The thesis is devoted to the theoretical and methodological substantiation and practical development of psychological bases of professional motivation of students with disabilities. The psychological features of professional motivation of students with disabilities, the role of value-semantic regulation of professional self-determination of the individual, psychological factors of choosing a profession and their influence on further professional development are revealed.
It has been established that the professional motivation of students with disabilities, due to internal motives, is related to their meaningful life orientations, with the idea of themselves as a strong person who has enough freedom of choice to build their lives in accordance with their goals. In general, the results of the study show that an important role in maintaining the professional motivation of students with disabilities belongs to their understanding of life goals and prospects, internal locus of control, personal autonomy, which is the ability to self-determination and self-determination and regulation of life. A model of intrapersonal determination of professional motivation of students with disabilities in the continuum of professional self-determination, the structural components of which are value-semantic formations of personality, goals of professional activity, personal qualities, assessment of their capabilities, motives for choosing a profession, motives for learning, professional self-realization. A comprehensive program of psychological support for the professional development of students with disabilities has been developed and tested, and the results of the implementation of the training program and testing its effectiveness have been presented. According to the results of the training program, it is determined that the creation of special technologies is a necessary condition for the development of motivation for professional activities of students with disabilities. They increase the interest and desire of the individual to perform professional activities, develop self-assessment skills and develop the ability to self-motivation in professional activities. Developed a comprehensive program of motivational training, which consists of 3 interconnected blocks ‘Self-understanding’, ‘Motivational-target’, ‘Value-semantic’ is an effective and efficient method of formative influence, containing forms of activity aimed at awareness, adjustment and formation new effective professional skills and self-understanding.
