The phenomenon of psychological readiness of future public servants for professional activities as a subject of scientific investigation

Introduction. The issue of psychological readiness among future civil servants for professional activities is a highly relevant area of research amid the ongoing transformation of geopolitical processes in modern society.

Aim. The present research aims to develop the structure of psychological readiness for professional activities among future civil servants at the higher education level. It also seeks to identify the priority directions for its formation based on an analysis of the personal potential of students enrolled in educational programmes in the field of “State and Municipal Management”.

Methodology and research methods. The structure of psychological readiness of future civil servants for professional activity was developed by comparing the requirements outlined in the Federal State Educational Standard of Higher Education for programme 38.03.04, “State and Municipal Management”, with the key principles of the concept of personal potential developed by D. A. Leontiev and the polysystem approach to subjective self-actualisation proposed by S. I. Kudinov. The empirical study was conducted across three branches of the Russian Presidential Academy of National Economy and Public Administration (RANEPA) under the President of the Russian Federation, using the diagnostic tool “Test of Judgments of Self-Actualisation of Personality”, developed by S. I. Kudinov. A total of 211 first- and fourth-year students participated in the survey.

Results and scientific novelty. The developed structure of future civil servants’ psychological readiness for professional activity provides a methodological framework for diagnosing the resources and risks associated with the formation of psychological readiness during higher education. The authors identified value-target, dynamic, and emotional components as resource factors among first-year students, with 27.3% to 40.9% of responses falling within the high-value segment. In the fourth year, the predictive, cognitive, organisational, and value-target components were predominant, accounting for 22.2% to 33.3% of responses in the high-value segment. Across all survey participants, the authors identified egocentric motivation and the presence of personal barriers as risk factors, with up to 21% of responses exhibiting high values on each scale.

Practical significance. The results of this study can be valuable in designing the psychological conditions for training future civil servants at the higher education level, including through personalised psychological support for their professional and personal development.

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