Keyword: «professional experience»

The author considers the problems related to mentoring as a significant learning strategy that involves providing students with emotional and instrumental support during the period of study in higher education institutions. By providing informative, guiding and motivational support, mentors aim to play a significant role in stimulating students’ aspirations and preparing them for future careers. The article tries to answer a number of challenges faced by modern students, both during training and in the subsequent professional activities, and offers practical recommendations in the context of traditional foreign language classes at the University.

In a society of uncertainty, the issue of identifying the personal characteristics of university students that mediate the process of professional self-determination becomes particularly relevant. This knowledge makes it possible to predict the success of this process. The aim of the study is to identify the correlation of professional identity types among first-year students with sense of purpose in life, academic motivation, and professional experience. The theoretical basis of the study was the concept of personal potential by D.A. Leontiev, the provisions of the self-determination theory by E. Deci and R. Ryan, theories of meaning, based on which an assumption was formed about the structure of personal predictors of university students’ professional self-determination. The study resulted in identification of the connection between the status of professional identity and indicators of the sense of purpose in life, the nature of academic motivation and the professional experience among first-year students. A moderate positive relationship was found between indicators of professional identity status and the sense of purpose in life on the scales: «General sense of purpose in life», «Goals in life», «Life process», «Life outcome», «Locus of control – Self», «Locus of control – Life». A moderate positive relationship was found between indicators of professional identity status and internal motivation, as well as a moderate negative relationship between indicators of professional identity status and amotivation. Respondents with the “achieved” status of professional identity have the highest indicators of the sense of purpose in life and internal motivation, they have a plan for their own professional career and experience of professional training or activity, they are already working or are going to work in their chosen field of training and do not intend to change the area of training as compared with holders of other professional identity statuses. The theoretical significance of the study lies in clarifying ideas about the patterns and factors of professional self-determination of university students. In a practical aspect, the results of the study will make it possible to predict the results of professional self-determination and will be useful for individualizing the support of professional self-determination of first-year students at a university.