Predictive potential for measuring motivational readiness for service in the internal affairs bodies of the Russian Federation

The article studies the components of the structure of the motivational sphere of the personality of employees of the internal affairs bodies of the Russian Federation. A theoretical and methodological analysis of the currently existing approaches to the study of the motivational sphere of a person's life is carried out and only those that are focused, to a greater extent, on the search and description of the dispositional (trait-like) foundations of motivation and the assessment of individual differences in the degree of their severity among employees are highlighted. ATS, to identify their deep motives and values that determine professional behavior and are able to predict it. One of the goals of the work was to create an original psychodiagnostic toolkit aimed at identifying the psychological characteristics of the professional motivation of candidates to enter the service in the internal affairs bodies, employees to be appointed to other positions in the internal affairs bodies and the choice of a certain direction of professional service by them. The novelty of the results lies in the fact that on the basis of the proposed structure and known methods and tests - questionnaires, a «Methodology for studying the professional motivation of candidates to enter the service in the internal affairs bodies, employees for appointment to other positions in the internal affairs bodies and the choice of a certain areas of professional service», which includes 12 basic scales: the need for achievement; the need for power; the need for security; the need for ownership; locus of control; hedonism / altruism; ambition; behavioral regulation; corruption resistance; conscientiousness; professional identity «I am a policeman» and a mandatory scale of «social desirability» and atypical responses. The developed methodology can be used in the activities of personnel departments to improve the professional psychological selection of candidates for entering the service in the internal affairs bodies, employees for appointment to other positions in the internal affairs bodies and the choice by them of a certain direction of professional service activity.

Personal determinants of vandal behaviour among urban school and student youth from a gender perspective

Introduction. Vandalism is an urgent modern problem. This problem is especially acute for modern megalopolises, the environment of which is often a subject for damages and unauthorised changes. However, the megalopolis, possessing specific environmental characteristics, in a sense creates favourable conditions for vandalism through anonymisation, a decrease in social control, the adoption of borderline deviant-like forms of behaviour, etc. At the same time, foreign and Russian researchers refer to adolescents and young adult males as the subjects of vandal activity, i.e. those young people, who are mostly the subjects of education (schoolchildren, students). Their destructive vandal activity can spread in the space of an educational organisation or in the urban territory. Most often, males are at risk of vandalism, but there are examples of female vandalism. In such a case, the question of the personal determination of vandal behaviour of schoolchildren and students as active subjects transforming the environment remains open.The aim of the present research was to identify personality characteristics as facilitating and inhibiting predictors of motivational readiness for vandal behaviour of school and university students in a modern Russian megalopolis taking into account the gender factor.Research methodology, methods and techniques. The research was carried out among students of schools and universities in Ekaterinburg (an urban area with all the features of a modern Russian megalopolis). The study involved 132 people from 13 to 24 years (42 males, 90 females; 57 schoolchildren, 75 students). The HEXACO Personality Inventory, Dark Triad Personality Test and the questionnaire “Motives of Vandalism” were used as diagnostic tools. Mathematical and statistical processing of the results was carried out using comparative statistics (Student’s t-test) and linear regression analysis.The results of the study confirm the existence of significant differences in the motivational readiness for vandalism among the male and female subsamples. The constructed gender-differentiated regression models made it possible to identify a number of significant personality predictors of vandal behaviour. Predictors-facilitators include personality traits such as psychopathy and narcissism. The predictors-inhibitors of vandalism are honesty-modesty, extraversion, altruism, conscientiousness (female subsample), openness to new experience, Machiavellianism.The scientific novelty is in the fact that specific for the Russian sample of students and schoolchildren living in a megalopolis, personal factors of vandal behaviour were identified, taking into account gender differentiation.The practical significance is due to the potential possibilities of using the obtained data for preventing vandalism by students in the framework of the educational process in an educational organisation.

Physical Activity Engagement outside of College Physical Education: Application of the Transtheoretical Model

Objective: In this study, we examined physical activity (PA) engagement outside of college physical education (PE) classes using the Transtheoretical Model (TTM). Methods: Overall, 414 university students enrolled in PE classes voluntarily participated in this study. Participants were asked to complete a survey packet to measure 4 core constructs of TTM and their PA level performed outside of PE classes. Among the participants, 150 randomly selected students were asked to wear a triaxial accelerometer for 7 consecutive days to identify their PA level. Descriptive statistics and multivariate analyses of variance were used to determine the association between stages of motivational readiness and other strategic core constructions. Results: We categorized 77% of respondents into either the "action" stage or the "maintenance" stage for engaging in additional PA outside of the classes. Behavioral processes of change showed a graded and significant association with the stages. Both self-efficacy and decisional balance were significantly higher in students at higher stages. Conclusion: Our findings showed that most students enrolled in college PE classes had additional PA outside of the class participation. In addition, behavioral processes may be effective strategies for this specific target group to promote PA.

Formation of the Entrepreneurial Potential of Student Youth: A Factor of Work Experience

International norms regarding educational activity are aimed at forming entrepreneurial competencies in students. The motivational readiness of student youth to implement these entrepreneurial competencies in practice reflects the potential for entrepreneurship development. Despite the social group of student youths being considered belonging to the category of economically inactive population, students are traditionally engaged in social production. New changes in labor and consumption conditions of higher education services contribute to the growing trend in students who combine study and work. Considering this trend, we investigate the impact of students’ work experience on forming their entrepreneurial potential. The analytical component of this study is performed according to the materials obtained through a questionnaire, which covers 746 students. The findings prove that students who engage in employment before studying at university tended to combine university studies and employment in social production. Having such an employment experience increases students’ confidence regarding their entrepreneurial abilities and has a positive effect on students’ intentions to start their own businesses. Simultaneously, the lack of experience in management assistance does not constrain students’ intentions to start a business.

Psychologists’ motivational readiness to provide emergency psychological assistance in emergency situations

Relevance. Working in extreme conditions requires from psychologists involved in the implementation of measures for emergency rescue and other urgent work, not only to change the usual working conditions, but also to work effectively to provide emergency psychological assistance (EPA) to victims. At the same time, the motives for their participation in such events are very variable, and differ not only in content, but also in the degree of expression, since not all specialists are ready for such a format of professional activity.Intention: To study the degree of motivational readiness of psychologists to provide emergency psychological assistance to victims, as well as to identify the features of the motivational sphere that determine the participation of specialists in this type of professional activity.Methodology. We examined 117 psychologists using a questionnaire on the self-assessment of the motivational readiness of psychologists to provide emergency psychological assistance and the assessment of the leading motives that stimulate participation in this type of professional activity. Standardized psychodiagnostic techniques were also used: “Test of life orientations” (adaptation by D.A. Leontiev), questionnaire “Motivation for success and fear of failure” (A.A. Rean), questionnaire for study motivation to achieve success and motivation to avoid failure (T. Ehlers), questionnaire “Diagnosis of the motivational structure of the individual” (V.E. Milman). Results and Discussion. The results of the self-assessment questionnaire on the motivational readiness of psychologists to provide emergency psychological assistance showed that, in general, psychologists positively assess themselves according to this criterion (6.4 ± 2.2 out of 10 possible points). 46 % of psychologists have a high level of its formation, 36.5 % – average, 17.5 % of psychologists – low. The motivational readiness of psychologists has a 4-component structure and is made up of professional, hedonistic and emotional motives, and motives of recognition. The use of standardized psychodiagnostic methods demonstrated that motivational readiness to provide emergency psychological assistance is associated with the desire to achieve success, the idea of oneself as a strong person who has freedom of choice and independently controls the events of one’s own life, the desire for a high social status, the focus on creative activity and social utility.Conclusion. The studied features of motivational readiness of psychologists can be used for differentiated training of psychologists to provide emergency psychological assistance, and also taken into account for selecting specialists of this profile to work in extreme conditions.

Age And Gender Features Of Motivational Readiness Of Children For School Education

The article analyzes the concept of motivational readiness for schooling, reveals the structure of motivational readiness and the student’s internal position as one of the most important neoplasms of the motivational sphere in preschool age, presents the results of an empirical study of age and gender characteristics of motivational readiness of children for schooling.

THEORETICAL ASPECTS OF FORMATION OF MOTIVATIVE READINESS FOR PROFESSIONAL ACTIVITIES OF COURSES OF MILITARY UNIVERSITIES OF THE ROSGVARDIA

The problem of training a modern graduate of a specialist in a military educational institution from the point of view of the motivational component is discussed. The main theoretical aspects of the formation of motivational readiness for professional activity of cadets of military universities of the Russian Guard are described. The psychological readiness of cadets is presented as a socio-psychological phenomenon. The elements that make up the structure of motivational readiness of students of military universities are revealed, external and internal motives for the formation of readiness are proposed. The main reasons for the relevance of the study are revealed, possible options for increasing the effectiveness of cadets’ motivational readiness are proposed.