ISSN 2409-7616

L. Starovoitova, E. Arishina, D. Khamzina



Larisa I. Starovoitova – Doctor of Historical Sciences, Professor, Department of Social work, FSBEI HE “Russian State Social University”, Moscow, Russian Federation, ORCID ID: 0000-0001-8660-4101, E-mail:

Elina S. Arishina – Candidate of Pedagogical Sciences, Associate Professor Department of Metallurgy and Standardization of the branch in Beloretsk, FSBEI of HE “Magnitogorsk State Technical University named after G.I. Nosova”, Magnitogorsk, Russian Federation, ORCID ID: 0000-0001-7995-3792, E-mail:

Dilya R. Khamzina – PhD in Economics, Associate Professor, Director of the branch in Beloretsk, FSBEI of HE “Magnitogorsk State Technical University named after G.I. Nosova ”, Magnitogorsk, Russian Federation, ORCID ID: 0000-0002-6185-2405, E-mail:

Abstract. The article is devoted to the analysis of conducting disciplines of the psychological-pedagogical and humanitarian cycle in accordance with the requirements of the Federal state educational standard of higher education. Special attention is paid to the comparative analysis of competencies formed during the implementation of professional training programs in the following areas: 39.03.02 “Social work”, 22.03.02 “Metallurgy”, 13.03.02 “Electric power and electrical engineering”, and 44.03.01 “Pedagogical education”. For example, the experimental work, the authors describe General cultural and General professional competencies that are formed in practical classes of disciplines: “Introduction in Profession”, “Theory and Practice of Social Interaction”, “Psychology of Business Relations”, “Ethical Foundations of Social Work”, “Ethics and Culture Professional Activity”, “Sociology”, “Cultural Science”, “Psychology and Pedagogy of Personal and Professional Self-development” and “Technology of Team Building and Self-development”, “Psychology”, “Pedagogy”, “Advancement of Scientific Production», as well as in the process of implementing the professional development program “Education of a Professional”. The essence of forming the value attitude of University students to professional activity is to update the personal and activity levels of readiness for the profession of the future graduate. The requirements presented by the Federal State Educational Standard of Higher Education for the professional readiness of a university graduate, and their implementation in the formation of the value attitude of university students to professional activities in the process of conducting a cycle of humanitarian and psychological-pedagogical disciplines; the essence and structural content of the value relationship of university students to professional activities are determined; The features of conducting experimental work on the formation of the value attitude of students to professional activities at social, pedagogical and technical universities that provide professional training for bachelors, specialists and undergraduates are disclosed.

Keywords: value attitude, professional activity, readiness for a profession, activity, competence, professional and personal development of a student, Social University, Pedagogical University, Technical University, higher professional education.



  1. Antropova A.Yu. The values of professional culture as one of the main characteristics of the training of specialists in the system of continuing professional education. All-Russian scientific and practical conference. Shadrinsk. “Progress” Publ., 2008, pp. 24-27. (In Russian)
  2. Arishina E.S., Starovoitova L.I. University teacher as a subject of students’ readiness for professional activity formation. Problems of modern pedagogical education. 2018, no. 61-4, 11-14. (In Russian) URL:
  3. Vazhenina S.S. The formation of a value attitude to art among students of a university of culture. Yekaterinburg, Ural State Pedagogical University Publ., 2016, 185 p. (In Russian)
  4. Egorychev A.M. National spiritual traditions in the formation of the Russian education system. Alma-Mater (Bulletin of higher education), 2010, no. 2, pp. 30-36. (In Russian) URL:
  5. Egorychev A.M., Rostovskaya T.K., Kalimzhanova R.L. The education system in the era of globalization: the need to manage its processes and trends. Moscow, Econ-inform Publ., 2019, pp. 152-164. (In Russian) URL:
  6. Lesher O.V., Arishina E.S. The development of the axiological potential of university students in the process of vocational training: the praxeological aspect. Monograph. Magnitogorsk, MSTU Publ., 2009, 102 p. (In Russian) URL:
  7. Egorychev А.М., Mardahaev L.V., Sizikova V.V. Vocational education in Russia: challenges, status, development directions. Moscow, RSSU Publ., 2019, 352 p. (In Russian) URL:
  8. Rostovskaya T.K., Vartanova M.L. The study of consumer loyalty to educational services in a globalizing educational space. CITISE, 2019, no. 2 (19). pp. (In Russian) URL:
  9. Starovoitova L.I., Arishina E.S. The social model of continuing professional social education. Moscow, Russian State Social University Publ., 2009. – 144 p. (In Russian) URL:
  10. Starovoitova L.I. The training of social work specialists in the context of the implementation of the third generation of the main professional educational program of higher education (OPOP VPO). Bulletin of the Educational and Methodological Association of Russian Universities for Education in the Field of Social Work. 2013, no. 1, pp. 22-28. (In Russian) URL:
  11. Trubnikova N.I., Professional self-determination as an indicator of the effectiveness of university education. Training Psychology. 2009, no. 2, pp. 79-86. (In Russian) URL:
  12. Fedoseeva I.A. Axiological Foundations: Expressions of the Modern Paradigm of Russian Education. Moscow, Perspective Publ., 2018, pp. 79-86. (In Russian) URL:
  13. Fedoseeva I.A. To the question of the quality of higher education in modern Russian society. CITISE, 2016, no. 3 (7), pp. 26. (In Russian) URL:
  14. Filonova L.N. Some ways to solve the problem of professional self-determination of university students. Bulletin of the South Ural State University. Series: Education, healthcare, physical education, 2007, no. 26 (98), pp. 84-87. (In Russian) URL:
  15. Fomina S.N. Integrative approach to vocational training at a university of specialists working with youth. diss. Moscow, Russian State Social University Publ., 2015. – 385 p. (In Russian) URL:
  16. Fomina S.N., Bereza N.A., Kvitkovskaya A.A. The construction of an individual educational route of a student as a way of conscious educational activity. Scientific notes of the Russian State Social University, 2018, vol. 17, no. 3 (148), pp. 42-49. (In Russian) URL:
  17. Cherednichenko GA. Educational trajectories and professional careers (based on materials of youth sociological research). Moscow, IS RAS Publ., 2012, 331 p. (In Russian) URL:
  18. Batysheva C.I. Encyclopedia of vocational education. Moscow, APO Publ., 2011, 488 p. (In Russian)
  19. Yaroslavtseva N.V. Modern Russian education and educational services, CITISE, 2019, no. 3 (20), pp. 28. (In Russian) URL:
  20. Sizikova V.V., Anikeeva O.A., Galkina T.E., Mardakhaev L.V., Starovojtova L.I., Makarov V.E. Experimental study of the possibilities of professional activity standardization in the social work. Russian experience. Biosciences Biotechnology Research Asia, 2015, vol. 12, 1, pp. 895-901.  URL:


For citation:

Starovoitova L.I., Arishina E. S., Khamzina D. R. Formation of value attitude of students of social, pedagogical and technical universities to professional activity. CITISE, 2020, no. 2, pp. 160-169. DOI: