Developing an integrative approach to career guidance assessment based on students’ psychophysiological and cognitive characteristics.

Abstract

Abstract

Introduction. The article addresses the current state of research on identifying students’ individual career inclinations in the context of career assessment. The modern system of career guidance faces challenges related to rapid changes in the labor market and the need to develop interdisciplinary competencies. Traditional methods based on assessing interests and subjective responses have several limitations: they insufficiently reflect the multifaceted nature of intelligence, are susceptible to social desirability bias, and do not account for objective indicators of cognitive activities. The aim of this study is to develop and describe a concept of career guidance diagnostics based on a combination of professional interest assessment, evaluation of intelligence components, and measurement of neurophysiological indicators of cognitive load. Materials and Methods. The study was conducted within the framework of a theoretical and methodological approach. An analytical review of research investigations was conducted to identify the limitations of existing methods and the potential for integrating psychophysiological and psychometric instruments. As a conceptual basis, D. Wechsler’s factor theory of intelligence and a psychophysiological approach involving the registration of physiological indicators during cognitive testing were used. Results. The article proposes a model of career guidance diagnostics that includes three levels: (1) assessment of professional interests; (2) identification of the structure of intelligence with key components (verbal-logical, logical-mathematical, spatial, figurative, and social); (3) measurement of psychophysiological correlates of cognitive load. A classification of professional fields was developed, taking into account the subject of work and the intelligence profile. It is emphasized that the comprehensive approach allows for consideration of psychological, cognitive, and physiological aspects of students’ professional self-determination. The authors emphasize that the use of the proposed model in educational institutions and career guidance centers can facilitate a more accurate identification of individual inclinations and competencies, potentially improving the quality of counseling and diagnostic work. Conclusions. In conclusion, it is stated that the integration of psychometric and psychophysiological methods ensures the objectivity of career guidance diagnostics and can be applied to support effective professional self-determination.