The dynamics of psychology students’ professional self-identity: the results of the empirical research

Alexey Sergeevich Lukyanov; Marina Vladimirovna Lukyanova; Viktor Viktorovich Enin; Svetlana Vladimirovna Ofitserova; Dilyara Viktorovna Fursova

Alexey Sergeevich Lukyanov North Caucasus Federal University, Russia
Marina Vladimirovna Lukyanova North Caucasus Federal University, Russia
Viktor Viktorovich Enin North Caucasus Federal University, Russia
Svetlana Vladimirovna Ofitserova North Caucasus Federal University, Russia
Dilyara Viktorovna Fursova Branch of Stavropol State Pedagogical Institute, L. Tolstogo St., Russia

Keywords: Professional self-identity, psychology students, professional self-identity parameters.

Abstract

The article presents the results of the research on psychology students’ professional self-identity. The study was aimed to identify the specific character of the links between professional self-identity parameters (such as self-attitude, academic motivation, level of aspiration, career and life-purpose orientations) of the first-, second-, third-, fourth-year psychology students and to find out the distinctions between these parameters in different years of study at university. The experimental sample consisted of four groups of psychology students from different years of study aged 17-23, the sample size was 137 students (M = 20.3, SD = 1.2). The research methods included “Career Anchors” questionnaire by E. Schein, “Motivation to success” questionnaire by T. Ehlers, the self-test questionnaire for self-attitude diagnosing by V.V. Stolin and S.R. Panteleeva, A.A. Rean and V.A.

Yakunin’s technique for diagnosing students’ academic motivation, V.K. Gerbachevsky’s questionnaire for assessing level of aspiration, D.A. Leontiev’s test for determining life-purpose orientations. The statistical analysis was carried out by means of IBM SPSS Statistic 22 (H-Kruskal-Wallis, ρ-Spearman criteria). According to the research results, the links between psychology students’ professional self-identity parameters change significantly with students’ moving onto the next year of study and the levels of formation of students’ professional self-identity parameters vary in different years of study.

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Author Biographies

Alexey Sergeevich Lukyanov, North Caucasus Federal University, Russia

North Caucasus Federal University, Russia

Marina Vladimirovna Lukyanova, North Caucasus Federal University, Russia

North Caucasus Federal University, Russia

Viktor Viktorovich Enin, North Caucasus Federal University, Russia

North Caucasus Federal University, Russia

Svetlana Vladimirovna Ofitserova, North Caucasus Federal University, Russia

North Caucasus Federal University, Russia

Dilyara Viktorovna Fursova, Branch of Stavropol State Pedagogical Institute, L. Tolstogo St., Russia

Branch of Stavropol State Pedagogical Institute, L. Tolstogo St., Russia

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