Ekaterina A. Safronova

Examination on the self-efficacy among Psychology majors can help to understand the factors influencing their professional development and success in their future careers. This may be useful information for developing and improving educational programs and teaching methods in the field of psychology. The purpose of the article is to show the results of an empirical study of the self-efficacy of psychology students. The sample consisted of 83 students of the Federal State Budgetary Educational Institution of Higher Education "Petrozavodsk State University", Department of Psychology. As a result of the study, it was found out that the professional self-efficacy depending on the course of study is a clear manifestation of the Dunning-Kruger effect – the assessment of their own knowledge by 1-st year students (3.90) and 2-nd year students (4.42) exceeds the assessment by 3-d year students (3.80). The overall level of self-efficacy decreases proportionally from the 1st to the 4th year of study.

The focus of this article is a discussion of the professional motivation for Psychology majors. The purpose of the article is to show the results of an empirical study of the professional motivation for students majoring in Psychology from the point of view of general professional motivation, its orientation (internal, external) and factors of attractiveness/unattractiveness of the future profession. The sample consisted of 83 students of the Petrozavodsk State University. It was found that high motivation for professional activities prevails among students. Factors of attractiveness and unattractiveness vary depending on the year of training and specialization of psychology students. Students with lower professional motivation in the field of Psychology are characterized by lower internal motivation.

The focus of this article is a discussion of the current state of students’ social ideas about children with disabilities in the context of moral education. The purpose of the article is to show the results of an empirical study of students’ social ideas about children with disabilities in the context of moral education. The study sample consisted of 77 students of Petrozavodsk State University, of which 11 were representatives of the Institute of Pedagogy and Psychology (DPE) (Department of Primary Education), the Institute of Pedagogy and Psychology (IPP) (Department of Design) – 15, and the Institute of Physical Education, Sports and Tourism (IPESaT) – 51; sample distribution by gender: girls – 48 (62%), boys – 29 (38%). Based on the theory of social ideas, students’ essays on the following topics: “One day in the life of a child with a disability” (31 essays), “Life on the planet “Special people”” (18 essays), “A letter from a child with a disability to an adult” (28 essays) were analyzed. Students could choose the form of their work: essay, poem, creative writing, story. Based on the data obtained, the following conclusions were made: the priorities for choosing topics for essays are different among representatives of the sample depending on gender, course of study and area of training.

The relevance of the study is due to the fact that the problem of resilience, as well as victim behavior, is particularly acute in the modern world, both at the level of public policy and at the level of individual groups, an individual. The study of this issue is due to the process of personal formation in adolescence, as well as the need to organize career guidance and provide psychological and pedagogical assistance in the process of obtaining higher education. The article presents the results of an empirical study on the problem of victim behavior and resilience of students, conducted on a sample of 268 respondents. Ontogenetic, typological features, as well as factors and conditions for the emergence of victim behavior are theoretically considered, and a model of resilience is described. As a result of the study, it was found that a very low role victimization (76%) and a high level of resilience (72%) prevail in the student environment. In the samples of boys and girls, there are statistically significant differences in the average values of the social role of the victim (t = 2.9, p ≤ 0.01), the position of the victim (t = 2.0, p ≤ 0.05), the integral indicator of victim behavior (t = 2.3, p ≤ 0.05) and general viability (t=3.4, p ≤ 0.01). As a result of the study, it was found that resilience and role-based victim behavior are related.