Peculiarities of career orientations of senior students at higher education institutions and colleges

Abstract

This article defines the concepts of career and career orientations as willingness of senior higher education institution and college students to develop professional plans for their future lives. The study was conducted examining career orientations in relation to students' needs-motivators and self-regulation at the time of graduation. The diagnostic of motivators of individual socio-psychological activity revealed that graduating students expressed a greater need for recognition and power than the need for achievement. Moreover, while higher education institution students expressed a more pronounced need for recognition, college students expressed a more pronounced need for power. Statistically, significant differences were found between the higher education institution and college student groups on the “General Level of Self-Regulation” scale, as compared to the “Independence” scale. The study revealed that the most prominent career orientations among the majority of respondents were “Serving”, “Challenge”, and “Entrepreneurship”. Differences were found out in the order in which these orientations were mentioned: among higher education institution graduates, “Serving” rank first, followed by “Challenge” and “Entrepreneurship”. Among college students, “Challenge” and “Entrepreneurship” rank first, followed by “Serving”. Statistically, significant differences were found between higher education institution and college students on these three scales. The Pearson correlation analysis between the “Recognition” and “Power” motivator scales and the “Career Anchors” scales revealed strong positive and negative relationships among both higher education institution and college students. Psychological support for developing students' career orientations can be provided through training focused on developing self-regulation (independence) skills.