Features of professional identity in students of specialised (technological) and general education classes

The study of professional identity is a significant area in contemporary psychology. Analyzing this phenomenon allows us to identify the features of professional identity development at various stages of an individual’s life, as well as to determine effective strategies for the development and support of this aspect of personality. This is particularly relevant for high school students, since early identification of professional preferences and goals can increase motivation for learning and academic achievement. This paper examines the features of professional identity development in students of the 10th–11th grades in specialized (technological) and general education classes. The study employed “Questionnaire for Studying Professional Identity Statuses” by A. Azbel and A. Gretsov, and the “Human Professional Identity Questionnaire” by L.B. Schneider. To determine the differences, the mathematical-statistical method of data processing criterion φ* – Fisher’s angular transformation – was used. The study concludes that there are differences in the formation of professional identity statuses among students in specialized (technological) and general education classes. Most senior high school students, both from specialized (technological) and general education classes, are in the process of choosing their future professions. Notably, students from specialized classes are more frequently prepared to make a deliberate professional choice. Therefore, the findings obtained can be considered in further studies examining the impact of specialized education on the development of professional identity in senior high school students.

professional identity, specialized education