Professional Self-determination of School Graduates: Social and Personal Factors
Given the negative demographic trends and the aging of labor resources in most regions of Russia, it is important to curb educational migration away from them. The study of the mechanisms of professional self-determination of schoolchildren goes beyond pedagogical tasks in the field of public administration and regional economy. Psychological mechanisms of career choice and educational strategy building were widely studied during the twentieth century, but the question of the influence of social conditions in a particular region on the professional self-determination of young people remains poorly understood. Solving the problems of professional self-determination of schoolchildren requires the synthesis of personality-oriented and socially-oriented pedagogical approaches. The article examines the factors that determine the professional self-determination of school graduates and analyzes the conditions and patterns of schoolchildren's professional selfdetermination, together with the potential of their influence on educational strategy by regional universities. The research hypothesis is that, when providing pedagogical support for professional self-determination of pupils, it is necessary to take into account both their personal characteristics and individual motives, as well as socio-economic factors that determine the choice of educational strategy. The research used comparative analysis, classification, generalization, an inter-disciplinary review of literature and socio-economic statistics, a sociological survey, and expert assessments. The main results are the description of models of professional self-determination of school graduate based on their awareness, values, self-efficacy assessment, and the justification of the principles of career guidance. A survey of school graduates in the Ulyanovsk region in 2018-2019 (n=2075) showed that a significant number of graduates lacked professional plans and knowledge about regional universities and universities in other cities. The study revealed the professional interests of school graduates and their plans for educational migration from the region. School graduates did not justify their choice of a career and educational strategies by their professional interests, but rather on their desired standard of living upon graduation. It established that the quality of education at the university is not a determining factor for potential applicants. As actors in the regional educational space, professional education organizations can have a greater impact on the processes of professional self-determination of high school students. The results indicate the importance of regional socio-economic conditions for professional selfdetermination of school graduates, their educational strategy and choice of university. The study confirmed that their professional self-determination follows the principles of the Social Cognitive Career Theory.