ВИЗНАЧЕННЯ ПРОВІДНИХ МОТИВІВ, ЯКІ ВПЛИВАЮТЬ НА ЕФЕКТИВНІСТЬ ВІЙСЬКОВОСЛУЖБОВЦІВ НАЦІОНАЛЬНОЇ ГВАРДІЇ УКРАЇНИ

According to the results of the analysis of scientific and methodical, special and reference literature, it is established, that an insufficient number of scientific works is devoted to the urgent issue of developing modern pedagogical conditions for the formation of the readiness of future officers of the National Guard of Ukraine to perform assigned tasks in simulated extreme conditions of service and combat activity. This emphasizes the relevance and practical component of the chosen direction of scientific research.
 The main goal of the study is the approval of the organizational and pedagogical conditions for the formation of the readiness of future officers of the National Guard of Ukraine to perform assigned tasks in the anaerobic mode of motor activity (extreme conditions of service and combat activity. Research methods: axiomatic, idealization, historical and logical, descent from the concrete, mathematical and statistical formalization (criterion χ2), etc.
 As a result of the empirical study, the members of the research group developed and tested the organizational and pedagogical conditions for the formation of the readiness of future officers of the National Guard of Ukraine to perform assigned tasks in the anaerobic mode of motor activity (simulated extreme conditions of extreme conditions of service and combat activity).

Problem Statement: Kazakhstan is one of the first countries among post-soviet countries who started to reform psychological education. But graduates of psychological departments dont see real opportunities for professional self-realizationResearch Questions: It actualize the problem of quality of professional training among young psychologists and initiate interest of researchers to various aspects of development of their readiness to professional activityPurpose of the Study: Study the main determinant defining development of readiness for professional activity among future psychologists.Research Methods: Questionnaires: "Psychosocial potential of readiness for professional activity of the expert psychologist" "Diagnostics of professional identity of students psychologists" "An orientation on professional self-realization" "Satisfaction with the chosen profession" "Motivation of achievement of professional success" "Technique of research of temperament of the identity of students" "Technique of research of level of a psychological maturity of the personality".Findings: The findings of the present study allowed to allocate the components of readiness of future psychologists professional activity: psychosocial readiness for professional activity, professional identity, orientation, motivation, temperament, psychological maturity.Conclusions: Thus, psychosocial readiness for professional activity, professional identity, an orientation on professional self-realization, professional motivation, properties of temperament and a psychological maturity are the main determinants of development of readiness for professional activity in future psychologists.

The article is devoted to the formulation of the problem of understanding the organizational and legal grounds for the use of unmanned aerial complexes by personnel of the State Border Guard Service of Ukraine when performing combat missions during the defense, repulsion and deterrence of Russian armed aggression against Ukraine. Attention is focused on the fact that the use of unmanned aerial complexes during military operations significantly increases the combat capability of units and contributes to the conservation of both material and human resources. It is noted that the use of unmanned aerial complexes by border guards in combat missions is implemented within the framework of the duties defined in Article 19 of the Law of Ukraine «On the State Border Service of Ukraine.» The implementation of these duties is carried out through a specific form of service activity, not typical for peacetime, – service-combat activity, which is not currently regulated. Therefore, in the context of the involvement of border units in combat operations and the actual combat duties themselves, defined in Article 19 of the Law of Ukraine “On the State Border Service of Ukraine”, it is proposed to put the term “service and combat activities” into regulatory and legal circulation. It is noted that the organization of the use of unmanned aerial complexes of the State Border Service of Ukraine in service and combat activities is carried out in accordance with both general regulatory and legal acts for state aviation and departmental ones. The results of the study identified organizational and legal issues that, in our opinion, require resolution: introducing the term “service and combat activities of the State Border Service of Ukraine” into regulatory and legal circulation; the need to standardize approaches to arming unmanned aerial complexes of the State Border Guard Service of Ukraine; the need for regulatory clarification of the type of unmanned aerial complexes that can be used as a special means, in accordance with Article 21-2 of the Law of Ukraine «On the State Border Guard Service of Ukraine»; the need to create unified organizational approaches to training operators of unmanned aerial complexes in the State Border Guard Service of Ukraine, taking into account the combat experience of the Defense Forces of Ukraine.

Statement of the problem. The article identifies and analyzes the problem of effectiveness of game-based technologies in teaching a foreign language in order to form the elements of personal development of university students, important for their professional self-realization at the university. The purpose of the article is to prove empirically the influence of game-based technologies on the growth of elements of personal development that are important for the professional self-realization of students. The research methodology implies the analysis and synthesis of research works of international and Russian scientists recognized by the scientific community and the experience of teaching foreign languages to students of various fields of training through the introduction of game-based technologies in the educational process, as well as a description of experimental work, including a formative experiment. Research results. According to the results of the study, the leading role of value-semantic, motivational-necessary and functional-regulatory components of professional self-realization is established and the hierarchy of individual properties of student's personal subjectivity is determined. It is proved that the structure and content of criteria-cognitive, motivational and practical activities set in the study dominate the process of self-improvement of the student and change the integrity of professional self-realization as a process characterized by peculiarities of manifestation in educational and professional activities and, as an integrative personal formation, represented by the structure of personal properties of subjectivity, and focused on the implementation of the strategic goal of professional fulfillment. Conclusion. The three-year experiment confirmed the assumption that for the development of personal qualities and characteristics, such as professional self-realization, it is necessary to implement pedagogical conditions with the help of game-based technologies of continuous (integrative) learning. Game-based teaching method for the creation and implementation of pedagogical conditions of all types should be designed as a model that includes all educational components in the cultural educational environment to stimulate professional self-realization of students. At the same time, in the process of implementing pedagogical conditions with the help of game technologies, it is necessary to take into account self-organizing processes that force both students and teachers to go beyond the education of one discipline. As the problem under study is complex, further work is needed to ensure interdisciplinary approach to broaden research horizons.

The author demonstrates that the creation of conditions for self-actualisation within the chosen professional activity enables the person to achieve the desired social status and level of satisfaction with life. Particular attention is paid to the study of problems of self-actualisation of an individual in sports sector.The article considers professional self-actualisation as one of the important factors of personal development. Particular attention is paid to the study of the problems of seft- actualisation of the personality in sports sector as well as professional seft-actualisation of the personality in modern conditions.The article describes the psychological conditions for professional self-realization in the sphere of sports. It is mentioned that for the successful personal growth of those who have chosen sports, it is necessary to provide conditions for increasing the interest to this activity and practical implementation of the components related to self-realization process. The main psychological conditions for self-realization in sports make up a set of such processes as self-esteem, self-knowledge, self-improvement, self-development, self-organization, development of reflexive and sanogenic thinking, the purpose of which is to discover and develop the capabilities, abilities and qualities of a person to obtain the personal result. The author noticed that some of the indicators of professional self-realization achievement in sports are a professional improvement, achievement of sports results and individual style of the activities. Thus, the professional self-realization of an individual in sports is a complex process, which is considered to be essential for the realization of one’s potential in the professional activity and as a result, brings a sense of satisfaction from one’s contribution to work. Self-realization integrity of the individual depends on the level of mobilization of his/her inner resources. It is worth noting that the article can cause a broad discussion of the topical issues of athletes’ professional self-realization in modern realities.

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

Despite the fact that large-scale active hostilities have been ongoing in Ukraine since 2014, in recent years there has been a tendency to increase the number of women who want to connect their lives with the military profession. Objectives: to identify the characteristics of the professional motivation of female military personnel (N = 477) of the National Guard of Ukraine with different professional status. Methodology: the survey method using three questionnaires: “Questionnaire for determining the effectiveness of the service and combat missions by female military personnel”, “Questionnaire for studying the motivation for the professional choice of a law enforcement profession”, “Questionnaire for the study of the socio-psychological characteristics of women in military service”. Results. The survey revealed the types of motivation that ensure the adaptation and self-realization of women in the military sphere: among female contract service members the pragmatic type prevails, and by female cadets – institutional type. For female cadets who had just begun to study the military profession, the main motives for choosing were self-realization in professional activity, achieving success in a military career and usefulness to society. Female contract service members with experience of military service consider professional self-realization and material support as the main motives when choosing a profession. Currently, these motives contribute to the high-quality performance of official duties by Ukrainian women military personnel and ensure the high efficiency of their service in ordinary and extreme conditions.

An important task of education, in addition to the transfer of special knowledge and skills, is the formation of the structural components of the personality, which will ensure the high efficiency of future professional activities. The processes of integration of the Ukrainian education system into the European world educational space pose for educational institutions the problem of improving the quality of educational services, ensuring the proper level of the educational process. Modern society is largely interested in the psychological resources of the individual as the basis of all other resource components of the development of civilization. That is why the qualities of the person, which allow her to independently and actively act, make decisions, flexibly adapt to changing conditions of life, achieve success, professionally self-realize, should be formed and developed at all stages of education. Тhe main purpose of the article is to analyze the mechanisms of formation and functioning of the individual in the process of learning and professional activity and to provide recommendations to future specialists on their effective use of methods of psychological tools, the formation of psychological culture for the successful implementation of their personal and professional self-realization. The relevance of the topic is due to the current important changes in the educational system, related, in particular, to the understanding of a person as an entity - a person and a subject of professional activity. Special attention is paid to the problem of the development of the personality of a specialist, the formation of his professional values. We concentrate on the need to ensure the productive orientation of the individual, updating the motives for achieving it, increasing the need for self-development and self-realization, as well as increasing the adequacy of the tasks of the educational process to the real tasks that applicants have to solve at different stages of vocational training.

At present, the education of personnel of the Federal National Guard Troops Service in line with their professional activities plays an important role in maintaining the high combat readiness of the troops of the Russian Guard, as well as in successful completing service and combat missions for their intended purpose at a stated time. The paper studies the factors influencing the formation and development of professional attributes of personnel of the Federal National Guard Troops Service within the service and fighting activity. Based on the analysis of scientific literature, the author specifies three groups of factors influencing the training of servicemen and the staff of the Federal National Guard Troops Service: service-professional, environmental, and personal. The service-professional factors involve military (professional) training activities, performance of duties of combat service (on military duty), moral and psychological support, and other areas of service and combat activities. The environmental factors include the information environment, military personnel, family, friends, acquaintances, military rituals, wearing military uniforms, and military symbols. Personal factors reflect the intrapersonal level of mental activity of servicemen (employees) and imply motivation for self-improvement, the own activity of a person, and professional reflection. The author studied the opinions of officers regarding the importance of specified factors. The result showed the importance of all three groups of factors influencing the training of the RF National Guard personnel. According to the obtained data, the author concludes on the necessity to optimize the training process of the Russian Guard personnel by covering all areas of military professional activity.

In the context of a dynamically changing professional environment and increasing demands on specialists, higher education institutions are faced with the task of preparing graduates who are able to successfully integrate into the labor market and adapt to work in a rapidly changing professional environment. For effective professional training, it is not enough to simply transfer theoretical knowledge – it is necessary to integrate theory and practice, develop professional competencies, and form a value-based attitude to work and personal qualities necessary for future professional activity. It becomes obvious that it is necessary to form a student’s professional and work experience as one of the key results of the educational process. In the course of the theoretical study, a working definition of a student’s professional and work experience was proposed as an integral result of the educational process, expressed in the formation of sustainable professional motivation, a system of specialized knowledge and skills, as well as experience in solving professional problems in a real production environment. The structure of professional and work experience includes four interrelated components: motivational (characterizes the system of value orientations, motives and attitudes of the individual in relation to professional activity), cognitive (includes professional knowledge necessary for the implementation of work activity), activity (reflects the formation of professional skills and abilities, the ability to solve professional problems) and reflexive (expresses the student's ability to analyze and evaluate his/her professional activity, identify his/her strengths and weaknesses, plan his/her own professional development). The concept of labor education is aimed at developing a responsible attitude to work, professional motivation and readiness to perform production tasks. Professional and work experience is formed in the process of educational, research, project, industrial and extracurricular activities. Particular attention should be paid to mentoring, industrial practice and independent work of students. The formation of students' professional and work experience requires a targeted organization of the educational environment, integration of various types of activities and development of personal qualities. This approach ensures the successful adaptation of graduates to the requirements of the modern labor sphere, promotes their professional self-realization and effective entry into the professional community.

The article examines the impact of training sessions on the combat army system (BARS) on the formation of physical readiness of future officers for professional combat activities in the process of training in a military institute of higher education. Cadets of 2-3 courses (n=62) of S.P. Koroliov Zhytomyr Military Institute took part in the research. Two groups were formed: experimental (EG, n=32), whose cadets studied in the section of the institute on the combat army system, and control (CG, n=30), whose cadets studied under the current system of physical training in military institute. It was found that the level of development of physical qualities and the formation of military-applied skills in cadets who studied in the section BARS, at the end of the study is significantly higher than those who were engaged in physical training during sports and mass work. The most pronounced effect of BARS classes was found on the development of strength qualities, strength (static) endurance, as well as on the formation of professional military-applied skills in overcoming obstacles.

Introduction. The article deals with the analysis of the peculiarities of the professional activity of employees and officers of the Russian Federal Guard Service and substantiates its axiological content. In this context the importance of axiological components in the structure of the most significant professional qualities of employees and officers of power structures, which determine the effectiveness of their service and combat activity, is argumented. The article focuses on patriotic education as a special worldview, which is a deeply meaningful, constructive and positive attitude to traditional values, norms, views, ideals, history and culture of the ethnic group, nation, state, as well as on its direct influence on the formation and development of professionally significant competences and attitudes in representatives of law enforcement agencies. Some aspects of adaptation are touched upon. Research methods. The research was based on general scientific methods. The method of systematic analysis of various aspects of service activities of the Russian Federal Guard Service representatives was widely used. The subject of a separate analysis was socio-psychological and psychological and pedagogical diagnostics of their dominant value-sense orientations. Results. The authors summarise that awareness, internal acceptance and realisation of professional values are predictors of professional success of employees and officers of the Russian Federal Guard Service and can be considered as psychological criteria of professional selection.

Introduction. The article discusses the features of value and life-purpose orientations, the motivational sphere of the individual, which is currently one of the key topics in psychology. Value orientations and life-purpose orientations are interconnected and influence the formation of the individual, its development and the way the individual achieves goals in the activity. The development of the motivational component of the individual is closely related to the value-semantic sphere, which determines the direction and content of needs and motives. Of great importance are studies of various forms of motivation that affect the attitude to the matter, the quality of the work performed, the creative component of the activity. In the study, the authors consider the motivation to achieve success, as it plays an important role in successful educational and professional activity. In the conditions of modern society, fierce competition, a rapidly changing economic situation, specialists motivated to succeed have a better chance of being in demand and self-realization. Objective. To study the value and life-purpose orientations of students with different levels of motivation to achieve success. Materials and Methods . The following methods were used in our study: T. Ehlers' questionnaire "Motivation for achieving success", D. A. Leontiev's test "Meaningful orientations in life", M. Rokeach's test "Value orientations". The obtained data were processed using the Kruskal-Wallis H-criterion. Results . The study sample consisted of 60 DSTU students. As a result of the study, differences in value and meaning-of-life orientations were found in students with different levels of motivation for achieving success. The study showed that students with an average, high and very high level of motivation for achieving success showed greater awareness of their lives and have goals for the future. Students with low motivation for success are less inclined to analyze their life plans, less inclined to goal-setting, and less confident that a person's life can be subject to conscious control. Discussion. Studying the research of other scientists, we can conclude that motivation plays an important role in the period of potential realization and professional self-realization. The study revealed differences in the values of students with different motivation for success. Students with an average level of achievement motivation were found to have a predominance of conformist values.

В статті здійснюється аналіз психологічних характеристик, що сприяють підвищенню ефективності діяльності педагога, оптимізують процес виконання ним своїх професійних функцій. Визначено сукупність професійно важливих якостей, що сприяють успішній самореалізації особистості у сфері педагогічної діяльності. Висвітлено роль таких характеристик, як толерантність, низька конфліктність, впевненість в собі, комунікабельність, емпатійність, рефлексивність,  емоційна стабільність, у процесі професійної самореалізації педагога. Підкреслено необхідність розвитку зазначених характеристик в контексті реалізації особистісно орієнтованого підходу, як таких, що дозволяють встановлювати та підтримувати гармонійні взаємини із суб’єктами педагогічного процесу, розкривати потенціал учня, спрямовувати його на розвиток та вдосконалення власних здібностей. &nbsp

The presented results of a scientific and applied study consider psychological barriers and difficulties of future interpreters studying in the field of 45.03.02 “Linguistics”, profile “Translation and transla-tion studies” at the stage of professional training in higher education. Graduates' psychological readiness for professional activity is relevant. Based on the analysis of the obtained data, we propose projects of educational programs aimed at developing the psychological competencies of linguistics students and present proposals for improving the social and psychological training of bachelors. The research results show the need for the educational organization to cooperate with the professional community and the student in order to consider the needs and interests of all participants in the educational process. In practice, this interaction provides for the expansion of the psychological part of the main professional educational program and the acquisition of additional education by students. These decisions contribute to the form necessary competencies, improve professional activities, and personal growth of future specialists in translation. The introduction of the proposed changes to the educational program is a way to overcome psychological barriers in translation activities at the stage of professional training at the university, as a result, graduates realize the need for self-development and professional self-realization, overcome psychological difficulties with moti-vation, gain confidence in their abilities. The demand for such specialists in the labor market is increasing