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DOI: https://doi.org/10.34069/AI/2024.75.03.13
How to Cite:
Yaremchuk, N., Sirant, N., Lozynska, S., Zavatska, N., & Boiaryn, L. (2024). Life tasks and value orientations of future teachers
under conditions of a digital educational environment. Amazonia Investiga, 13(75), 156-166.
https://doi.org/10.34069/AI/2024.75.03.13
Life tasks and value orientations of future teachers under conditions of
a digital educational environment
Життєві завдання і ціннісні орієнтації майбутніх педагогів в умовах цифрового освітнього
середовища
Received: February 7, 2024 Accepted: March 22, 2024
Written by:
Nataliya Yaremchuk1
https://orcid.org/0000-0001-7218-6543
Nelya Sirant2
https://orcid.org/0000-0002-8075-1511
Svitlana Lozynska3
https://orcid.org/0000-0002-9413-5496
Nataliia Zavatska4
https://orcid.org/0000-0001-8148-0998
Liliia Boiaryn5
https://orcid.org/0000-0003-4636-5577
Abstract
The present study aims to establish and
substantiate statistically significant correlations
between the life tasks and value orientations of
future teachers in training in a digital educational
environment. Valid and reliable
psychodiagnostic tools were applied to measure
the study variables. Two correlation matrices
were constructed: one between the terminal and
instrumental values and another between these
values and the parameters of life tasks. The
results reveal that the values “entertainment”,
“high demands” and “responsibility” present the
greatest number of significant correlations,
which indicates that they are the most dependent
values and prioritized by future teachers. A
notable finding is that the parameter “integrity of
life” does not correlate significantly with any of
the values studied. This suggests that life
1
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Primary and Preschool Education,
Ivan Franko National University of Lviv, Lviv, Ukraine. WoS Researcher ID: F-7222-2019
2
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Primary and Preschool Education,
Ivan Franko National University of Lviv, Lviv, Ukraine. WoS Researcher ID: AAM-9272-2021
3
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Primary and Preschool Education,
Ivan Franko National University of Lviv, Lviv, Ukraine. WoS Researcher ID: AAM-8527-2020
4
Doctor of Psychological Sciences, Full Professor, Head of the Department of Practical Psychology and Social Work, Volodymyr
Dahl East-Ukrainian National University, Kyiv, Ukraine. WoS Researcher ID: GJE-7575-2022
5
Doctoral student of Department Social Psychology and Social Work, Volodymyr Dahl East Ukrainian National University, Kyiv,
Ukraine. WoS Researcher ID: AAC-8588-2022
Yaremchuk, N., Sirant, N., Lozynska, S., Zavatska, N., Boiaryn, L. / Volume 13 - Issue 75: 156-166 / March, 2024
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integrity is an autonomous dimension in the lives
of future teachers. The correlations identified in
this study have important implications for the
planning and organization of the quality
educational process in universities, particularly
in digital environments.
Key words: distance education, self-regulation,
educational environment, inclusion, educational
and professional preparation, professional
readiness, university.
Introduction
A rapid pace of the modern life requires training
for qualified professionals who will meet the
current demands and will be able to adapt and
constructively act under conditions of permanent
social transformations. The cataclysms sweeping
the global space encouraged thinking about the
value and efficiency of digital technologies. The
COVID-19 pandemic, local military conflicts,
terroristic attacks, social-political and economic
confrontations have accelerated the development
of virtual space, creating conditions for pursuing
education in a distant format. Obviously, the
outlined preconditions have also contributed to
the rapid development of artificial intelligence.
Correspondingly, application of artificial
intelligence should facilitate solving the urgent
human problems. Such social transformations
could not but influence value orientations of
students and, apparently, affected their
operational component – life tasks that will be
examined in this research. Articulation of the
above problem determined the organization of
research on the Ukrainian sample which was
under martial law and qualitatively reflected the
social-psychological reality. The outlined social-
psychological reality is an instant time dimension
between the past and the future which can be
studied using the obtained empirical results,
through the development of critical thinking
(Arbeláez-Campillo et al., 2020), the formedness
of a civic position (Arbeláez-Campillo et al.,
2018), the ability to construct affecting the
future. This is confirmed by the respondents’
dominant mental states which are partly
accompanied by stress disorders, a long-term
effect of distress, consequences of the
experienced traumatic events, and sufferings
causing flashbacks and intrusions. We hope that
creation of a developmental educational
environment, constructed with digital
technologies, and meeting the present demands
will allow solving the urgent problems of training
future teachers.
Hypothesis. Life tasks have a regular correlation
with future teachers’ values determined by the
conditions of educational-professional
preparation.
Purpose is to establish and substantiate
statistically significant correlations between life
tasks and value orientations of future teachers
taking academic courses under conditions of a
digital educational environment.
Literature review
Value orientations in the structure of
personality. Value orientations comprise a
verified system of principles which is
characterized by an individual’s focus on their
needs and interests. Value orientations are the
major component of personality structure and,
correspondingly, determine an individual’s life
orientations. Life attitudes, the worldview
development, and the formation of attitudes
towards others play an important role in the life
of adolescents. Educational-professional
preparation is a leading type of mental activity
affecting the development of adolescents
pursuing a profession (Kononenko et al., 2020).
Formation of value orientations in adolescents.
The formation of value orientations occurs in
activities on the basis of the gained competencies
and experience, and is reflected through external
and internal intentions (Halian et al., 2020). The
formed professional readiness and the aspiration
for self-realization often make young people to
resort to professional migration (Popovych et al.,
2023), which is a temporary method for solving
urgent problems. The temporary nature consists
in the fact that, having solved urgent problems
related to financial support, young people face
new difficulties which are more complicated and
lie in the plane of professional and personal
identity. Researchers I. Popovych et al. (2023)
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found that professional identity of future
professionals depends on a life choice and is
formed during educational-professional activity.
Pursuing a profession, students experience crisis
tendencies accompanied by disappointments in
choosing a future profession and the discrepancy
between their expectations and the reality they
faced. In other words, they are not ready to solve
urgent professional problems. It was
substantiated and proved that unpreparedness for
professional activity testifies to low dispositional
self-development, a lack of desire and readiness
for self-education. The studies related to other
professional fields also found and convincingly
substantiated that the reality faced by students in
workplace practice, even automation of work
processes meant for reducing the role of “human
factor” sometimes make students think over the
value of the chosen profession (Zinchenko et al.,
2019; 2020).
Relationship between life tasks and value
orientations of an individual. Value orientations
are characterized by high assimilative capacity,
i. e. they affect life-creative processes through
life tasks, have a direct correlation with an
individual’s resilience (Tytarenko & Larina,
2009). Life tasks are internal intentions of an
individual and operationalization of their life
expectations. It was established that social
expectations are closely related to life
orientations (Stelmashchuk et al., 2023) and
motivational orientation of an individual.
Researchers believe that value orientations in the
dimensions of an individual’s actual activity are
associated with motivations and social
expectations. The reason for this is their similar
content and organic unity of these phenomena.
Other studies show that educational professional
activities of students are accompanied by coping
strategies and the work of defense mechanisms.
The latter qualitatively affect cognitive
processes, causing a decrease in efficiency as
proved in the studies by V. Plokhikh (2023).
Psycho-emotional loads of future teachers, the
necessity to develop tolerant behavior (Halian et
al., 2020), important general, integral and special
competencies, a lack of well-formed time
competence put enormous pressure which can
accelerate psycho-emotional burnout. This risk
factor as well as psychological safety deprive
professionals of many mental resources.
Conditions, challenges and opportunities of a
digital educational environment. An important
and necessary condition for creating a digital
educational environment is the application of
modern digital and information-communication
technologies. Learning in the virtual space
requires creation of a safe educational
environment. Information security and cyber
security are the key challenge. The problem of
students’ reduced activeness during online
distance learning is equally important
(Hudimova et al., 2021). Researchers N. Pavlyk
and O. Radzimovska (2023) highlight the
necessity to take into consideration that
individuals with special educational needs may
be present in a digital educational environment.
The presents of students with special educational
needs requires not only creating a safe and
inclusive educational environment, but also the
organizers’ understanding of all features of the
creation of an educational inclusive environment.
On the one hand, rapid improvement of hardware
and software offers many opportunities for
creating a digital environment, and, on the other
hand, it requires timely and permanent changes.
Therefore, the training of future teachers should
be based on conditions, challenges and
opportunities of the current situation in
education.
Retrospective analysis of life tasks and of value
orientations of future teachers under conditions
of a digital educational environment
demonstrates the depth and complexity of the
scientific issue we are researching. Life tasks and
value orientations are important at all stages of
educational-professional activity, have a
considerable impact on dispositional
development, adaptation in the workplace and
initial professionalization. We have to establish
and substantiate statistical correlations with
further operationalization in educational process
taking into consideration the present reality.
Methods
Participants. The sample involved students of
two universities which were forced to take
academic courses in a distance education format:
Ivan Franko National University of Lviv (Lviv
region, Ukraine) and Kherson State University
(Kherson region, Ukraine – relocated Ivano-
Frankivsk region, Ukraine). They were students
of degree programs in pedagogy and planned to
work as teachers in the future. The sample
consisted of n = 79 participants – females (n =
65; 82.28%) and males (n = 14; 17.72%) whose
age ranged from 18 to 23 years. The sample
parameters: (M = 20.11; SD = ±3.93; SE = .198;
min = 18.00; max = 23.00; Mo = 19; Me = 20.00).
Organization of Research. The summative
research strategy was applied in the first semester
of the 2023–2024 academic year and all the
activities were performed in October –
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November: we received consent of the Ethical
Committee, developed and approved the research
strategy, prepared standard blanks of
questionnaires in Google Forms, randomly
selected respondents and performed summative
assessment. The participants were informed
about the research in advance and took part in it
voluntarily. Filling out anonymous forms by the
participants and observance of non-disclosure of
personal data on the part of the organizers
ensured confidentiality of the research
procedure. Anonymity of the survey, awareness
and voluntary participation ensured reliable and
significant results.
Research Limitation. The minimal possibility of
controlling the participants who meet the age
range and the main criterion of being trained
under conditions of an educational digital
environment is the key caveat in organizing the
research sample. Using Google Forms and
observing confidentiality also prevented us from
controlling the sample by all the criteria. We
hope that the experience of conducting
experimental research allowed avoiding mistakes
and random participants in the sample. Since it is
not always possible to control the dependent
variable in similar studies, our research is
considered to be a quasi-experiment and does not
claim to be an ideal experiment. The above
limitations do not reduce the value of the
findings, but rather highlight ecological validity
of the researched phenomenon.
Procedures and instruments. The method
“Value orientations” (VO) M. Rokeach (1973) is
based on the ranking of two classes of values:
terminal and instrumental. This psycho-
diagnostic tool is considered to be flexible,
efficient, quite convenient and economical for
diagnosing and processing results. The basis of
the method comprises two lists of values
(eighteen values in each one) which had to be
arranged in order of importance by respondents,
viewing them through the prism of their life
principles. The method “Life tasks of an
individual” (LTI) (Tytarenko & Larina, 2009)
contains eighty-seven statements to which
respondents had to respond either “agree” or
“disagree”. The method combined a quite
differentiated list of scales: the scale of
motivation for life tasks, containing five
subscales (motivation for materialistic
satisfaction, money, comfort; motivation for
achieving success, prestige, power, recognition;
motivation for self-constitution; motivation for
creativity; localization of life tacks by the areas
“family”, “education and work”, “health”,
“friends”); the scale of structuring life time,
containing two subscales (availability of
structured time; remoteness of structuring); the
scale of attitude towards the future; the scale of
subjective activeness; the scale of operational
characteristics of life tasks containing five sub-
scales (strategy; hardiness; wholeness of life;
flexibility; activeness – exhaustion); and also the
scale of frankness. The established coefficient α-
Cronbach used to check homogeneity of
empirical data showed a high level (.908) by the
method “Value orientations (Rokeach, 1973) and
a satisfactory level (.714) by the method “Life
tasks of an individual” (Tytarenko & Larina,
2009).
Statistical Analysis. The obtained empirical data
were downloaded from Google Forms to “MS
Excel”. Then the empirical data were prepared
for work with the program “SPSS” v. 29.00.01.
The figures are presented using “MS Office
Word 2007”. Standard statistical coefficients
were used to establish statistically significant
correlations. The levels of p ≤ .050; p ≤ .010; p ≤
.001 are considered to be significant.
Results
Tabl. 1 gives the main descriptive frequency
characteristics of the examined parameters by the
methods “SAT” (Aleshina et al., 1987), “LMO”
(Leontyev, 2006) and “MSP” (Milman, 1990).
Tabl. 1 gives the main descriptive frequency
characteristics of the respondents’ terminal
values identifies with the method “VO” M.
Rokeach (1973).
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Table 1.
Descriptive frequency characteristics of the respondents’ terminal values (n = 79)
Value
Mean (M)
Median
(Me)
Mode
(Mo)
Standard deviation
(SD)
Minimum
(min)
Maximum
(max)
Т1
6.16
5.00
1
±5.410
1
18
Т2
9.47
10.00
16
±5.063
1
18
Т3
7.97
8.00
3
±5.033
1
18
Т4
9.54
10.00
13
±4.668
1
18
Т5
12.00
14.00
14
±4.739
2
18
Т6
9.29
8.00
5
±5.144
1
18
Т7
7.70
7.00
2
±5.231
1
18
Т8
10.30
12.00
a
12
±4.556
1
18
Т9
11.78
12.00
16
±4.178
1
17
Т10
10.18
10.00
14
±5.025
1
18
Т11
9.62
10.00
11
±4.262
2
17
Т12
9.73
9.00
9
±4.782
1
18
Т13
12.49
13.00
18
±4.489
1
18
Т14
7.11
6.00
1
±5.081
1
18
Т15
9.96
10.00
18
±5.370
1
18
Т16
10.33
10.00
a
9
±5.235
1
18
Т17
10.35
10.00
11
±5.313
1
18
Т18
6.52
6.00
2
±4.582
1
18
Source: Personal elaboration, October/November, 2023.
Note: a – there are several modal values, the smallest value is shown; T1 – life activeness; T2 – life wisdom; T3 –
health; T4 – interesting job; T5 – beauty of nature/art; T6 – love; T7 – financial security; T8 – good friends; T9 – social
vocation; T10 – cognition; T11 – productive life; T12 – development; T13 – entertainments; T14 – freedom; T15 –
happy family life; T16 – happiness of others; T17 – creativity; T18 – self-confidence.
The main descriptive frequency characteristics of
terminal values are given for efficient analysis of
the empirical data. Since the methodology
involves ranking, the lowest parameters of the
mean (M) correspond to the highest ranks of the
values in the general list. It was found that such
values as life activeness (Т1) (M = 6.16; SD =
±5.410); self-confidence (Т18) (M = 6.52; SD =
±4.582) and freedom (Т14) (M = 7.11; SD =
±5.081) were ranked first, second and third,
respectively. Such terminal values as social
vocation (Т9) (M = 11.78; SD = ±4.178); beauty
of nature/art (Т5) (M = 12.00; SD = ±4.739) and
entertainments (Т13) (M = 12.49; SD = ±4.489)
were in the last ranks. Comparison with similar
studies was not performed since ranking is a
specific method which is sensitive to a sample
and social situation, depends on demographic
characteristics and other criteria. The proposed
parameters of terminal values outlined the
general purpose and meaning of the respondents
under conditions of a digital educational
environment.
Tabl. 2 presents the main descriptive frequency
characteristics of the respondents’ instrumental
values identified with the method “VO”
M. Rokeach (1973).
Table 2.
Descriptive frequency characteristics of the respondents’ instrumental values (n = 79)
Value
Mean (M)
Median
(Me)
Mode
(Mo)
Standard deviation
(SD)
Minimum
(min)
Maximum
(max)
І1
9.49
10.00
15
±5.472
1
18
І2
10.68
12.00
17
±5.012
1
18
І3
10.08
11.00
a
7
±5.507
1
18
І4
8.84
10.00
13
±5.594
1
18
І5
10.32
12.00
15
±5.148
1
18
І6
7.28
6.00
1
±5.051
1
18
І7
11.29
12.00
18
±5.778
1
18
І8
8.80
9.00
a
3
±4.955
1
18
І9
8.96
9.00
9
±4.805
1
18
І10
8.33
7.00
2
±5.168
1
18
І11
9.92
10.00
11
±4.774
1
18
І12
8.51
8.00
5
±4.420
1
18
І13
10.01
10.00
6
±5.080
1
18
І14
9.58
9.00
7
±5.170
1
18
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І15
10.25
9.00
8
±4.937
1
18
І16
8.87
9.00
10
±4.853
1
18
І17
10.04
10.00
9
±4.921
1
18
Source: Personal elaboration, October/November, 2023.
Note: a – there are several modal values, the least value is shown; І1 – neatness; І2 – courteousness; І3 – high demands;
І4 – cheerfulness; І5 – diligence; І6 – independence; І7 – intolerance of flaws; І8 – educatedness; І9 – responsibility;
І10 – rationalism; І11 – self-control; 12 – courage in defending one’s opinion; І13 – strong will; І14 – patience; І15 –
broad-mindedness; І16 – honesty; І17 – performance; І18 – sensitiveness.
The data on instrumental values are given using
a similar algorithm. It was stated that the values:
independence (І1) (M = 7.28; SD = ±5.051);
rationalism (І10) (M = 8.33; SD = ±5.168) and
courage in defending one’s opinion (І12) (M =
8.51; SD = ±4.420) are ranked first, second and
third respectively. The instrumental values:
broad-mindedness (І15) (M = 10.25; SD =
±4.937); diligence (І5) (M = 10.32; SD = ±5.148)
and intolerance of flaws (І7) (M = 11.29; SD =
±5.778) were in the bottom ranks. It is
noteworthy that the above parameters, through
the descriptive frequency characteristics,
allowed determining the respondents’ belief that
their behavior and personality traits are important
under conditions of a digital educational
environment.
Tabl. 3 presents the main descriptive frequency
characteristics of the parameters by the method
“LTI” (Tytarenko & Larina, 2009).
Table 3.
Descriptive frequency characteristics of the parameters by the method “LTI” (n = 79)
Parameters
Mean (M)
Median
(Me)
Mode
(Mo)
Standard
deviation (SD)
Minimum
(min)
Maximum
(max)
MLT
30.8101
31.0000
37.00
7.99050
10.00
45.00
MLSM
5.9494
6.0000
6.00
2.69805
.00
10.00
MAS
4.5190
5.0000
5.00
2.65475
.00
11.00
MS
5.2152
6.0000
6.00
2.40550
.00
10.00
MC
4.8734
5.0000
5.00
2.49804
.00
11.00
FA
1.6203
2.0000
.00
1.73430
.00
5.00
EW
3.0000
3.0000
5.00
1.68705
.00
5.00
H
3.7342
5.0000
5.00
1.53346
.00
5.00
FR
1.8987
2.0000
.00
1.99097
.00
5.00
SLT
12.1772
12.0000
21.00
6.00803
2.00
22.00
AST
4.8101
4.0000
2.00
3.19485
.00
10.00
TC-T
.6203
1.0000
1.00
.48842
.00
1.00
TC-1
.9620
.0000
.00
1.00566
.00
2.00
ЧК-5
1.8608
3.0000
3.00
1.46527
.00
3.00
TC-40–50
1.7722
.0000
.00
1.99968
.00
4.00
TC-EL
1.8908
3.0000
3.00
1.896527
.00
3.00
AF
2.1519
.0000
.00
2.49147
.00
5.00
SA
5.0886
4.0000
a
4.00
3.06841
.00
10.00
OCLT
5.2911
6.0000
6.00
2.68018
.00
10.00
ST
25.8734
26.0000
24.00
7.34038
12.00
42.00
HRD
5.6709
6.0000
4.00
3.17733
.00
12.00
WL
5.0380
6.0000
6.00
2.69588
.00
10.00
FL
5.8987
6.0000
4.00
2.26226
.00
10.00
A–E
5.0380
4.0000
4.00
2.19231
.00
10.00
F
4.2278
4.0000
a
2.00
2.52144
.00
10.00
Source: Personal elaboration, October/November, 2023.
Note: a – there are several modal values, the least value is shown; MLT – motivation for life tasks (general scale);
MLSM – motivation for life satisfaction with material things; MAS – motivation for achieving success; MS –
motivation for self-constituting; MC– motivation for creativity; FA – family; EW – education and work; H – health;
FR – friends; SLT – structured life time; AST – availability of structured time; TC-T – time contour “today”; TC-1 –
time contour “1 year”; TC-5 – time contour “5 five years”; TC-40–50 – time contour “40–50 years”; TC-EL – time
contour “entire life”; AF – attitude towards the future; SA – subjective activeness; OCLT – operational characteristics
of life tasks; ST – strategy; HRD – hardiness; WL – wholeness of life; FL – flexibility; A–E – activeness/exhaustion;
F – frankness.
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The scale of frankness (F) used in the method
demonstrated its effectiveness. We excluded the
data of two respondents and the research sample
comprised n = 79 future teachers. The main
descriptive characteristics relevantly reflecting
the constructed social reality were determined in
all the tasks. Comparison with similar studies
was not performed, since, unlike instrumental
values, the proposed parameters have higher
sensitivity and operational efficiency. It is
noteworthy that there are no significant
differences between the obtained data and the
data obtained by other researchers on similar
samples. The proposed descriptive
characteristics ensured replication of the
empirical research.
Correlations of terminal values with the
parameters of an individual’s life tasks were
established. For the convenience of ranking, the
parameters of terminal values obtained by the
method “VO” M. Rokeach (1973) were
converted into Т-scores. Fig. 1 presents a
correlation pleiade of the researched parameters.
Figure 1. Correlation pleiade of the respondents’ terminal values and parameters of life tasks (n = 79)
Source: Personal elaboration, October/November, 2023.
Note: direct correlations at p ≤ .050; direct correlations at p ≤ .010; inverse
correlations at p ≤ .010; inverse correlations at p ≤ .050; T1 – life activeness; T2 – life wisdom; T3
– health; T4 – interesting job; T5 – beauty of nature/art; T6 – love; T7 – financial security; T8 – good
friends; T9 – social vocation; T10 – cognition; T11 – productive life; T12 – development; T13 –
entertainments; T14 – freedom; T15 – happy family life; T16 – happiness of others; T17 – creativity; T18
– self-confidence.
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The correlation pleiade of terminal values
demonstrates forty significant correlations (p ≤
.050; p ≤ .010), seventeen correlations being
direct, the rest of them being inverse. The
strongest correlations are characteristic of the life
tasks: MAS (rs = -.326; p = .002); С (rs = .295;
p<.004) and EW (rs = .288; p<.005). The terminal
values with the strongest correlations are as
follows: life wisdom (rs = .295; p<.004); good
friends (rs = -.326; p = .002) and social vocation
(rs = .288; p<.005). The following life tasks have
no correlations: the time contour “5 years”;
strategy; the wholeness of life and flexibility.
The following terminal values have no
correlations: freedom and creativity. The value
“entertainments” having six correlations is the
most dependent and dangerous one.
Correlations of instrumental values with the
parameters of an individual’s life tasks were
established. For the convenience of ranking, the
parameters of instrumental values determined by
the method “VO” M. Rokeach (1973) were
converted into Т-scores. Fig. 2 presents a
correlation pleiade of the researched parameters.
Figure 2. Correlation pleiade of the respondents’ instrumental values and parameters of life tasks (n = 79)
Source: Personal elaboration, October/November, 2023.
Note: direct correlations at p ≤ .050; direct correlations at p ≤ .010; inverse
correlations at p ≤ .010; inverse correlations at p ≤ .050; І1 – neatness; І2 – courteousness; І3 – high
demands; І4 – cheerfulness; І5 – diligence; І6 – independence; І7 – intolerance of flaws; І8 – educatedness;
І9 – responsibility; І10 – rationalism; І11 – self-control; 12 – courage in defending one’s opinion; І13 –
strong will; І14 – patience; І15 – broad-mindedness; І16 – honesty; І17 – efficacy; І18 – sensitiveness.
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The correlation pleiade of instrumental values
demonstrate forty-two significant correlations
(p ≤ .050; p ≤ .010), twenty-four correlations
being direct, and the rest of them being inverse.
Ten life tasks have the strongest correlations: FA
(rs = -.264; p = .009); SLT (rs = -.357; p < .001);
AST (rs = .263; p = .010); TC-1 (rs = .299;
p = .004); TC-5 (rs = -.278; p = .007); TC-40–50
(rs = =.276; p<.007) ST (rs = -.262; p = 010); HRD
(rs = -.262; p = 010); FL (rs = -.421; p < .001 and
A–E (rs = -.289; p = .005). The instrumental
values with the strongest correlations are as
follows: high demands; cheerfulness; diligence;
responsibility; rationalism; self-control; strong
will; patience. The following tasks have no
correlations: motivation for life satisfaction with
material things; the time contour “today” and the
wholeness of life. The instrumental value
“performance” has no correlations. The values
“high demands” and “responsibility” having five
significant correlations are the most dependent
and dangerous values.
Discussions
The issue of an individual’s life tasks in the
context of changed conditions of a social reality,
which are the conditions of a digital educational
environment, is highly topical. Scientific
research contains a considerable number of
theoretical and experimental studies on value-
oriented and meaningful spheres of personality
(Halian et al., 2020; Rokeach, 1973; Tytarenko
& Larina, 2009). Life tasks are a unique construct
that is capable of demonstrating realization of the
most important forms of self-prediction which
are the most real in terms of readiness of an
individual and an external situation for them
(Tytarenko & Larina, 2009). Life tasks under
conditions of a digital educational environment
demonstrate shifts and transformations occurring
as a result of a new social reality. The fact that
the parameter “wholeness of life” (WL) has no
significant correlations in both correlation
pleiades (see Fig. 1 and Fig. 2), i. e. remains
autonomous, is alarming. Since the wholeness of
life is reflected in self-awareness and self-
acceptance, indicates completeness and
development of one’s talents and inner strength,
autonomy testifies to a lack of regular
correlations with values. It is obvious that the
wholeness of life is not a priority life task in the
current empirical dimension. Since the values
“entertainments”, “high demands” and
“responsibility” have the largest number of
significant correlations, they are evidently
dependent and prioritized. Whereas the value
“entertainments” has always been important for
adolescents, it dominates under current
conditions, highlighting a hedonistic tendency in
young people. It is noteworthy that the
instrumental values “high demands” and
“responsibility” are located next to each other.
Responsibility is an important instrumental value
demonstrating a conscious attitude towards
responsibilities and life tasks.
As convincingly demonstrated in the research by
V. Plokhikh (2023), defense mechanisms
accompanying higher education students have a
qualitative impact on cognitive processes,
reducing efficiency of future teachers’
educational-professional training. Changed
conditions, continuous movement towards the
future, which is unknown and accompanied by
stressful situations, educational-professional
training being an example of this movement,
determine activation of these processes.
Expectedly, the time contour “5 years”, strategy
and flexibility have no correlations with terminal
values (see Fig. 1). These life tasks structure the
nearest contour of the future in the dimensions of
pursuing a profession and adaptation in the
workplace, and demonstrate a general purpose
under conditions of a digital educational
environment. At the same time, the life tasks
“flexibility” and “strategy” have a considerable
number of significant correlations with
instrumental values. Obviously, an individual’s
attitude towards certain conditions of life
activities is reflected through instrumental
values, that is confirmed by the obtained
correlation pleiade.
The obtained combination of correlations of
terminal and instrumental values with life tasks
established under conditions of a digital
educational environment which should ensure
quality educational-professional training sheds
light on a number of regular correlations. We
cannot state determinacy of these correlations or
the impact of life tasks on the respondents’
values on the basis of the obtained results.
However, it can be a prospect of our scientific
research. The obtained correlations emphasize a
number of important scientific facts which are
alarming and require additional examination and
implementation in educational process.
Conclusions
We performed theoretical-methodological
analysis and substantiated life tasks and value
orientations which are important at all stages of
educational-professional activity, have a
considerable impact on dispositional
development, adaptation in the workplace and
content parameters of initial professionalization.
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The descriptive frequency characteristics of all
the researched parameters were found. Two
correlation pleiades were created: of terminal and
instrumental values with the parameters of life
tasks. It was substantiated that the values
“entertainments”, “high demands” and
“responsibility” have the largest numbers of
significant correlations, because they are the
most dependent and prioritized values.
It was noted that life tasks under conditions of a
digital educational environment demonstrate
shifts and transformations occurring as a result of
a new social reality. We underscored the fact that
the parameter “wholeness of life” (WL) has no
correlations in both correlation pleiades, i.e. it is
autonomous. It was elucidated that the wholeness
of life is reflected in self-awareness and self-
acceptance, indicates completeness and
development of one’s talents and inner strength.
It was assumed that the wholeness of life is not a
priority life task of the respondents under current
conditions. It is recommended that organizers of
a digital educational environment should create
interactive workspaces that would promote the
development of talents and the disclosure of
creativity of future teachers.
It was generalized that the obtained correlations
highlight a number of important scientific facts
which are alarming and require additional
examination and implementation in educational
process.
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