In order to determine the characteristics of the content and dynamics of the temporal perspective of the individual at the stage of professional self-determination, the authors conducted have a study of 14-16 year-old students of the ninth grade of Gymnasium in Belgorod, including 33 girls and 34 boys. All subjects were divided into 4 groups, depending on the status of professional identity: group I – 9% of the surveyed teenagers with an uncertain professional identity; group II – 13%, students with imposed professional identity; group III – 40% of students with a moratorium of professional self-determination; Group IV – 38% have a formed professional identity. The experimental-psychological examination was conducted using the methodology of the study of the statuses of professional identity by A. Azbel, A.G. Gretsova; a questionnaire of temporal perspective by F. Zimbardo, A. Gonzales (in the adaptation of A. Raw, E.T. Sokolova, O.V. Mitina) allowing to identify the system of personal relations at the time; a questionnaire of self-organization activities by N. Fischer and M. Bond (in the adaptation of E.Y. Mandrikov) is intended for diagnostics of development of skills, tactical planning and strategic goal setting; the test of life-meaningful orientations by George. Crambo, L. Majolica (adaptation of D.A. Leontiev) to determine the level of experience of the individual significance of their own lives; the scale of life satisfaction by E. Diener (in adaptation of D.A. Leontiev, E.N. Aspen). It is proven that teens a formed professional identity have a more balanced time perspective, namely: low rates of negative fatalism of the past and present; mid – hedonism in the present and focus on the future; in adolescents with a high indicator of professional identity, a temporary prospect of a positive past was revealed. It is proposed to use the results for methodological and practical development of practical psychologists of educational institutions in order to assist adolescents in the formation of a more balanced time perspective, as well as actualization of future professional choice, awareness of their interests, abilities and values.
In order to determine the characteristics of the content and dynamics of the temporal perspective of the individual at the stage of professional self-determination, the authors conducted have a study of 14-16 year-old students of the ninth grade of Gymnasium in Belgorod, including 33 girls and 34 boys. All subjects were divided into 4 groups, depending on the status of professional identity: group I – 9% of the surveyed teenagers with an uncertain professional identity; group II – 13%, students with imposed professional identity; group III – 40% of students with a moratorium of professional self-determination; Group IV – 38% have a formed professional identity. The experimental-psychological examination was conducted using the methodology of the study of the statuses of professional identity by A. Azbel, A.G. Gretsova; a questionnaire of temporal perspective by F. Zimbardo, A. Gonzales (in the adaptation of A. Raw, E.T. Sokolova, O.V. Mitina) allowing to identify the system of personal relations at the time; a questionnaire of self-organization activities by N. Fischer and M. Bond (in the adaptation of E.Y. Mandrikov) is intended for diagnostics of development of skills, tactical planning and strategic goal setting; the test of life-meaningful orientations by George. Crambo, L. Majolica (adaptation of D.A. Leontiev) to determine the level of experience of the individual significance of their own lives; the scale of life satisfaction by E. Diener (in adaptation of D.A. Leontiev, E.N. Aspen). It is proven that teens a formed professional identity have a more balanced time perspective, namely: low rates of negative fatalism of the past and present; mid – hedonism in the present and focus on the future; in adolescents with a high indicator of professional identity, a temporary prospect of a positive past was revealed. It is proposed to use the results for methodological and practical development of practical psychologists of educational institutions in order to assist adolescents in the formation of a more balanced time perspective, as well as actualization of future professional choice, awareness of their interests, abilities and values.