezhnaya str., Barnaul, 656031, Russia): 2) Secondary School № 10, Novoaltaysk, Altai Territory (4 Kommunisticheskaya str., Novoaltaysk, Altai Territory, 658087, Russia)

1) postgraduate student; 2) educational psychologist

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