Development of personal and emotional characteristics among students of secondary vocational educational institutions through a psychological support program

Kamenskikh D.

doi:10.14529/jpps240205

D. V. Kamenskikh Irkutsk State University (1 Karl Marx str., Irkutsk, 664003, Russia) https://orcid.org/0009-0003-1066-920X dasenok87@mail.ru

DOI: https://doi.org/10.14529/jpps240205

Keywords: secondary vocational education, psychological support, psychological support program, training

Abstract

Introduction. Federal state educational standards promote mobility, adaptability, sociability, teamwork, and independence among the key characteristics of graduates from secondary vocational educational institutions. These qualities are crucial for successful adaptation to a dynamic labor market and broader societal contexts. Recognizing the significance of these requirements, the provision of psychological support within vocational education settings gains prominence. Such support aims to promote personal development, enhance self-perception, and address potential challenges associated with academic activities and adaptation. Purpose: this study focuses on the enhancement of personal and emotional characteristics through a psychological support program. Materials and methods. The research involved two groups, comprising 175 students from the Angarsk Motor Transport College. A battery of psychodiagnostic tools was used, including M.N. Rozhkov’s“Level of personality socialization” method, G.N. Kazantseva’s self-esteem questionnaire, the State-Trait Anxiety Inventory (C.D. Spielberg, Y.L. Khanin), and G.Sh. Gabdreeva’s emotional tension study method, to evaluate changes in students’ personal and emotional profiles.
Results. The implementation of the psychological support program led to observable improvements in socialization levels, self-confidence, and constructive interaction, along with increased scores in adaptability and autonomy. Additionally, it resulted in reduced personal anxiety and emotional tension levels. Conclusion. The psychological support program demonstrated a positive impact on the development of personal qualities among students. Notably, it enhanced their socialization levels, enabling them to accurately assess their capabilities, engage in empathetic listening, maintain emotional stability, and exhibit confident behaviors in various scenarios.

Downloads

Download data is not yet available.

Author Biography

D. V. Kamenskikh , Irkutsk State University (1 Karl Marx str., Irkutsk, 664003, Russia)

Applicant

References

1. Gitman E.K. Lizunova L.R. Teoriya i praktika kontsentrirovannogo obucheniya [Theory and practice of concentrated learning]. Perm. Perm State Humanitarian Pedagogical University Publ. 2021:81. (in Russ.).
2. Bityanova M.R. Organizatsiya psikhologicheskoi raboty v shkole [Organization of psychological work at school]. Moscow. Sovershenstvo Publ. 1997:298. (in Russ.).
3. Ovcharova R.V., Trofimova N.S. Subjectivity of personality as a factor of socio-psychological adaptation of college students. Teoriya i praktika obshchestvennogo razvitiya = Theory and practice of social development. 2013;3:69–71. (in Russ.).
4. Antipov S.A., Polukhina I.V., Safonov S.V. Soсial and age features of college students. Vestnik Voronezhskogo gosudarstvennogo tekhicheskogo universiteta = Bulletin of Voronezh State Technical University. 2011;7(9):24–28. (in Russ.).
5. Petrenko V.R., Safonov S.V., Antipin S.A. et al. Approachers to developing and implementing professional educational programmes of shortened terms of training. Vestnik Voronezhskogo gosudarstvennogo tekhnicheskogo universiteta = Bulletin of the Voronezh State Technical University. 2011;7(6):4–7. (in Russ.).
6. Bogomyagkova O.N. Intensification of education students in the conditions of modern Russia: from the psychological security of the environment to the personal motivation of students. Vestnik Permskogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta. Seriya № 1. Psikhologicheskie i pedagogicheskie nauki = Bulletin of PGGPU. Psychology of education. 2017;1:44–49. (in Russ.).
7. Kustova E.I., Kazanskaya V.G. Personality traits of students of secondary vocational education. Vestnik Leningradskogo gosudarstvennogo universiteta im. A.S. Pushkina = Bulletin of the Leningrad State University named after A.S. Pushkin. 2016;4-1:150–157. (in Russ.).
8. Kustova E.I. Psychological and pedagogical support of students in an educational organization of secondary special education. Vestnik Leningradskogo gosudarstvennogo universiteta im. A.S. Pushkina = Bulletin of the Leningrad State University named after A.S. Pushkin. 2018;4:58–66. (in Russ.).
9. Prokhorov A.O. Non-equilibrium mental states and their characteristics in educational and pedagogical activity. Voprosy psikhologii = Questions of psychology. 1996;4:32–44. (in Russ.).
10. Zeleeva V.P. Bykova, S.S. Varbanova S. Psychological and Pedagogical Support for Students Adaptation to Learning Activity in High Science School. International Journal of Environmental and Science Education. 2016;11(3):151–161.

References on translit

-