Background. The paper is based on specifics of the professional activity of specialists of the State Inspectorate of Small Size Vessels of Russian EMERCOM (SISSV) is a highly demanding job that requires specific individual psychological features to successfully fulfill their duties. Such individual psychological features are important for experts, and also for candidates to the positions in the GIMS used as recruitment criteria.
The Objective. of the study is to identify job skills that determine the professional effectiveness of SISSV experts, to identify the relationship between job skills and career success and to determine psychological indicators strongly associated with success.
Design. An expert survey (N = 40) was conducted to determine psychological indicators that contribute to professional success of SISSV experts. We carried out psychological assessment of acting SISSV experts (N = 275) to determine the presence and the level of necessary skills. Based on expert assessments, the inspectors were assigned to either successful or unsuccessful groups. The resulting polar groups were compared using Mann-Whitney criterion. Correlation analysis (Spearman) was used to access the strength of association between professional success and job skills. We also used factor and regression analyses to model the structure of job skills associated with professional success of acting SISSV specialists and job applicants.
Results. allowed to establish reliable differences between the polar groups on following characteristics (p ≤ 0.05): intelligence, abstract and operative thinking, intellectual liability, attention characteristics (volume, concentration, selection, distribution). They were defined as job skills for SISSV experts. The results of correlation analysis (p = 0.01, p = 0.05) showed that the specialists professional success depended on the presence and level of formation of job skills. We determined the structure of job skills associated with professional success.
Conclusion. The obtained results may be used to optimize the processes of psychological monitoring and psychological selection of the acting specialists of SISSV of Russian EMERCOM and applicant for the position.
Background. The paper deals with understanding success in terms of generation value gap, transitivity and high social uncertainty as a component of self-determination of an individual acquires particular relevance, determining the vector of a person’s personal development.
The Objective of this research is to study the ideas of modern adolescents about success linked with self-esteem and assessment of their own success in significant spheres of life, i.e. education career and interpersonal relations. The study is based on the assumption that the notions of success as self-development will be associated with a higher level of self-esteem and assessment of success in adolescents.
Design. The study involved 500 adolescents (291 girls and 209 young men), students of the 10th and 11th grades of schools and gymnasiums (average age 16 years), Moscow, Russia. To study the ideas of adolescents about success, Adolescent Representations of Success (ARS) questionnaire was developed. To study the self-esteem of adolescents, the method of Dembo-Rubinstein was used in the modification A.M. Prihozhan, as well as a purposefully designed questionnaire to study indirect evaluation of success.
Results Three models of success that characterize the attitude of adolescents to the success are identified: success as social recognition, success as fulfillment of external social requirements, and success as self-development and self-actualization. The differences in the self-esteem of adolescents with different ideas about success are revealed.
Conclusion. The research confirmed the hypothesis and showed that varying perception of success in adolescents is closely related to self-esteem and evaluation of their own success. Understanding success as self-development and self-actualization is associated with a higher level of self-esteem and assessment of own success which promotes psychological well-being in general. Adolescents who share a model of success as fulfillment of external social requirements associate success with achieving goals with overcoming obstacles and satisfaction with results and place value on luck. For adolescents who are focused on the model of success as social recognition it is typical to place value on their personal authority among the peers, thus having high assessment rates of their success as a whole.