Influence of valuable and meaningful sphere of personality onto the development of strategic thinking in the period of early adulthood

The purpose of the article (statement of the problem). Coverage of the influence of the value-semantic sphere on the development of strategic thinking of the individual in the early adulthood in the process of learning through the disclosure of the content of psychological support for the development of these issues. Experimental study included: forming and ascertaining experiment. The methodology package includes: "Test of assessment of critical thinking of high school students" developed by Yu.F. Gushchin and N.V. Smirnov; Methods of studying personal creative abilities developed by Tunic; "The Social Intelligence test" developed by J. Guilford; "Methods of diagnostics of the level of development of reflexivity" developed by Karpov; The-test questionnaire "study of volitional self-regulation" was developed by Zverekova and Eidman. Questionnaire for identifying actual needs of the adult population in psychological and educational services. It is revealed that only 28% of students are ready to build their own professional development strategy. This was evidenced by a significant proportion of low indicators of strategic component development. In addition, it was found that in addition to quality professional education, in order to further effective professional development students need to develop a value-meaning sphere to find personal meaning of professional activity, the formation of practical skills in finding a place of work, the development of strategic thinking, etc. The relevance of the topic of research is determined by the need to study the theoretical and methodological foundations of psychological support for training different categories of adults and the development of practical tools that will bring the national adult education system closer to the world standards, including in the UNESCO recommendations. The expediency and importance of the results of the study is determined by the social need to create adequate time requirements for a system of psychological support for the education of different categories of adults.