The thesis work presents a theoretical generalization and empirical solution of the problem of professional self-determination, the allocation of socio-psychological factors and the peculiarities of their influence on the professional self-determination of high school students.
The theoretical and empirical analysis of the influence of socio-psychological factors on the professional self-determination of high school students has been carried out. Professional self-determination is defined as a long-term process of finding a place for high school students' own integration into the professional world, which is based on the need to implement personal aspirations in social realities and contains a number of interrelated decisions. It is determined that according to the age and social situation, a high school student is at the stage of optation, so the completion of this stage of his/her professional self-determination is indicated by the choice of profession for further studies or work. At the same time, there is a certain number of activities, in which a high school student has the opportunity to reveal his/her abilities, and they do not always correspond to one subject of activity. Professional self-determination is considered alongside the personal and social self-determination of high school students.
The readiness to choose a profession is primarily due to a certain level of personal maturity of high school students, in particular, due to the constructive interaction of a complex of socio-psychological factors. Socio-psychological factors are defined as internal psychological conditions that mediate external social influences on individual behaviour.
Types of professional self-determination of a high school student are defined based on a comparison of the professional profile of high school students, their dream profession and the actually chosen profession. As a result of testing and classification of the data obtained, three types of professional choice of high school students have been distinguished: one that corresponds to the professional profile and dream profession of a high school student, a professional choice in which the chosen profession corresponds only to a professional profile, and a professional choice in which the chosen profession does not correspond to the professional profile and dream of a high school student. High school students who belong to different types of professional choice are characterized by different emotional states, namely, a feeling of depression and emotional deficit, and as a result – academic success.
The content of social and psychological factors affecting the type of professional self-determination of high school students have been established. Causal events of professional self-determination of high school students are determined by life events that influenced the professional choice, namely: "imitation", "manifestation of self-awareness", "socio-political climate". It is proved that one event can cause a change or reinforcement of professional identity in the context of causal relationships of events of professional self-determination of high school students. Thus, it is revealed that events of "imitation" can be reflexive when they are a consequence of events of "self-awareness", or destructive when they are associated with events of "socio-political climate" or "economic situation". Communication skills determine the features of interpersonal interaction, are represented by such characteristics as sociability, courage, dominance, self-sufficiency, self-control, relaxation. They belong to the group of communication skills, reflect the need of a high school student for communication, the ability to establish social contacts, social adaptability, insight and leadership potential. The mediation of internal psychological conditions of the external social environment is implemented in the formation of his personal communication experience.
Based on the results of an empirical study, recommendations for implementing career guidance work with high school students have been developed and psychologically justified. The basis for complementing career guidance work should be taking into account the selected socio-psychological factors and the nature of their influence on the type of professional choice of high school students. In particular, it is important to create a new situation of choosing high school students by providing communication experience about the possibility of applying their own orientation in various professional areas.
