Revista
de la
Universidad
del Zulia
Fundada en 1947
por el Dr. Jesús Enrique Lossada
DEPÓSITO LEGAL ZU2020000153
Esta publicación científica en formato digital
es continuidad de la revista impresa
ISSN 0041-8811
E-ISSN 2665-0428
Ciencias
Sociales
y Arte
Año 13 N° 38
Septiembre - Diciembre 2022
Tercera Época
Maracaibo-Venezuela
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Methods of diagnosing the motivational and value component of the
culture of safety of professional activity of future occupational safety
and health engineers
Elviza Abiltarova*
Valentyna Radkevych**
ABSTRACT
The article presents the results of the study, which reveal the methods of diagnostics of the
motivational and value component of the culture of professional activity among future
engineers in occupational safety, and aims to study the impact of the pedagogical system of
the culture of safety of professional activity in future safety engineers, at work on the
formation of the motivational and value component. The students who specialized in "Civil
safety" in the field of knowledge, specialization "Labor protection" (226 students in the
control group and 221 students in the experimental group) in different regions of Ukraine
participated in the research. The results of the study confirm significant positive changes in
the levels of formation of the motivational and evaluative component of the safety culture of
professional activity in future occupational safety engineers. According to the results of the
pedagogical experiment, the effectiveness of the proposed author's measures during the
implementation of the pedagogical system of formation of the safety culture of professional
activity in future occupational safety engineers is proved.
KEYWORDS: Culture of safety of professional activity, vocational training, occupational
safety and health engineer, Development strategies, vocational education.
*Institute of Vocational Education and Training of the National Academy of Educational Sciences of
Ukraine, Vito-Lytovskiy Lane, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0001-9747-3303. E-mail:
elviza2008@gmail.com
** Institute of Vocational Education and Training of the National Academy of Educational Sciences of
Ukraine, Vito-Lytovskiy Lane, Kyiv, Ukraine. ORCID: https://orcid.org/0000-0002-9233-5718. E-mail:
mrs.radkevich@gmail.com
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Recibido: 07/06/2022 Aceptado:
27/07/2022
Métodos de diagnóstico del componente motivacional y valorativo
de la cultura de seguridad en la actividad profesional de los futuros
ingenieros en seguridad y salud en el trabajo
RESUMEN
El artículo presenta los resultados del estudio, que revelan los métodos de diagnóstico del
componente motivacional y valorativo de la cultura de la actividad profesional entre los
futuros ingenieros en seguridad del trabajo, y tiene como objetivo estudiar el impacto del
sistema pedagógico de la cultura de la seguridad de la actividad profesional en futuros
ingenieros de seguridad, en el trabajo sobre la formación del componente motivacional y
valorativo. Participaron en la investigación los estudiantes que se especializaron en "Seguridad
civil" en el campo de conocimiento, de la especialización "Protección laboral" (226 estudiantes
en el grupo de control y 221 estudiantes en el grupo experimental) en diferentes regiones de
Ucrania. Los resultados del estudio confirman cambios positivos significativos en los niveles
de formación del componente motivacional y valorativo de la cultura de seguridad de la
actividad profesional en los futuros ingenieros de seguridad laboral. De acuerdo con los
resultados del experimento pedagógico, se comprueba la efectividad de las medidas de autor
propuestas durante la implementación del sistema pedagógico de formación de la seguridad
de la cultura de la actividad profesional en los futuros ingenieros de seguridad en el trabajo.
PALABRAS CLAVE: Cultura de seguridad de la actividad profesional, formación profesional,
ingeniero de seguridad y salud en el trabajo, estrategias de desarrollo, formación profesional.
Introduction
United Nations General Assembly Resolution of September 25, 2015 “Transforming our
World: The 2030 Agenda for Sustainable Development” (UN General Assembly Resolution
Transforming Our World: The 2030 Agenda for Sustainable Development, 2015), Draft
Sustainable Development Strategy of Ukraine by 2030 (Sustainable Development Strategy of
Ukraine by 2030: Draft, 2019), Conventions and reports of The International Labor
Organization focuses on the need to assess occupational risks at work and implement
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measures to prevent occupational injuries in order to reduce accidents and occupational
diseases. Given this, the formation of the culture of safety of professional activity (hereinafter
referred to as CSPA) in future occupational safety engineers, as main managers in the field of
occupational safety in organizations, is an important component of their training.
The concept of “safety culture” was first introduced in 1986 by the International Atomic
Energy Advisory Group (INSAG) of the International Atomic Energy Agency (IAEA), which in
its report concluded the need to develop the culture of safety as the main safety principle of
nuclear power plants (INSAG-4, 1991). The concept of the culture of safety was later
supported by the International Labor Organization, the International Civil Aviation
Organization, and the World Health Organization.
Theoretical analysis of scientists’ views on this problem shows that the formation of
CSPA among future occupational safety and health engineers as a subject of research has
always been at the center of philosophical, noxological, economic, sociological, psychological,
environmental and pedagogical research. In particular, it is established that from the
standpoint of philosophy, the safety culture is seen as the security of the individual and the
security of the state, philosophical understanding of the culture of safety lays the foundation
for the development of such a direction as “safety philosophy” (Rybalkin, N. N., 2006),
Fetisova, Yu. V., 2009). Noxological science promotes the development of risk-oriented
thinking (Uglanova, V. Z., 2019), sociological science facilitates the formation of corporate
values in the field of safety, as well as norms of safe behavior in the workplace (Doroshenko,
V. A., Zhartaev, E. M., & Sekacheva, A. A., 2016, Kuznetsov, V. N., 2002). Economics considers
the culture of safety as one of the methods of prevention of occupational injuries
(Marchishina, Y. I., Melnik, V. V., & Sapura, N. V., 2016). In psychological and pedagogical
research, the safety culture is associated with the role of the human factor in accidents at
work, human behavior in dangerous situations, the theory of staff motivation, psychological
methods of improving occupational safety, psychological climate in the team, organizational
culture (Griffin, M. A., & Neal, A., 2000, Gutsykova, S. V., 2016, Zohar, D., 2000). At the same
time, it was found that in the vast majority of scientific pedagogical works the safety culture is
considered through the culture of life safety, culture of personal safety, culture of social
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security, methods and forms of teaching or education (Gorbunova, K. M., & Kurepin, V. M.,
2018, Ignatenko, S. A., 2019, Kuzmenko, O. S., 2017 Kulalaeva, N. V., 2018, Sharovatova, O. P.,
2018). However, no fundamental work has been found on the formation of the culture of
safety of professional activity directly among future occupational safety engineers. The results
of the study of the formation of the culture of safety of professional activity in future
occupational safety engineers indicate an insufficient level of theoretical development and
practical implementation of solutions to this problem.
In the course of scientific research of this problem, we came to the conclusion that the
CSPA of a future safety engineer is an integrative complex of the personality of a specialist,
which is expressed in values to preserve life, working ability and health in the workplace;
reflects the system of professional knowledge, skills, professionally important qualities for the
prevention and prevention of occupational injuries, is characterized by a high degree of
responsibility, self-organization and self-development, based on a deep awareness of safety
priorities in solving professional problems (Abiltarova E. N., 2019). To the structural
component of the CSPA of the future occupational safety engineer, we have included the
following components:
‒ motivational and value (value orientations and attitudes, motives for safe professional
activity);
‒ cognitive (knowledge of laws, regulations and standards in the field of labor
protection);
‒ activity (ability to identify and assess hazards and risks to safety and health at work;
‒ ability to prevent hazards, accidents; ability to determine the adequacy of planned
and effective measures to protect against hazards and risks;
‒ skills and abilities to use safe methods and tools);
‒ personal (professionally important qualities and abilities that ensure the safety of
professional activity in the workplace).
In order to form certain components, we have developed a pedagogical system for the
formation of CSPA in future occupational safety engineers, aimed at increasing and improving
the motivational and value sphere, professional knowledge, skills and professionally
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important qualities to prevent occupational injuries, gain experience in safe professional
activity and communication on occupational safety at the appropriate stages of its
implementation (project, process-technological, evaluation-reflective) during the study in
higher education institutions through the implementation of goals (general, strategic, tactical,
final); content of formation (labor protection, organizational and managerial, legal, ergonomic,
health, communicative); forms of organization of educational activities that provide
interaction (problem lecture, lecture-visualization, lecture-dialogue, lectures-discussions,
lectures one to one, practical and laboratory work of interactive work, workshops, problem
seminars); methods (problem, moderation, training, brainstorming, professional activity
modeling); interactive pedagogical technologies (games, technologies of cooperation, project,
case studies, technologies of vitagenic training, information and communication); complex of
educational and methodical support. In this article we aim to present the methods of
diagnosing the motivational and value component of CSPA in future occupational safety
engineers and reveal the results of experimental testing of the impact of pedagogical system
of formation of CSPA in future occupational safety and health engineers on the formation of
motivational and value component of CSPA.
1. Research methodology and methods
In order to test the influence of the pedagogical system of CSPA formation of future
occupational safety and health engineers on the formation of CSPA components, we used a
pedagogical experiment which covered three stages: ascertaining, formative and generalizing.
At the ascertaining stage of the experiment, we determined the criteria and indicators
for diagnosing the level of formation of CSPA in future safety engineers; control and
experimental groups were formed; the analysis of the current level of development of needs
and motives in CSPA, formation of professional knowledge and skills, professionally
important qualities is carried out. At this stage of the study, the following methods were used:
statement experiment; study and generalization of pedagogical experience; interviews,
questionnaires, conversations, self-assessment, and method of expert assessments,
quantitative and qualitative analysis.
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The formative stage of the pedagogical experiment included substantiation,
development and testing of the pedagogical system of CSPA formation among future
occupational safety engineers; final diagnosis of the results of approbation of the pedagogical
system, determination of the levels of formation of CSPA in future occupational safety
engineers. During the formative experiment we used the following research methods:
pedagogical formative experiment, modeling, constructing self-assessment, expert
assessment, conversation, observation, questionnaire, statistical analysis of the obtained data.
The generalizing stage of the experiment included statistical and quantitative
descriptive analysis of the experimental results, systematization and generalization of the
results of the experimental research. At this stage of the study, we used the following
methods: methods of measurement and mathematical processing, qualitative and
quantitative analysis, graphical interpretation of the data.
The pedagogical experiment was carried out in higher education institutions of six
regions of Ukraine (Volyn, Zaporizhia, Khmelnytsky, Lviv, Rivne and Kharkiv regions).
Students majoring in 263 “Civil Security” in the field of knowledge 26 “Civil Security” with
specialization in “Labor Protection” (226 students of the control group and 221 students of
experimental group) were involved in the pedagogical experiment. In addition, 127 teachers of
higher education institutions and 112 occupational safety and health engineers of industrial
enterprises and organizations took part in the study.
Given that the purpose of this article is to present and substantiate the results of the
pedagogical experiment to diagnose the levels of CSPA in future occupational safety and
health engineers by motivational and value criteria, we will further present the method of
diagnosing motivational and value component. Thus, to determine the initial level of
motivational and value component of CSPA in future occupational safety engineers the
following methods were used:
– methods of assessing the “hierarchy of person’s needs of A. Maslow”;
– methods of assessing the motivation for success and fear of failure (N. Bordovskaya,
A. Rean);
– methods of A. Rean and V. Yakunin in the modification by N. Badmaeva;
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– self-assessment questionnaire on the formation of the motivational and value
criterion of CSPA of future occupational safety engineers.
According to the method of assessing the “hierarchy of person’s needs of A. Maslow”,
we obtained the results that characterize the distribution of the degree of importance of the
need for professional safety among students (Raygorodsky, D. Ya., 2001). Answers in the
methodology to the questions 2, 3, 9, and 19 allowed identifying the degree of formation of
security needs from the presented list of needs: physiological needs, security needs, social
needs, needs for respect, the need for self-expression. The sum of points for each type of need
allowed us to track the structure of the hierarchy of needs. In general, out of the five possible
degrees of hierarchy, it was accepted to assign 5 and 4 degrees to the low (basic) level
(assignment of 1 and 2 points, respectively), to the middle (sufficient) level – 3 degrees
(assignment of 3 points), to the high level – 2 and 1 degree with 4 and 5 points.
In the course of the research and experimental work, motivational advantages in
students’ educational activities were evaluated as the third indicator of the motivational
component. The assessment was carried out according to the method of A. Rean and
V. Yakunin in the modification of N. Badmaeva (Rean, A. A., Bordovskaya, N. V., & Rozum,
S. I., 2002) from 1 to 5 points: up to 2.5 points – basic (reproductive) level, up to 3.75 points –
sufficient (constructive) level, up to 5 points – high (creative) level). This technique allowed
to identify the presence of communicative, professional, social, educational and cognitive
motives, as well as motives for avoidance, prestige and creative self-realization.
The study used a method of assessing the motivation for success and fear of failure
(N. Bordovskaya, A. Rean) (Rean, A. A., Bordovskaya, N. V., & Rozum, S. I., 2002). If the
number of points ranged from 1 to 7, the motivation of fear of failure was stated. The sum of
8 to 13 points indicated that the motivational pole is not clearly expressed. However, for the
number of 8‒9 points, the benefits are shifted to the motivation of fear of failure, while for the
number of 12‒13 points – to the motivation of success. The sum of points from 14 to
20 allowed to state the motivation for success. The results of this technique are analyzed
together with a methodology that demonstrates the attitude to risk. Researchers
(D. McClemand, F. Burcard) claim that people with a high fear of accidents (fear of failure)
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are more likely to find themselves in similar situations than those who are highly motivated to
succeed. Setting on protective behavior at work depends on the degree of perceived risk, the
predominance of motivation and experience of failure at work (Raygorodsky, D. Ya., 2001).
In addition, the block of diagnostic methods included the questionnaire of self-
assessment of the formation of motivational and value criterion of CSPA of future safety
engineers, where students were asked to self-assess the level of formation of motivational and
value criterion for each of the indicators on a 9-point scale. 1 point is assigned if the indicator
is not formed, and 9 points if fully formed.
2. Results and discussion
Motivational and value component of the formation of CSPA in future occupational
safety engineers provides motivation and focus of the safety engineer on the formation of
safety culture and its further development in professional activities. This component is
expressed in the value attitude to their own health and life, increased motivation to maintain
health and life in the workplace, a positive attitude to health and safety requirements and the
desire to implement and comply with them, focus on interaction and partnership in the
development of conscious safety culture of employees, the pursuit of self-improvement.
To diagnose the levels of formation of the motivational component of CSPA in future
occupational safety engineers, a motivational and value criterion was chosen, which includes
the following indicators:
‒ value attitude to one’s own health and healthy lifestyle;
‒ awareness of the value of human life in the process of work;
‒ positive attitude to legislative and regulatory requirements on labor protection;
‒ the need for conscious compliance with legal norms in the field of labor protection
and a positive attitude to perform professional activities taking into account safety
requirements;
‒ expressed interest in the rational organization of the workplace and work space;
‒ degree of understanding of the need to ensure and practical implementation of
occupational safety at all levels of occupational safety management;
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‒ positive motivation for communicative interaction and partnership in the field of
developing the conscious culture of safety among employees;
‒ a strong desire of self-improvement of their own level of safety culture.
To differentiate the developed criteria and indicators of the formation of the
motivational component of CSPA of future occupational safety engineers, we have identified
the following levels of CSPA of future occupational safety engineers: basic (reproductive),
sufficient (constructive) and high (creative).
At the ascertaining stage, the research of the level of formation of the motivational
component of CSPA of future occupational safety and health engineers was carried out. The
results of the study are presented in Table 1.
As can be seen from the data presented in the table at the ascertaining stage of the
experiment, most students have the basic (reproductive) and sufficient (constructive) level of
formation of the indicators of motivational and value component of CSPA of future safety
engineers.
Table 1. The results of diagnosing the levels of formation of CSPA of future occupational safety
and health engineers by motivational and value criterion (at the ascertaining stage of the
experiment)
Indicators
Groups / Total
number of people
Levels
χ2
Basic
(reproductive)
Sufficient
(constructive)
High (creative)
Relation to the
total number
of
respondents,%
Number of
respondents,
persons
Number of
respondents,
persons
Relation to the
total number
of
respondents,%
1. Value attitude to one’s own
health and healthy lifestyle;
awareness of the value of human
life in the process of work
CG
35.0
113
34
15.0
0.2182
EG
36.2
111
30
13.6
2. Positive attitude to legislative
and regulatory requirements of
labor protection; the need for
conscious observance of legal
norms in the field of labor
protection and a positive attitude
to the performance of professional
CG
27.0
139
26
11.5
0.3144
EG
26.7
140
22
10.0
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activities taking into account
safety requirements
3. Expressed interest in the
rational organization of the
workplace and work space; the
degree of understanding of the
need to ensure and practically
implement the labour safety at all
levels of occupational safety
management
CG
30.5
139
18
8.0
0.5664
EG
32.6
135
14
6.3
4. Positive motivation for
communicative interaction and
partnership in the field of
developing the conscious safety
culture of employees
CG
23.9
156
16
7.1
0.8681
EG
23.5
148
21
9.5
5. Steady aspiration for self-
improvement of one’s own level of
safety culture
CG
41.2
96
37
16.4
0.154
EG
43.0
91
35
15.8
The general level of formation
of the component
CG 226
31.5
129
26
11.6
0.0941
EG 221
32.4
125
24
110
Analysis of the results of the diagnosis showed that the majority of students (50.0 % in
CG and 50.2 % in EG) have the sufficient (constructive) level of values to their own health
and healthy lifestyle and awareness of the value of human life in the workplace. It should also
be noted that 45.2 % of CG students and 41.2 % of EG students have the sufficient
(constructive) level of desire to self-improve their own level of safety culture. The number of
students on the indicator of “positive attitude to legislative and regulatory requirements of
labor protection; the need for conscious observance of legal norms in the field of labor
protection and a positive attitude to the performance of professional activities taking into
account safety requirements” with a basic and sufficient level is 27.0 % and 61.5 % in CG, and
26.7 % and 63.3 % in EG respectively. This indicator at a high (creative) level is 11.5 % in CG,
and 10.0 % in EG.
The similar situation is observed in the analysis of the indicator of “positive motivation
for communicative interaction and partnership in the field of developing the conscious safety
culture of employees”. In CG, the basic level and sufficient level are 23.9 % and 69.0 %,
respectively, in EG – 23.5 % and 67.0 %. On the background of the indicators of positive
motivation and lack of awareness of the need for safety, the indicator of “expressed interest in
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the rational organization of the workplace and work space; the degree of understanding of the
need to ensure and practically implement the labour safety at all levels of occupational safety
management” is also manifested mainly at the basic and sufficient levels. In CG and EG, the
basic (reproductive) level of this indicator is 30.5 % and 32.6 %, respectively, with a share of
sufficient (constructive) level of 61.5 % and 61.1 %.
The results of mathematical processing showed that at the beginning of the
experiment CG and EG were identical on the motivational and value component. The tabular
data show that χ2 emp = 0.0941 <χ2 cr = 5.99, i. e. the differences are considered insignificant,
which proves, respectively, the homogeneity of the sample. In addition, the table presents
statistical data on individual indicators of this component, thus, for the indicator #1 χ2 emp =
0.2182 < χ2 cr = 5.99, for the indicator #2 χ2 emp = 0.3144 < χ2 cr = 5.99, for the indicator
#3 χ2 emp = 0.5664 < χ2 cr = 5.99, for the indicator #4 χ2 emp = 0.8681 < χ2 cr = 5.99, for the indicator
#5 χ2 emp = 0.1546 < χ2 cr = 5.99. Accordingly, the characteristics of the compared samples for the
motivational and value component as a whole (as well as for a single indicator) at the
ascertaining stage coincides with the level of significance p = 0.05.
Thus, at the ascertaining stage of the study, the generalized indicators of the levels of
the formation of CSPA among future occupational safety engineers according to the
motivational and value criterion in CG and EG have insignificant deviations (Figure 1).
Thus, it can be stated that at the beginning of the experiment the students of CG and
EG groups both did not have the need of professional safety formed. The results of the
analysis showed that students demonstrate a propensity for risk and, as a result, may risk
their health and lives. This is because the risk-taking is directly related to the number of
mistakes made. In addition, the insufficient need for conscious observance of legal norms in
the field of labor safety and positive attitude to lead professional activities with the
consideration of safety requirements may be manifested in the absence or lack of interest in
safety issues, which ultimately adversely affects professional choices between dangerous and
safe activities.
In general, the study of the motivational and value component suggests that at the
beginning of the formative experiment, students show a clear lack of understanding of the
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importance of security issues and lack of interest in them in the context of majoring I
263 “Civil Security” in the field of knowledge 26 “Civil Security” of “Labor Protection”
specialization. Thus, the data obtained at the ascertaining stage of the experiment, showed
the need for the formation of CSPA in future occupational safety and health engineers on the
motivational and value criterion.
The results of diagnosing the levels of formation of CSPA in future safety engineers by
motivational and value criteria at the formative stage are presented in Table 2. As can be seen
from the data presented in the table, at the formative stage, students of CG still have a basic
and sufficient level of formation of indicators of the motivational and value component of
CSPA.
Figure 1. Generalized results of diagnosing the levels of the formation of CSPA of future
occupational safety and health engineers by motivational and value criterion (at the
ascertaining stage of the experiment)
Thus, the indicator “value attitude to one’s own health and healthy lifestyle” in the CG
is demonstrated at the level of 33.0 % and 50.4 %. However, in EG, despite the fact that the
sufficient level of this indicator is 34.5 %, the high level reached 50.0 %. The number of
students in the CG at a high level on this indicator is 16.5 %. The most tangible positive
changes have taken place in the formation of a lasting desire for self-improvement of one's
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own level of safety culture.
Comparative analysis (Table 3) of the results of the ascertaining and formative stages of
the study of CSPA of future safety engineers of CG and EG on the indicators of motivational
and value criterion made it possible to identify dynamic changes in the levels of values,
motives and aspirations to master CSPA, in particular, more significant positive changes
occurred in EG students. Compared to the results of CG respondents, the share of EG
students with the high (creative) level of formation of the motivational and value component
of CSPA in future safety engineers is higher by 29.2 %; with the sufficient (constructive) level
is lower by 13.2 %; with the basic (reproductive) level is lower by 16.0 %.
The analysis of the levels of formation of the motivational and value component of
CSPA of future occupational safety and health engineers shows the presence of effective
positive changes. In particular, the number of students with the high (creative) level of
formation of CSPA in future safety engineers on the motivational and value criterion at the
formative stage in EG is 43.8 %, which is 32.8 % more than the results of the statement stage;
with the sufficient (constructive) level is 43.5 %, which is 13.1 % less than the results of the
statement stage; with the basic (reproductive) level is 12.7 %, which is 19.7 % less than at the
ascertaining stage (Table 3).
According to the results of mathematical processing, after the experiment there were
differences in CG and EG. The tabular data show that χ2 emp = 49.1318 > χ2 cr = 5.99.
Accordingly, the reliability of the differences of the compared samples by the motivational
component with the significance level p = 0.05 is confirmed. In addition, the table presents
statistical data on individual indicators of this component (χ2 emp = 58.2786; 56.5512; 34.8547;
43.1741; 62.1150 > χ2 cr = 5.99). Thus, it is possible to assert a statistical significance of
differences for the level of ρ = 0.05 in CG and EG after the experiment, both for individual
indicator and for the component as a whole.
To illustrate the data in Table 3 and to display of the dynamics of changes in the levels
of formation of CSPA of future occupational safety engineers on the motivational and value
criterion, we present a diagram (Figure 2). The results of the diagram analysis show that the
increase in indicators that characterize the high (creative) level and, accordingly, the decrease
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in indicators that correspond to the sufficient (constructive) and basic (reproductive) levels
are more represented in students of the experimental group.
The data of comparative analysis show that the indicators of the motivational and value
component of CSPA of future occupational safety and engineers in traditional training are also
formed, but the process is carried out sporadically and is not systemic. However, it is clear
that students are changing their attitude to the problems of awareness of the value of human
life in the process of work, and they began to understand what may be the consequences of
non-compliance with safety requirements. Increasing interest in safety issues has affected
awareness of the need for safety.
Table 2. The results of diagnosing the levels of formation of CSPA of future occupational safety
engineers by motivational and value criterion (at the formative stage of the experiment)
Indicators
Groups / Total
number of people
Levels
Basic (reproductive)
Sufficient (constructive)
High (creative)
Number of
respondents,
persons
Relation to the
total number
of
respondents,%
Number of
respondents,
persons
Relation to the
total number
of
respondents,%
Relation to the
total number
of
respondents,%
1. Value attitude to one's
own health and healthy
lifestyle; awareness of the
value of human life in the
process of work
CG
74
33.0
113
50.4
16.5
EG
34
15.5
76
34.5
50.0
2. Positive attitude to
legislative and regulatory
requirements of labor
protection; the need for
conscious observance of
legal norms in the field of
labor protection and a
positive attitude to the
performance of professional
activities taking into
account safety
requirements
CG
57
25.4
136
60.7
13.8
EG
21
9.5
101
45.9
44.5
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3. Expressed interest in the
rational organization of the
workplace and work space;
the degree of understanding
of the need to ensure and
practically implement the
labour safety at all levels of
occupational safety
management
CG
63
28.1
130
58.0
13.8
EG
26
11.8
118
53.6
34.5
4. Positive motivation for
communicative interaction
and partnership in the field
of developing the conscious
safety culture of employees
CG
49
21.9
145
64.7
13.4
EG
21
9.5
112
50.9
39.5
5. Steady aspiration for self-
improvement of one's own
level of safety culture
CG
78
34.8
111
49.6
15.6
EG
38
17.3
71
32.3
50.5
The general level of
formation of the
component
CG 224
64
28.7
127
56.7
14.6
EG 220
28
12.7
96
43.5
43.8
Table 3. Dynamics of CSPA formation levels of future occupational safety and health engineers
according to the motivational and value criterion (at the ascertaining and formative stages of
the experiment)
Levels
Ascertaining stage of the experiment
Formative stage of the experiment
Dynamics, %
Control groups
Experimental groups
Control groups
Experimental
groups
Experimental groups
Relation to the
total number
of
respondents,%
Relation to the
total number
of
respondents,%
Number of
respondents,
persons
Relation to the
total number
of
respondents,%
High creative
11.6
11.0
33
43.8
+32.8
Sufficient
constructive
56.9
56.6
127
43.5
-13.1
Basic reproductive
31.5
32.4
64
12.7
-19.7
Total
100
100
224
100
Figure 2. Dynamic changes in the levels of formation of CSPA of future occupational safety
and health engineers by motivational and value criterion
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Conclusion
The pedagogical experiment on the problem of formation of CSPA of future
occupational safety and health was implemented, during which the real state of formation of
CSPA in future safety engineers was determined according to the motivational and value
criterion. Experimental verification of the effectiveness of the pedagogical system of CSPA
formation in future safety engineers showed that there was a significant increase in the levels
of CSPA formation according to the motivational and value criterion. The use of innovative
technologies, distance learning systems, training technologies, cases contribute to the
formation and development of important motivational and value orientations of future
occupational safety engineers (value of their own health and healthy lifestyle; awareness of the
value of human life in the work process; positive attitude to the legislative and regulatory
requirements on labor safety; expressed interest in the rational organization of the workplace
and work space), which form the foundation for sustainable development of applicants, for
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the formation of a person with a safe mindset and conscious attitude to their own safety and
the safety of the whole team, a high level of responsibility.
The results of the analysis of the levels of formation of CSPA of future occupational
safety engineers in CG and EG, which were obtained in the process of ascertaining and
forming stages of the experiment, testify to the effectiveness of the proposed author’s
measures and give grounds to assert the effectiveness of the developed pedagogical system of
formation of CSPA of future occupational safety and health engineers in higher education
institutions.
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