Мотивационно-ценностные конструкты самоорганизации личности в семантическом пространстве образования

Introduction. This psychological research addresses the problem of motivational-value self-organization of teachers and students in education. The purpose of the article is to determine the features of motivational and value self-organization of teachers and students in the post-Soviet educational environment. Materials and Methods. The research was conducted from 2002 to 2020 on the basis of higher education institutions and secondary schools in Ukraine (Donbass, the Nikolaev Region) and the Crimea. The sample consisted of 2128 people including students doing degrees in the fields of Humanities, Law, Economics, and Engineering; secondary school teachers and students; academic staff of higher education institutions. The study has investigated the constructs of motivational-value self-organization of teachers and students in terms of meaning of life orientations. The author developed and used ‘motivational-value self-organization inventory’ in order to disclose levels and types of personal values as well as factors determining personal life goals. Results. The main research findings are that (1) ‘Individual pragmatic type’ of motivational-value self-organization predominates among value orientations of teachers and students (education, work, happiness in private life, housing and material well-being, health, etc.); (2) teachers and students are not focused on social (public achievements and problems), cultural (existence and civilization) or moral values. (3) Students are more optimistic about self-fulfillment and more internal in clarifying their life goals. Conclusions. The article concludes that motivational-value self-organization being a personal quality is developed within the sociocultural environment (educational semantic space) which determines personal identity.