scholarly journals COMMUNICATIVE AND EMOTIONAL INDICATORS OF PROFESSIONAL IDENTITY IN FUTURE DOCTORS

2019 ◽  
Vol 12 (3) ◽  
pp. 17-26
Author(s):  
Darya Aleksandrovna Dubrovina ◽  
Vadim Anatolevich Shumakov ◽  
Olga Alexandrovna Titova
Keyword(s):  
Correlation Analysis ◽  
Professional Identity ◽  
Personality Development ◽  
Statistical Processing ◽  
Self Determination ◽  
Problem Solving Skills ◽  
Third Stage ◽  
Self Actualization ◽  
Professional Self ◽  
Emotional Indicators

Aim. Professional identity in modern psychological and pedagogical studies is connected withthe issues of professional self-determination, personality development, and self-actualization andreflected in the maturity of professional self-identification. Identifying oneself with other people inintercultural communication is a dynamic characteristic of professional identity. A positive professionalidentity is provided by the confidence in the choice made and respect for profession in society.The purpose of this article is to reveal the communicative and emotional indicators of professionalidentity in future doctors, which are formed during their study in medical universities. Materialsand methods. Communicative and emotional indicators reflect the professional qualities of adoctor directly connected with communication and the ability to control emotions in a dialog betweena patient and doctor. Such indicators include objective, standardized, and constructive communicationprocedure, the ability to control one’s emotions and the emotions of other people. Thearticle provides the data of the empirical study of communicative and emotional indicators obtainedwith the following methods: “The assessment of the correlation between ‘I am an ideal doctor’ and‘I am a real doctor’”, “Hall’s EQ emotional intelligence test”. Fifty students from the medical universityaged from 19 to 22 years participated in the study. Statistical processing of the data obtainedwas performed by means of cluster and correlation analysis (Spearman correlation analysis) withthe SPSS Statistics 17.0 software. Results. The analysis of empirical data about the correlationsbetween the indicators was performed, the main stages of their formation during the study inmedical universities were described. Conclusion. The communicative and emotional indicatorsof professional identity in future doctors are formed during their study in medical universities.The correlations between a standardized communication procedure, the control of one’s emotionsand the emotions of other people are genetically primary. These conclusions allow us to describethe main stages of psychological and pedagogical provision of professional identity in future doctors:the first stage is connected with acquiring the rules of professional etiquette, speech cultureand techniques, the methods of nonverbal communication and listening to patients; the secondstage deals with the ability to control one’s emotions and to be objective; the third stage contributesto problem-solving skills in a form of role and business games aimed at the development ofemotional and communicative qualities.

scholarly journals Values of Professional Sphere in Youth Subcultures

2020 ◽  
Vol 13 (1) ◽  
pp. 27-39
Author(s):  
Anna Sheveleva
Keyword(s):  
Young People ◽  
Correlation Analysis ◽  
Statistical Processing ◽  
Self Determination ◽  
Professional Values ◽  
Spearman Correlation ◽  
Career Anchors ◽  
Terminal Values ◽  
Youth Subcultures ◽  
Professional Self

Background: Solving the problem of professional self-determination is an important task of social development in adolescence. All social functioning of the personality takes place in the context of culture, with subculture being one of its components. Objective: Identification of peculiarities of ideas about professional values in different youth subcultures. Methods: The respondents are young people belonging to the subcultures “rock” and “anime”, and those who do not belong to any subcultures, a total of 180 people. The techniques “Career Anchors” by E. Schein and “Terminal values questionnaire” by I.G. Senin were used. The methods of statistical processing are Spearman correlation analysis, Friedman criterion, Mann-Whitney criterion. Results: The differences of ideas about professional values in different subcultures and at the persons who do not refer themselves to any subcultures are revealed. The results describe the preferences of different career anchors and their consistency or inconsistency towards the terminal values of the professional sphere. Conclusion: Taking into account the subcultural affiliation of young people with the psychological support of their professional self-determination can influence the effectiveness of work with youth.

scholarly journals Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

2020 ◽  
Vol 22 (1) ◽  
pp. 84-112
Author(s):  
E. G. Belyakova ◽  
I. G. Zakharova
Keyword(s):  
Professional Identity ◽  
Teaching Profession ◽  
Educational Process ◽  
Self Determination ◽  
Practical Significance ◽  
Educational Trajectories ◽  
Research Procedure ◽  
Professional Self ◽  
Active Implementation

Introduction. In the context of increasing transfessionalism of labour market and growing socio-economic uncertainty, modern students, including future teachers, should not only master the chosen specialty, but also be ready for meaningful entry into the profession. This process, which does not work according to the traditional model, but implements the principles of individualisation of education, has not been studied yet in higher education. The lack of analytical information on professional self-determination implementation, what affects it and students’ perceptions of their own professionalism do not allow psychological and pedagogical preparation for the upcoming employment to be purposefully and effectively organised.Aim. The present research is aimed at identifying the general and specific characteristics of professional self-determination of students-teachers of primary courses of undergraduate studies, while their training is organised through individual educational trajectories.Methodology and research methods. The development of the research procedure was based on the provisions of the author’s concept of semantic mechanisms of professional self-determination, according to which the basic types of activity of the subject of the professional path are the design of the professional future, its active implementation and reflective understanding of experience. The diagnostic complex combined the assessment of students' professional self-determination through objective methods with the opinions of students themselves about the process of their professional development. Processing of the results included descriptive statistics procedures and data clustering using the K-means method.Results and scientific novelty. Typological groups of students are identified taking into account different indicators of professional self-determination and professional identity. It has been established that there are at least four different variants of professional self-determination in the junior years of Bachelor’s programmes in Pedagogy (“positive pedagogical identity”, “teachers making choice”, “undecided” and “non-educators”). Detailed differences between these groups are presented. The parameters of differences include the formation of a personal professional plan, an emotional attitude to the profession, degrees of conscious activity, self-esteem “I am a professional”, subjective satisfaction with professional deve lopment based on the following interconnected aspects: accepted values of teaching profession, self-efficacy in solving pedagogical problems, opportunities for self-realisation and for choosing a direction and development methods, experiencing identity, understanding of own vocation, motivation for pedagogical activity. It is noted that positive respondents’ self-identification in the teaching profession is combined with high activity in the development of pedagogical experience from various sources. It is concluded that there is the need for differentiated psychopedagogical support of students taking into account the characteristics of their professional self-determination.Practical significance. The model, previously designed by the authors to accompany professional self-determination of teachers-students, is clarified. In accordance with the results obtained, the authors make recommendations concerning the development of content and organisation of such support in the conditions of educational process individualisation.

scholarly journals ACTIVITY AS FACTOR OF PROFESSIONAL SELF-ACTUALIZATION DEVELOPMENT OF PERSONALITY

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
R. O. Liashenko
Keyword(s):  
Personality Development ◽  
Self Development ◽  
Self Actualization ◽  
Professional Self ◽  
Definition Of ◽  
Effective Development ◽  
Main Ideas

The article deals with the main approaches of the psychological-pedagogical paradigm to the definition of the content and structure of the category of activity. The main ideas of significant researches on the direction of studying the professional self-actualization of personality and its aspects, in particular, its interrelation with the determining role of activity in the development of personality have been highlighted. It has been proved that the phenomenon of activity is one of the defining factors for effective development of professional self-actualization of the personality, a level of its development and the hierarchy of actions types, which at successively changing stages of personality development become dominant for successful solving of professional tasks.Keywords:  professional self-actualization, personality, activity, self-development, individual.Кандидат педагогічних наук, Ляшенко Р. О. Активність як фактор розвитку професійної самоактуалізації особистості / Центральноукраїнський державний педагогічний університет імені Володимира Винниченка.В статті досліджено основні підходи психолого-педагогічної парадигми до визначення змісту і структури категорії активності. Висвітлено основні ідеї вагомих досліджень з напрямку вивчення професійної самоактуалізації особистості та її аспектів, зокрема її взаємозв’язку з визначальною роллю активності в розвитку особистості. Доведено, що феномен активності є одним з визначальних факторів ефективного розвитку професійної самоактуалізації особистості, рівнем її розвитку та ієрархією видів діяльності, які на послідовно змінних етапах розвитку особистості стають панівними для успішного розв’язання професійних завдань.Ключові слова: професійна самоактуалізація, особистість, активність, саморозвиток, індивід.

scholarly journals Value Predictors of Older Adolescents’ Growing-up in the Context of Their Professional Self-Determination: A Case Study of Cadets of the Suvorov Military School of the Ministry of Internal Affairs of Russia

2021 ◽  
Vol 18 (3) ◽  
pp. 592-606
Author(s):  
Svetlana A. Bezgodova ◽  
Alina V. Kulinchenko ◽  
Anastasia V. Miklyaeva ◽  
Valentin A. Shapoval
Keyword(s):  
Statistical Processing ◽  
Value Orientations ◽  
Self Determination ◽  
Internal Conflict ◽  
Growing Up ◽  
Self Assessment ◽  
Professional Self ◽  
Internal Affairs

Against the background of social changes in the last decade, the increasing priority of the role of a child in relation to the role of an adult, modern adolescents are faced with a choice of growing-up strategies, which is accompanied by an internal conflict of this process, a contradiction between the laws of development, including social and modern cultural imperatives. This urgent problem is in the focus of the presented research. The process of modern Russian adolescents growing-up in the context of their professional self-determination is analyzed. Professional self-determination is considered as a factor of positive growing-up acceptance due to certain value orientations. It is assumed that the choice of a future profession made by adolescents (i.e., their professional self-determination) increases their self-assessment of adulthood, and value orientations can act as its predictors as determining the meaning of growing up for them. The study involved 302 male teenagers aged 14-17 years, including: 148 cadets of the Suvorov School of the Ministry of Internal Affairs of Russia and 154 students of secondary schools. The study used the questionnaire method, modified Dembo - Rubinstein Self-Assessment Methods and Schwartz Value Survey. Statistical processing was based on a comparative ( F -tests and the Mann -Whitney U test), variance ( F ), and regression ( B ) analyses. The results of the study show that the professional self-determination of adolescents increases their self-assessment of adulthood. The professional self-determination of adolescents is associated with the factor of primary professional socialization, namely, the conditions of the educational environment in which they grow up. The value orientations of adolescents are predictors of their self-assessment of adulthood, and are mediated by group, gender, and social stereotypes in the image of an adult and the role of an adult.

scholarly journals GENESIS OF PROFESSIONAL SELF-FULFILMENT OF A TEACHER

2021 ◽  
pp. 135-142
Author(s):  
Svetlana Sergeyko
Keyword(s):  
Personality Development ◽  
Self Regulation ◽  
Self Organization ◽  
Professional Activity ◽  
Self Awareness ◽  
Ideal Self ◽  
Self Actualization ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The article gives the author’s definition of the concept of “professional self-fulfilment of the teacher”, which means a personal strategy of a teacher’s professional activity, aimed at improving their personal qualities and developing their professional competencies. The structural and content components of the professional self-fulfilment of the teacher have been determined: self-understanding, self-actualization, self-identification, self-design, self-organization and self-regulation. It has been proved that each of the six components carries its own function, being central at a certain stage of professional development, determining the course of the teacher’s personality development, and moving at the next stage to a “subordinate” position when it becomes a mechanism for the implementation of a new stage of the teacher’s professional self-fulfilment. Self-knowledge is an activity specially organized by a teacher, the purpose of which is to identify one’s own potential capabilities, actual needs, life meanings in the aspect of professional activity. Self-actualization is an activity specially organized by a teacher, the purpose of which is self-understanding, self-awareness of one’s own uniqueness in professional activity. Self-identification is an activity specially organized by the teacher, the purpose of which is self-identification with one of the self-actualizing professional portraits. Self-design is an activity specially organized by the teacher, the purpose of which is to develop an individual educational trajectory in the direction of his “ideal self-teacher”. Self-development is an activity specially organized by the teacher, the purpose of which is positive self-change of the individual in the direction of his “ideal self-teacher”. Self-presentation is an activity specially organized by the teacher, the purpose of which is the teacher’s presentation of his intermediate and final results. Keywords: Professional self-fulfillment of the teacher; structural and content components of the professional self-fulfillment of the teacher; self-understanding of the teacher, self-actualization of the teacher; self-identification of the teacher; self-design of the teacher; self-organization of the teacher; self-regulation of the teacher.

scholarly journals SELF-DEFINITION AND PROFESSIONAL MENTALITY OF THE ACTOR OF LABOR UNDER CONDITIONTHE PANDEMIC AND CRISIS

2020 ◽  
pp. 166-195
Author(s):  
А.А. Алдашева ◽  
А.С. Баканов ◽  
М.Е. Зеленова ◽  
О.В. Рунец
Keyword(s):  
Practical Importance ◽  
Statistical Processing ◽  
Self Determination ◽  
Psychological Determinants ◽  
Self Confidence ◽  
Professional Perspective ◽  
The Face ◽  
Professional Self ◽  
Professional Fields

Негативные тенденции на рынке труда, детерминированные экономическим кризисом и пандемией COVID-19, привели к сокращению рабочих мест во многих отраслях экономики. В результате резко возросло число безработных, а работники многих профессиональных сфер (по данным Минтруда пострадавшими признаны 42 сферы труда), вынуждены менять место работы и профессию. Дополнительным фактором, вызывающим усиление стресса и появление страхов, является неопределенность экономической ситуации, невозможность планирования и выстраивания профессиональной перспективы. Необходимость трудоустройства, профессиональной переориентации и психологической поддержки большого числа людей, обусловило актуальность и практическую значимость научных исследований в данной области психологии труда. Целью представленной работы выступило выявление психологических детерминант, способствующих успешности профессионального самоопределения и переориентаций в условиях экономической неопределенности и пандемии. Была разработана специальная анкета, направленная на выявление особенностей профессионального и личностного самоопределения в ситуации кризиса, связанного с пандемией. Исследование проводилось в онлайн-режиме; всего обследовано 250 человек. Вся выборка респондентов была разделена на 3 группы: «самозанятые», «безработные», «работающие по найму». Статистическая обработка включала частотный анализ, методы сравнительного и корреляционного анализа. Результаты исследования показали, что «безработные» и «самозанятые» по сравнению с респондентами, «работающими по найму» в большей степени переживают состояние психологической напряженности и неудовлетворенности в связи с ограничениями, веденными из-за коронавируса. Установлена роль таких психологических характеристик как уверенность в себе (вера в свои силы, способности и успех), умение быстро оценивать и принимать решения в ситуации неопределенности, высокая самооценка квалификации и готовность действовать в сложных ситуациях как предикторов профессиональной успешности в условиях кризиса. Показана роль оптимизма, как характеристики, отражающей готовность субъекта труда активно решать проблемы, связанные с профессиональным самоопределением в трудной жизненной ситуации. Negative trends in the labor market, determined by the economic crisis and the COVID-19 pandemic, have led to job cuts in many sectors of the economy. As a result, the number of unemployed has sharply increased, and workers in many professional fields (according to the Ministry of Labor, 42 areas of work have been recognized as victims) have to change their place of work and profession. An additional factor causing increased stress and the emergence of fears is the uncertainty of the economic situation, the impossibility of planning and building a professional perspective. The need for employment, professional reorientation and psychological support for a large number of people, determined the relevance and practical importance of scientific research in this field of labor psychology. The aim of the presented work was the identification of psychological determinants that contribute to the success of professional self-determination and reorientations in the face of economic uncertainty and a pandemic. A special questionnaire was developed, aimed at identifying the characteristics of professional and personal self-determination in a crisis situation associated with a pandemic. The study was conducted online; A total of 250 people were examined. The entire sample of respondents was divided into 3 groups: “self-employed”, “unemployed”, “employed”. Statistical processing included frequency analysis, methods of comparative and correlation analysis. The results of the study showed that “unemployed” and “self-employed”, compared with respondents “employed”, are more likely to experience a state of psychological tension and dissatisfaction due to restrictions imposed by coronavirus. The role of such psychological characteristics as self-confidence (faith in one's own strength, ability and success), the ability to quickly evaluate and make decisions in situations of uncertainty, high self-esteem of qualifications and willingness to act in difficult situations as predictors of professional success in a crisis is established. The role of optimism as a characteristic reflecting the willingness of the subject of labor to actively solve problems associated with professional self-determination in a difficult life situation is shown.

scholarly journals Peculiarities of Professional Self-Determination of Students

2021 ◽  
Vol 3 ◽  
pp. 3-10
Author(s):  
Alla Bodnar ◽  
Kateryna Rybalochka
Keyword(s):  
Decision Making ◽  
Professional Identity ◽  
International Student ◽  
Control Level ◽  
Strong Relationship ◽  
Self Determination ◽  
Additional Information ◽  
Professional Self ◽  
Additional Support

The article addresses the problem of professional self-determination of university students; describes the main approaches to the concept of professional self-determination, its components and stages; analyzes the experience of professional self-determination of international student, and highlights the key trends and practices that can be used in Ukrainian universities; and investigates interrelations between professional self-determination and professional identity.The results show that such indicators of professional self-determination as Autonomy, Decision-making, and Planning have an average degree of severity. But the Information scale was the lowest one. It indicates the need for organizing additional information activities and courses. Also, a strong relationship was found between Autonomy, Decision-making, Planning skills, and the formation of professional identity. It emphasizes the importance of developing these components in an integrative way. The research reveals that the main status of professional identity among students is the moratorium (crisis of choice). It indicates that most students are undecided and looking for professional trajectories, options of career development, and they need additional support in this area. Also, most students have an average subjective control level. We can conclude that they are ready to make decisions, with additional support and coaching.As a result of the analysis of the experience of international students, the following practices that can help to promote professional self-determination: a separate course “Marketing Yourself”; a task to create MindMap of yourself (about interests, dreams, aspirations, fears and doubts); career centres that regularly organize lectures; resume and interview workshops; and writing reflections after every course.

scholarly journals Professional self-determination theory of senior pupils in Russian psychology

2021 ◽  
pp. 187-194
Author(s):  
E. P. Shutova ◽  
A. S. Velikanova (Gerasimova)
Keyword(s):  
Professional Identity ◽  
Special Kind ◽  
Self Determination Theory ◽  
Identity Status ◽  
Self Determination ◽  
Study Results ◽  
Professional Self ◽  
The Individual ◽  
Methodological Position ◽  
Operational Component

The article analyses the psychological literature on the problem of senior pupils’ professional self-determination. The author’s theoretical and methodological position is elaborated and the results of its approbation are presented. It is shown that the available approaches can be divided into two main groups. Some researchers focus on the goal and end result of vocational self-determination, while others seek to reveal the algorithm of the process itself and/or its stages. Researchers are unanimous in their opinion that the choice of an occupation by senior pupils is the first and most responsible stage of professional self-determination for the individual as a whole. At the same time, the senior pupils’ professional self-determination concepts, which would reflect the unity of theoretical positions and methods of its study, are practically not presented in national psychology. To overcome the existing limitations, the article proposes to consider the senior pupils’ professional self-determination from the position of the activity approach as a special kind of activity with its own structure. The motivational component is the motives for choosing a career, while the operational component is the senior pupils’ professional identity status. The empirical study results of the of formation level of senior pupils’ professional self-determination are discussed on the basis of the activity methodology. 

scholarly journals Genesis and content concept of professional self-determination of personality

2018 ◽  
pp. 43-49
Author(s):  
Nataliia Оshurkevych
Keyword(s):  
Self Determination ◽  
Professional Activity ◽  
Internal Factors ◽  
Theoretical Approaches ◽  
Self Actualization ◽  
Professional Self ◽  
Self Knowledge ◽  
Definition Of ◽  
Multicomponent Nature

The article is devoted to the study of the problem of professional self-determination of personality and its relevance in contemporary socio-economic conditions. An analysis of the work of domestic and foreign scholars on the problem of professional self-determination of personality, made it possible to find out that there is no single theory in the understanding of the process of professional self-determination of personality. The article reveals the essence of the concepts of «personality», «profession», «professional self-determination», «professional self-determination of personality», «self-determination». The genesis is analyzed and approaches to the definition of the essence of the concept of «professional self-determination of personality» are considered. The emphasis is placed on the professional self-determination of a personality as a multicomponent phenomenon that is interconnected with professional development and the formation of an individual. The author’s definition of the concept of «professional self-determination of personality» is proposed as a prolonged, dynamic and phased process of self-knowledge and professional choice, influenced by external and internal factors of the subject. It has been established that in the writings of leading scholars there is an increased interest in the problem of professional self-determination of personality. The great experience of the various concepts and theoretical approaches developed to understanding the problem of professional self-determination of personality points to the complexity and multicomponent nature of the phenomenon of «professional self-determination of personality», as well as its close connection with the person’s self-determination of the person, his self-realization, self-actualization and self-knowledge in professional activity.

scholarly journals Research and assessment of the level of self-determination of the student's personality for future professional activity

2020 ◽  
Vol 210 ◽  
pp. 19031
Author(s):  
Olga Shcherbakova ◽  
Irina Sokolovskaya ◽  
Andrey Chernykh ◽  
Venera Midova
Keyword(s):  
Professional Identity ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Professional Activities ◽  
The Status ◽  
Professional Self ◽  
The Individual ◽  
High Level

Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.

Sign in / Sign up

Export Citation Format

Share Document