FORMATION OF MOTIVATIONAL COMPONENT OF A CADET’S ACMEOLOGICAL COMPETENCE

Introduction. On a way to high results in professional activity it is necessary to the future specialist in the conditions of studies in higher educational establishment to own an acmeological competence by the ground of which is developed acmeological motivation. Purpose. The inalienable component of acmeological competence (complex description of cadet of higher educational establishment, that represents formed acmeological motives, values, knowledge, abilities, skills, important personality-professional qualities; provides the self-development methods, self-perfection for the effective solution of difficult tasks and unforeseeable situations in the personality and professional spheres of vital functions) is motivational one. The structure of marked component includes motivation of self-development, self-realization, self-perfection, achievement of success, development of professional and acmeological direction, acquisition of professional mastery. The aim of the article is theoretically to analyze the content of motivational component of acmeological competence of cadets and practical verification of ways of its forming. Methods. In the process of research we were use theoretical and comparative analyses, direct and mediated supervisions, diagnostic methodologies (motivation of professional activity (of К. Zamfir), achievement of success and dread of failure (of О. Rean); tests of self-assessment of motivation of cadets; generalization. Results. Organization and realization of experimental research envisaged realization of constant, forming, control stages. The results of initial diagnostics gave possibility to educe mainly middle and low levels of motives of achievement of success, success in profession, formed of internal motivation on the achievement of “acme”; lack of acmeological knowledge, abilities to development the acmeological motivations that is needed in the achievement of professional and personality tops. Originality. Work in development and forming the acmeological motivation of cadets came true due to the use of row of forms and methods: meetings, dialogues, discussions, lessons in “acmeological school”, motivational training, that must positively influence on cadets with the aim of appearance of interest to work on the development of acmeological reasons. Conclusion. According to the results of control experiment is educed that the amount of cadets of ЕG with the sufficient level of development grew on 8,7%, with a high level – on 5%. In CG indexes remained without changes.