Formation of motivational readiness of future specialist

M. G. Sergeeva; A. V. Serebrennikova; N. G. Bondarenko; E. S. Getmanova; N. V. Klimovskikh; V. V. Yanckovsckaya; М. М. Asil'derova

M. G. Sergeeva Research Institute of the Federal Penitentiary Service, Russia
A. V. Serebrennikova Law Department, M.V. Lomonosov Moscow State University, Rusia.
N. G. Bondarenko Institute of Service, Tourism and Design, North-Caucasus Federal University in Pyatigorsk, Pyatigorsk, Rusia.
E. S. Getmanova Pyatigorsk University, Rusia.
N. V. Klimovskikh Kuban State Agrarian University, Rusia.
V. V. Yanckovsckaya State University of Management, Rusia.
М. М. Asil'derova Dagestan State Pedagogical University, Rusia.

Keywords: future specialist, motivational readiness, quality of professional training, professional activity

Abstract

The main theories of motivation have been divided into two directions: substantial theories that consider motivation from structural positions, and procedural theories that consider motivation as a dynamic formation. These areas are united by the understanding of motivation as secondary formation to the motive. In this study the concept of “readiness” for activity is considered as an active-effective state of the individual. In the structure of professional readiness of the individual, researchers identify different components, among which the most important is the motivational – attitude to the profession, the need to complete the task successfully and interest in the activity. Of the main goal of this study is considering psychological readiness as a complex functional, psychological and personal formation. As follows in this study, psychological study includes: a positive attitude to a particular type of activity; adequate to the requirements of the character and temperament; the necessary knowledge, skills, habits; stable professionally important features of cognitive and emotional-volitional processes. The study persues a model of formation of positive motivation through a professional activity of subjects of education in terms of reinforcement on the basis of the following principles: taking into account all kinds of needs of the individual; taking into account the real contribution of each employee to the final result.

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Author Biographies

M. G. Sergeeva, Research Institute of the Federal Penitentiary Service, Russia

Doctor of Pedagogical Sciences (Advanced Doctor), Associate Professor, Research Institute of the Federal Penitentiary Service, Russia

A. V. Serebrennikova, Law Department, M.V. Lomonosov Moscow State University, Rusia.

Doctor of Juridical Sciences (Advanced Doctor), Professor of the Chair of Criminal Law and Criminology, the Law Department, M.V. Lomonosov Moscow State University

N. G. Bondarenko, Institute of Service, Tourism and Design, North-Caucasus Federal University in Pyatigorsk, Pyatigorsk, Rusia.

Doctor of Philosophical Sciences (Advanced Doctor), Professor, the Head of Department of History and Philosophy of Law of the Institute of Service, Tourism and Design, North-Caucasus Federal University in Pyatigorsk, Pyatigorsk.

E. S. Getmanova, Pyatigorsk University, Rusia.

Candidate of Historical Sciences (Ph.D.), Senior Lecturer, Pyatigorsk State University

N. V. Klimovskikh, Kuban State Agrarian University, Rusia.

Candidate of Economics Sciences (Ph.D.), Associate. Professor, Kuban State Agrarian University named after I.T. Trubilin

V. V. Yanckovsckaya, State University of Management, Rusia.

Associate Professor, State University of Management

М. М. Asil'derova, Dagestan State Pedagogical University, Rusia.

Candidate of Pedagogic Sciences (Ph.D.), Associate Professor, Dagestan State Pedagogical University

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