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STUDENT SATISFACTION RESEARCH

Andrienko Oksana Alexandrovna
Orsk Humanitarian and Technological Institute (branch) of the Federal State Budgetary Educational Institution of Higher Professional Education "Orenburg State University"
Candidate of Pedagogy, Associate Professor of the Department of Psychology and Pedagogy

THE STUDY OF SATISFACTION OF STUDENTS CHOSEN PROFESSION

Andrienko Oksana Alexandrovna
Orsk Humanitarian Technological Institute (branch) of federal state budgetary educational institution of higher professional education "Orenburg State University"
PhD in pedagogical Sciences, assistant professor of psychology and pedagogy Department

Job satisfaction is an integrative indicator that reflects the subject's attitude to the chosen profession.

Various psychological studies have found that students' satisfaction with the profession changes in the process of studying at a university.

Freshmen, adapting to a new situation, to learning, still do not know enough about their intellectual capabilities, feel insecure due to certain difficulties in learning and communication.

Third-year students are characterized by doubts about their upcoming professional activities associated with the awareness of responsibility for their professional choice and their further professional path, the desire to outline real ways of self-expression in the profession.

Graduates, as a rule, are more optimistic in their attitude to their future profession, in their abilities to cope with work, compared to primary students.

I.S. Cohn notes that as students move to senior courses of universities, the number of those who are not satisfied with their chosen specialty does not decrease, but grows. Such dissatisfaction can be explained by the low level of teaching, the discovery of the shadow sides of the future specialty, which were not noticed before.

A.A. Rean and J.L. Kolominskiy point out that the maximum satisfaction with the chosen profession is observed among first-year students. In the future, this indicator has been steadily declining.

Our research was carried out on the basis of the FSBEI VO "Magnitogorsk State Technical University. G.I. Nosov ". It was attended by third-year students studying in the areas of "Psychology" (50 people) and "Electronics and nanoelectronics" (50 people).

We used the questionnaire method, the “Student's professional motivation” method (L. A. Vereshchagina), V. Yadov’s method of studying the factors of attractiveness of the profession (modified by N. V. Kuzmina, A. A. Rean).

As a result of our research, it was revealed that the main motives for choosing a profession among psychology students are: interest (52%), the desire to help people (24%), ability (8%); advice (4%); situation (12%).

Among the motives, “interest” takes the first place. This may be due to the fact that a) psychology is an interesting science that attracts people; b) with a desire to solve their personal problems; c) perhaps this is just a tribute to fashion.

As for the motives for choosing a profession among electronics students, they were distributed as follows: interest (24%), advice (24%), choosing a profession at random (24%), liked the name of the faculty (12%), knowledge about the profession from the book ( 4%), knowledge in this area (4%), there was nowhere else to go (4%), the desire to be the best (4%).

We see that most of the students made their choice spontaneously, unconsciously. Their motive of interest also occupies the first position (along with advice and choice of a profession at random), but has a low percentage. We think that this may be due to the fact that technical sciences are more complicated than humanities, therefore they do not cause much interest, many people do not understand the exact sciences.

So, psychology students have a more deliberate choice of profession than electronics students. Note that the chosen activity must correspond to the inclinations and abilities of a person; this motive for choosing a profession is practically absent from students.

The majority of psychology students consider their choice of profession to be correct (80%) and would do it again (76%). They believe that the chosen profession of a psychologist corresponds to their abilities and character traits (80%) and are going to work in it (52%). On the contrary, electronics students consider their choice to be wrong (64%) and would not repeat it (68%). Boys and girls are sure that the chosen profession does not correspond to their abilities and character traits (60%). They are not going to work in their chosen specialty (44%).

The fact is noted that the passage of industrial practice led some of the electronics students to be disappointed in their chosen profession. The young men and women noted in their answers that they were frightened by the conditions in which they would have to work (for example, “I saw the two-bath furnace of the open-hearth workshop No. 1 and realized that I would not work in my specialty”, “This is horror! profession "). This is due to the fact that there was no real idea of ​​the profession when entering the university, as well as with the discovery of aspects of the specialty that students did not know before.

During the survey, we found out that the majority of students have a positive attitude towards their profession. However, it should be noted that 30% of young men and women of the technical faculty still have a negative attitude towards the profession. This is confirmed by the well-known and discussed in the psychological literature fact that in technical universities more than a third of students have a negative attitude towards their future profession. Scientists associate this with the difficult conditions of professional activity, with a busy training program, with a disproportionate assessment of labor and human contribution.

In general, all students still do not have a sufficiently complete understanding of their professional activities, due to the lack of practical activity.

Our research has shown that students in two samples identify themselves with representatives of their professions. Young people are aware of their belonging to a certain professional community. They identify with the ideal representatives of the professional environment.

Consider the qualities that a psychologist should have, according to students (we have ranked the selected qualities):

1) the ability to listen, communication skills;

2) empathy;

3) competence;

4) responsibility;

5) intelligence;

6) responsiveness, objectivity, observation, friendliness;

7) patience, restraint, conscientiousness, erudition, confidence, activity;

8) tact, interest in work, striving for self-development, altruism.

Students have an idea of ​​what a psychologist should be like. Note that there is no single portrait of a psychologist in the literature; each author sees this problem in his own way, although there are, of course, common features.

Now let's consider the qualities that an electronic engineer should have, according to students:

1) patience;

2) intelligence;

3) commitment, competence;

4) communication skills;

5) curiosity;

6) responsibility, technical ability, hard work, ingenuity;

7) attentiveness, the ability to defend one's opinion, modesty, health, a sense of humor.

Technical students have an idea of ​​what qualities a representative of their profession should have. The most important quality young people consider intelligence. This is due to the fact that their profession requires mental work, the need to be well versed in technology.

In general, we can say that students have formed an image of representatives of professions.

Considering the motives of professional activity, we found that all students have the most pronounced motive of the social significance of work. We can say that they are aware of the need to benefit society with their profession. The last place is occupied by the motive of professional skill. Young people do not yet have the desire to become masters, professionals in their field. Perhaps this is due to the fact that they are still studying and half of the students do not know whether they will work in their specialty.

The compared groups revealed an insignificant difference between the motive of their own work and the motive of self-affirmation in work, which consists in the fact that boys and girls want to assert themselves in professional activities, where they can reveal their abilities, develop their personal capabilities, achieve social recognition and respect from others. , improve your formal and informal status.

We can say that we have not found significant differences between the motives of professional activity among psychology students and electronics students.

We also studied the factors of attractiveness of the profession for students.

Table 1 - Factors of attractiveness of professional activity

We see that among the tested psychologists, the factor of working with people has a consistently high value. It is also significant that in the profession, students can improve themselves, use the opportunities that work in their specialty provides for this. Salary and aptitude are also important for students, note that salary does not take the lead. Perhaps this is due to the fact that most of the subjects are girls. Students believe that it is necessary to have certain abilities to work as a psychologist. The least significant factor is the length of the working day.

As far as electronics students are concerned, the factor of wages is of constant high importance. This may be due to the fact that the majority of this group are young people, future breadwinners of families, so this factor is very significant for them. Also, for these subjects, it is important to self-improvement in the profession, to use the opportunities that work in the specialty provides for this. Students believe that a person's character should correspond to the chosen profession, and a creative approach is also required in work, but abilities are not so important in professional activity.

Thus, we found that students studying in the humanities are more satisfied with their chosen profession than students in a technical direction.

Bibliographic list

1. A.A. Rean, Ya.L. Kolominsky Social educational psychology. - SPb .: Peter Kom, 1999 .-- 416 p.
2. Psychological support of professional activity / Nikiforov G.S., Dmitrieva M.A., Korneeva L.N. and etc.; Ed. Nikiforova G.S. - SPb. : Publishing house of St. Petersburg University, 1991 - 152 p.
3. Kon I.S. In Search of Oneself: Personality and Its Self-Consciousness. - M .: Politizdat, 1984 .-- 335 p.

7.3. Professional motivation

In Gogol's poem "Dead Souls" a considerable place is allotted to the childhood of the protagonist, the immortal Chichikov. Why is this cunning boy from a poor family studying with such diligence? He wants to definitely climb up the career ladder and live as a master. That is why, in the end, he gets a job where you can get rich - in customs. Of course, this is not the most telling example. One of the main themes of Russian literature of the XIX century. there was teaching as a way to "break out into the people" - many great writers paid attention to it, from Goncharov to Chekhov. Chekhov's professor from "Boring History", suffering from insomnia, thinks about his life all night long and recalls what in his youth prompted him to take up medicine - a thirst for knowledge, love for humanity or a desire for glory (this is one of Chekhov's main themes) ... So let's talk about professional motivation. Now researchers no longer have to doubt that student performance depends mainly on the development of educational motivation, and not only on natural abilities. There is a complex system of interrelationships between these two factors. Under certain conditions (in particular, with a high interest of the individual in a specific activity), the so-called compensatory mechanism can be activated. At the same time, the lack of abilities is compensated by the development of the motivational sphere (interest in the subject, awareness of the choice of profession, etc.), and the student / student achieves great success. However, the point is not only that abilities and motivation are in a dialectical unity, and each of them affects the level of academic performance in a certain way. Research carried out in universities has shown that strong and weak students differ not at all in intellectual indicators, but in the degree to which they have developed professional motivation. Of course, it does not at all follow from this that abilities are not a significant factor in learning activity. Such facts can be explained by the fact that the existing system of competitive selection to universities one way or another conducts the selection of applicants at the level of general intellectual abilities. Those who make it through the selection process and find themselves among the freshmen generally have roughly the same abilities. In this case, the factor of professional motivation comes first; one of the leading roles in the formation of "excellent students" and "cadets" begins to play the system of internal motivations of the individual to educational and cognitive activities in the university. In the very sphere of professional motivation, a positive attitude towards the profession plays a crucial role, since this motive is associated with the ultimate goals of training. S. Dovlatov's "Reserve" depicts a tragicomic portrait of the philologist Mitrofanov, a student who amazed everyone with his memory and erudition, as well as ... fantastic laziness. This man did not even imagine what to do, because he could not muster the courage and write at least a page of a scientific text. As a result, he "went with the flow" and, being guided by laziness, became a guide in Pushkinskie Gory, because at least this erudite was not lazy to speak ... If a student understands what profession he chose and considers it to -Sustainable and significant for the society, it certainly affects the way its education develops. Research carried out in the system of primary vocational education and in higher education fully confirms this position. With the help of experiments on the material of various Russian universities, it was found that 1st year students are most satisfied with their chosen profession. But during all the years of study, this indicator has been steadily decreasing until the 5th year. Despite the fact that shortly before graduation, satisfaction with the profession turns out to be the least, the very attitude towards the profession remains positive. It would be logical to assume that the decrease in satisfaction is caused by the low level of teaching in a particular university. However, the maximum job satisfaction in the first year of study should not be overestimated. First-year students rely, as a rule, on their ideal ideas about their future profession, which, when faced with realities, undergo painful changes. However, something else is important. Answers to the question "Why do you like the profession?" testify that the leading reason here is the idea of ​​the creative content of future professional activity. For example, students mention "the opportunity for self-improvement", "the opportunity to engage in creativity", etc. As for the real educational process, in particular the study of special disciplines, here, as research shows, only insignificant number of first-year students(less than 30%) are guided by creative teaching methods. On the one hand, we are faced with high satisfaction with the profession and the intention to engage in creative activity upon graduation from the university, on the other hand, the desire to acquire the basics of professional skill mainly in the process of reproductive educational activity. Psychologically, these positions are incompatible, since creative incentives can be formed only in the appropriate creative environment, including the educational one. Obviously, the formation of real ideas about the future profession and the ways of mastering it should be carried out starting from the 1st year. Comprehensive studies devoted to the problem of expulsion from higher vocational schools have shown that the largest dropout rate in universities is given by three subjects: mathematics, physics and a foreign language. It also turned out that the reason is not only the objective difficulty of mastering these disciplines. Of great importance is the fact that the student often has a poor idea of ​​the place of these disciplines in his future professional activity. It seems to him that academic performance in these subjects has nothing to do with his highly specialized qualifications. (Note that at present, the attitude towards a foreign language has changed.) Therefore, a necessary component in the process of forming a real image of students' future professional activity is a reasoned explanation of the importance of certain general disciplines for the specific practical activities of graduates. Thus, the formation of a positive attitude towards the profession is an important factor in improving the academic performance of students. But a positive attitude in itself cannot be significant if it is not supported by a competent understanding of the profession (including an understanding of the role of certain disciplines) and is poorly connected with the ways of mastering it. So it is unlikely that the training will be successful if you build it only according to the principle depicted in the poem "Who to be?" Mayakovsky: "It's good to be ... - let them teach me." In the famous "Scarlet Sails" by A. Green there are wonderful pages dedicated to how Arthur Gray chooses the dangerous and difficult profession of captain. He is attracted by the poetry of wanderings, the desire to see the world, but this young man, at first a pampered aris-tokrat, does not even imagine all the hardships of learning. He starts with a simple cabin boy, not yet knowing that he has to memorize a huge amount of information and endure the physical hardships associated with the sea: hunger, cold, trauma, and so on. As we remember, Gray's power of motivation turned out to be decisive. However, it can be assumed that if Arthur had known more about the captain's craft and what he had to do, his studies would have been much easier. Obviously, a number of questions should be included in the range of problems associated with studying the attitude of students to their chosen profession. These are: 1) satisfaction with the profession; 2) dynamics of satisfaction from course to course; 3) factors influencing the formation of satisfaction: socio-psycho-logical, psychological-pedagogical, differential-psychological, including gender and age; 4) problems of professional motivation, or, in other words, the system and hierarchy of motives that determine a positive or negative attitude towards the chosen profession. These individual moments, as well as the attitude to the profession as a whole, affect the effectiveness of students' educational activities. They, in particular, affect the general level of professional training, and therefore this problem is among the issues of pedagogical and socio-pedagogical psychology. But there is also an inverse relationship: the attitude to the profession is undoubtedly influenced by various strategies, technologies, teaching methods; social groups also influence him. Diagnostics of the attitude to the profession is actually a psycho-logical task. But the formation of an attitude to the profession is mainly a pedagogical problem. Job satisfaction is an integrative indicator that reflects the subject's attitude to the chosen profession. It is absolutely necessary and extremely important precisely as a generalized characteristic. Low satisfaction with the profession in most cases becomes the cause of staff turnover, which, in turn, leads to negative economic consequences. In addition, the mental health of a person depends to a large extent on satisfaction with the chosen profession. Its preservation is also facilitated by a high level of professionalism - one of the decisive factors in overcoming psychological stress. Thus, the study of satisfaction with the profession, its influence on the process of vocational training, the identification of certain laws in this area - all these are more than urgent tasks of pedagogy and psychology. Job satisfaction can be determined by a special method developed by V.A. Yadov, and is presented quantitatively as an index of satisfaction with the profession. This is an index that is specified so that it can vary from 1 to +1, taking any values ​​within these limits. A value of 1 indicates clear dissatisfaction, and +1 indicates complete satisfaction. Several related questions are used to determine the satisfaction rate. They are placed on different pages of the questionnaire so that the respondent does not relate them to each other. However, determining the overall level of satisfaction with the profession does not tell us anything about reasons satisfaction or dissatisfaction. To find out these reasons, researchers use a different methodology aimed at studying the factors of the attractiveness of the profession. The technique was also first proposed by V.A. Poison. Here is its modified version (modification by N.V. Kuzmina, A.A. Rean), which was used in many socio-pedagogical and psychological-pedagogical studies. Method (modified by N. V. Kuzmina, A. A. Rean) Instruction. Circle the points that reflect your attitude towards your chosen profession. Column A indicates what “attracts”, in column B - what does not attract. Mark only what is really important to you. It is not necessary to make a selection in all rows without exception.

Where N- sample size (number of subjects), P + - the number of subjects who noted this factor in column A, - the number of subjects who noted this factor in column B. The coefficient of significance can vary from 1 to +1. The diagnostic results for the group are entered in table. 7.1.

Table 7.1

Diagnostic results

Although they are quantitatively equal, they qualitatively reflect different types of reality. The second case really testifies to the low significance of this factor in a certain sample: 90% of the respondents did not name it as significant at all, did not pay attention to it. In the first case, all 100% of the respondents noted this factor as significant. A low CV indicates not so much a low significance of a factor, but rather a contradictory assessment by respondents: for some it has a positive value (attracts in the profession), and for others it is negative (accordingly, does not attract). This technique has been repeatedly used in a series of studies conducted mainly on the material of higher education. It is used much less where the subject of analysis is the learning process in an elementary vocational school. Studies carried out in primary vocational schools on different samples (reflecting a particular profile of education and the composition of the sample by gender) allow us to make some generalizations. Table 7.2 we present the five most significant factors for three samples. Each sample consists of students from vocational schools. Sample A consisted of girls, sample V and WITH- of young men. The factor significance coefficient changes according to the principle: I is the most significant factor out of the five most significant, V is the least significant factor out of the five most significant. The structure of significant factors that determine the attitude of students to the profession is almost the same in different schools, and all specific differences usually depend on the profile of the school, the characteristics of the composition of students, including gender differences.

The technique was first proposed by V. Yadov. Here is its improved version (modification by N.V. Kuzmina, A.A. Rean), which was used in many socio-pedagogical and psychological-pedagogical studies.

Instructions

Circle the items that reflect your attitude towards your chosen profession. Column A marks what “attracts”, column B - what does not. Record only what really matters to you. It is not necessary to make a selection in all rows without exception.

Treatment

For each of the II factors, the coefficient of significance (SC) is calculated. The significance factor is determined by the following formula:

KZ = [(n +) - (n -)] / P,

where P is the sample size (number of subjects); (n +) - the number of subjects who noted this factor in column A; (n-) - the number of subjects who noted this factor in column B.

The significance coefficient can vary from -1 to +1. The diagnostic results for the group are entered in the table. Sample name Sample size P =

Sometimes, when interpreting the results, they make a serious methodological error, considering only the final short-circuit indicator and not taking into account the ratio (n +) and (n-). It is necessary to build an interpretation taking into account both the first and second aspects. Let's demonstrate this with a simple example.

Short the coefficient of significance of a factor (close to zero) does not mean that it is completely insignificant. It is necessary first of all to understand how this low coefficient came about. It is quite clear that two low coefficients of significance

KZ = (55-45) / 1000 = 0.1

SC = (10 - 0) / 1000 = 0.1 = 0.1

although they are quantitatively equal, they qualitatively reflect different types of reality.

The second case really testifies to the low significance of this factor in a certain sample: 90% of the respondents did not name it as significant at all, did not pay attention to it.

In the first case, all 100% of the respondents noted this factor as significant. A low CV indicates not so much the low significance of the factor as of its contradictory assessment by the respondents: for some it is positively significant (attracts in the profession), and for others it is negative (accordingly, it does not attract).

Studies carried out in primary vocational schools on various samples (reflecting a particular profile of education and the composition of the sample by gender) allow us to make some generalizations. Table 15 shows the five most significant factors for different samples. The position they occupy in the table corresponds to the value of the significance coefficient.