Zlata Rzhevska-Shtefan


The paper is aimed at identifying the features of the future psychologists’ professional learning motivation under the conditions of experiencing the crisis of professional self-determination on the border of the 3rd and 4th year of study. The research was held at the Faculty of Psychology and Pedagogy of Volodymyr Vynnychenko Central Ukrainian State Pedagogical University during the years 2017-2018 and involved 47 3rd year and 63 4th year psychology students. The following methods were used: psychodiagnostic techniques “Motivation to study at a higher education institution” by Ilyina and “Personality orientation” by Bas. The data was compared to similar research conducted in the years 2003-2004. The study showed that the psychology students of recent years show more acute signs of experiencing the crisis of professional self-determination and the features of their motivational sphere could be characterised as mostly negative. The characteristic feature of the 3rd year students is high indicators of external motivation: egoistic “self-orientation” combined with dominating motives to obtain a diploma. For the 4th year students, the general decrease in motivation is combined with a trend of cognitive motivation decline. This tendency is mainly typical for the group of students who show an unwillingness to change the decision once made in relation to their choice of profession in spite of having negative attitude thereto. The accumulation of negative trends was interpreted in terms of the eco-facilitation approach as a forthcoming adaptive reaction of the eco-system.


dominating motives; motivation decrease; professional learning activity; future psychologists; professional self-determination crisis

Full Text:



Vodolazska, O.O. (2015) Samootsinka ta motivatsia dosjagnen’ jak chynnyky profesijnogo stanovlennja maibutnih psyhologyv [Self-appraisal and motivation of achievements as factors of future psychologists’ professional formation]. Science and education, 10, 49-54. Retrieved 15 September, 2017 from

Gordeyeva, T.O., Sychyov, O.A., & Osin, E.N. (2013). Inner and outer motivation in students: its sources and influences on psychological well-being. Voprosy Psikhologii, 1, 35–45.

Gordeeva, T.O., Ghizitsky, V.V., Sychev, O.A. & Gavrichenkova, T.K. (2016). Motivation of self-respect and respect by others as factors of academic achievement and persistence in educational activity. Psikhologicheskii Zhurnal, Izdatel'stva Nauka, 37(2), 57–68. Retrieved 15 September, 2017 from

Deci, E.L. & Ryan, R.M. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49(3), 182-185.

Dniprova, O.A. (2014). Dynamika motyvatsii dosjagnennia u studentiv psyhologiv [The dynamics of achievement motivation of psychology students]. Visnyk Dnipropetrovslogo universytetu imeni Alfreda Nobelja, Serija “Pedagogika I Psyhologija”. Psyhologichni nauky, 7(1), 17-21. Retrieved 18 September, 2017 from

Lushin, P. (2016). Neopredelennost kotoruju ne tolerirujut [Ambiguity that is not tolerated] Teoria i praktika psihoterapii, 3(5), 2-6. Retreaved 17 September, 2018 from

Martyniuk, A.G. & Varina, G.B. (2014). Empirychne doslidzennia protsesu osobystisnogo stanovlennia maibutniogo praktychnogo psyhologa zasobamy geshtalt terapii [Empirical study of the process of future psychologists’ personal development by means of geshtalt-therapy]. Science and education, 6, 75-80. Retreaved from

Ryan, R.M. & Deci, E.L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.

Rzhevska-Shtefan, Z.O. (2007). Formuvannia smysloutvorujuchyh motyviv navchalnoi dijalnosti maibutnih psyhologiv u procesi profesijnoi pidgotovky [Forming future psychologists’ sense making motives of studying in the process of professional training]. PhD dissertation, Kirovohrad, Ukraine: Kirovohrad State Pedagogical Unibersity.

Sheldon, K.M., Osin, E.N., Gordeeva, T.O., Suchkov, D. & Sychev, O. (2017). Evaluating the dimensionality of self-determination theory’s relative autonomy continuum. Personality and Social Psychology Bulletin, 43(9), 1215–1238.

Sheldon, K.M. (2014). Becoming oneself: The central role of selfconcordant goal selection. Personality and Social Psychology Review, 18, 349-365.

Tsarkova, O.V., Prokofieva, O.O. & Prokofieva, O.A. (2016). The study of emotional burnout in students-psychologists and professional psychologists. Science and education, 2-3, 44-49.

Tukaiev, S.V. Vasheka, T.M. & Dolgova, O. (2013). The relationships between emotional burnout and motivational, semantic and communicative features of psychology students. Procedia - Social and Behavioral Sciences, 82, 553-556.

Copyright (c) 2018 Zlata Olexandrivna Rzhevska-Shtefan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)