Introduction. The problem of professional self-determination in Russian and international psychology has been addressed for a long time and has not lost its relevance. Russian and international research mostly presents studies that consider the relationship of professional identity on student samples or in professional groups, and the studies mostly focus on the development of skills in the IT sphere. There is considerably less research aimed at studying the readiness for professional self-determination among students aged 15-18. The aim of the research was to study the emotional characteristics of professional attitudes among high school graduates and college students of the first and second years. Materials and Methods. In order to obtain empirical data, we used: Questionnaire of Professional Attitudes of Adolescents (I.M. Kondakov); Questionnaire of Emotional Attitudes towards the Future (M.R. Ginzburg); Questionnaire of Self-Realization Assessment (M.R. Ginzburg). Research Results and Discussion. The data obtained in our study demonstrates the relationship between emotional characteristics of the future and professional attitudes, indicating that the self-determination process is experienced by modern youth quite acutely. The data obtained in our study demonstrates the relationship between emotional characteristics of the future and professional attitudes, indicating that the self-determination process is experienced by modern youth quite acutely. Meaningful connections between the characteristics of self-determination and the emotional connotation of the future were identified and analyzed. Immaturity of professional self-determination is characterized by emotional experience of the future, manifestation of anxiety, despair and worry. Professional attitudes: “Rationalism of professional choice”, “Optimism about professional future” and “High self-esteem” are regarded as appropriate attitudes to the situation of professional self-determination; “Dependence and indecision in professional choice” are characterized by personal immaturity to professional self-determination, emotional experience of the future. Most likely, this emotional attitude towards the future is caused not only by the expanding range of opportunities for self-realization provided by the digital economy, but also by the high mobility of socio-economic processes and global uncertainty of the future. Conclusion. The results of the research suggest the conclusion about the relationship between the emotional characteristics of the attitude towards the future and professional attitudes of high school students, which can be used to improve the efficiency of vocational guidance activities with high school students.