VALIDITY OF THE PROGRAM OF FORMING THE PROFESSIONAL CONSCIOUSNESS OF FUTURE PHILOLOGISTS

Abstract

Determining the psychological conditions that influence the content of professional consciousness of students is important for understanding the overall effectiveness of future specialists in carrying out their relevant professional activities. One such condition was the Integrative Program of Psychosemantic Content-forming of the Professional Consciousness of Future Philologists, developed and tested by us.
The goal of the study is to experimentally test the effectiveness of the Integrative Program of Psychosemantic Content-forming of the Professional Consciousness of Future Philologists within the conditions of a formative experiment. The program was tested on a sample of students (experimental group – 36 people, control group – 30 people aged 17-19, all first-year students of philological specialties aged 17-19). Considering the number of male and female students within the group, gender criteria were not used as a basis for sampling.
Methods. The methods of semantic differential (SD) and “Diagnosis of the Reflexivity Level” (by A.V. Karpov) were used to determine the level of dynamics in the content of professional consciousness before and after the formative influence.
Results. Initially, the dynamics of the level of reflexivity in future philologists were revealed in the control and experimental groups, before and after the formative experiment. Following the participation in the Program, a number of positive qualitative changes were detected in two-thirds of the students of the experimental group. Comparison of the data gathered during the initial and repeated measurements according to the Mann–Whitney U-test revealed a statistically significant difference (ρ <0.01), which favors the tested Program.
Additionally, the semantics of fulfilling of the factors the “world of philology” concept were evaluated using the method of semantic differential. The world of philology had becоme “bigger”, more “active”, “joyful”, “relaxed”, “safe”, “difficult” and “masculine”, while being less “fast”, “new”, “deceptive”, “chaotic” and “restrained” after the formative influence. Comparisons before and after the formative influence revealed significant shifts in the semantics of factors which reflect the tendency to move away from anxiously indeterminate characteristics – towards the characteristics that indicate greater simplicity, certainty, clarity and positive emotionality of the world of philology.
Conclusions. Statistical comparison of the experimental group indicators before and after the formative influence suggests that the application of the Program is effective for the formation of professional consciousness of future philologists.