Status Of Professional Identity Research Articles

Status of Professional Identity, Self-Directed Learning Competence, and Self-Efficacy Among Central Sterile Supply Department Nurses.

BACKGROUND Previous studies on professional identity, self-directed learning competence, and self-efficacy among central sterile supply department (CSSD) nurses are rare. We investigated the status of these 3 characteristics among CSSD nurses and offered suggestions, to provide a reference for CSSD talent development. MATERIAL AND METHODS CSSD nurses working in 45 hospitals in southwest China were invited to participate in a questionnaire survey in August 2021. The survey comprised a general information questionnaire, a self-directed learning competence rating scale, a professional identity scale, and a general self-efficacy scale. RESULTS The CSSD nurses' scores for professional identity, self-directed learning competence, and self-efficacy were 109.92±17.161, 125.77±21.316, and 26.92±6.633, respectively. For professional identity, statistically significant differences were identified (P≤0.05) for 3 factors: monthly income, reason for studying nursing, and reason for working in the CSSD. For self-directed learning competence, statistically significant differences (P≤0.05) were identified for 5 factors: age, hospital grade, type of employee, monthly income, and reason for working in the CSSD. For self-efficacy, statistically significant differences were identified (P≤0.05) for 3 factors: age, reason for studying nursing and working in the CSSD, and whether the CSSD nurses wished their children to become nurses. CONCLUSIONS The professional identity, self-directed learning competence, and self-efficacy of the CSSD nurses in this study were at the medium level. More attention should be paid to career planning of young nurses and improvement of their professional identity and self-directed learning competence.

Investigation and Correlation Study on the Status of Professional Identity and Job Engagement among Early Childhood Educators in Jiangsu Province

In this study, 293 preschool teachers in Jiangsu Province were selected as subjects, and the status of their professional identity, job engagement and the relationship between the two were investigated by questionnaire measurement. The results showed that the professional identity level (M=4.46) and job engagement level (M=4.15) of preschool teachers in Jiangsu Province were higher. There were no significant differences in professional identity and job engagement among different genders, age groups, and teaching years. The professional identity of preschool teachers in Jiangsu Province has a positive predictive effect on work engagement.

Эмоционально-личностные детерминанты профессиональной идентичности старшеклассников

<p>The determinants’ (prerequisites’) analysis of high school students’ professional identity (PI) allows us to predict the degree of its formation and dependence on them, as well as to outline ways to overcome the crisis of choosing a profession. Total number of participants N=82. The research methods are the following: SACS; Method for Studying PI Statuses (A.A. Azbel); Personal Anxiety Test by C.D. Spielberger (adapted by A.S. Kuznetsova); BPAQ (A. Buss, M. Perry); Method for Diagnosing Teaching Motivation and Emotional Attitude to Learning (A.M. Prikhozhan). The motivational, emotional and personal determinants that affect the schoolchildren’s PI development are revealed. It is shown that in the conditions of professional self-determination, most schoolchildren have the status of PI "moratorium", and the need to make a decision about choosing a profession causes emotional tension in them. A high level of personal anxiety negatively affects the PI formation and provokes manifestations of aggressiveness, and constructive coping behavior is positive, contributing to a way out of the crisis. Alsoб the PI determinants are profilization, attitude to study and cognitive motivation. The results make it possible to purposefully organize psychological and pedagogical support for students in choosing a profession.</p>

Статус профессиональной идентичности как фактор психологической адаптации личности в юношеском возрасте

Background. `e diaculties of professional self-determination in a modern transitive society determine the relevance of studying the connection between psychological adaptation and the status of a person’s professional identity, regarded as an indicator of success in solving the key task of development in adolescence. `e value core of professional self-determination poses the issue of the relationship between individual’s value orientations, the level of professional identity, and basic beliefs as an indicator of the level of psychological adaptation. Objective. `e paper aims to study the relationship between the status of a person’s professional identity in adolescence and the characteristics of psychological adaptation. Objectives include studying (1) the relationship between the status of professional identity and the basic beliefs of the individual as an indicator of psychological adaptation; (2) the characteristics of the value orientations of an individual in connection with the status of professional identity and the level of psychological adaptation. Methods. `e World Assumptions Scale (WAS) by R. Yanob-Bulman in the adaptation of M. Padun and A. Kotelnikova; a technique to determine the status of identity in the celd of professional self-determination by D. Marcia, modiced by O. Karabanova and V. Orestova; Portrait Values Questionnaire-Revised (PVQ-R) by Sh. Schwartz were used. Sample. 102 respondents participated in the study: 35.4% are boys, 54.4% are girls aged 16 to 18. Results. `e K-means method was applied. 2 clusters were identiced, dibering in the level of psychological adaptation. Diberences in the level of basic beliefs and value orientations were revealed in groups with the status of dibusion and moratorium, dibusion and achieved identity (Mann-Whitney test, p ≤ 0.05). Diberences in value orientations were revealed between groups with diberent levels of psychological adaptation (Mann — Whitney test, р ≤ 0.05). Conclusion. `e status of professional identity in adolescence is associated with the level of psychological adaptation of the individual. High statuses of identity (achieved identity and moratorium) correspond to a high level of psychological adaptation, identity dibusion corresponds to a low level of it. A high level of psychological well-being and adaptation is determined by the balance of the values of autonomy and self-aarmation and the universal values of social interests and public well-being.

Professional self-determination theory of senior pupils in Russian psychology

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.

Peculiarities of Professional Self-Determination of Students

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.

The creativity peculiarities of students majoring in psychology with different status of professional identity

This article examines the problem of professional identity of modern students majoring in psychology, as well as the problem of creativity as one of the essential universal competencies of a modern specialist. The author reviews the question of the need for accompanying the process of formation of professional identity of the students majoring in psychology. The object of this research is the professional identity of such students, while the subject is the creativity peculiarities of students majoring in psychology with different status of professional identity. The article provides the results of one of the research stages on the role of creativity in formation of professional identity of psychology students. The sampling involved 155 students majoring in psychology from Novosibirsk State Technical University and Siberian State Transport University. The conducted empirical research reveals the creativity peculiarities of psychology students with different status of professional identity. The authors also assumed that the manifestations of imagery and verbal creativity differ among the students with different status of professional identity. The students with the dominant achieved status of professional identity demonstrate the highest indicators by the parameters of imagery creativity: degree of development and originality (20 circles). For the students with the dominant status of pseudo-identity, the manifestations of imagery and verbal creativity are not typical. The acquired results allow understanding the peculiarities of manifestation of creativity among psychology students with different status of professional identity on a deeper level.

医学生职业认同状况的调查分析

医学生职业认同状况的调查分析

ВЛИЯНИЕ ГЕНДЕРНОЙ ИДЕНТИЧНОСТИ НА ПРОФЕССИОНАЛЬНОЕ САМООПРЕДЕЛЕНИЕ В ЮНОШЕСКОМ ВОЗРАСТЕ

The article is devoted to the problem of the influence of gender identity on the professional self-determination of modern boys and girls. The problem is relevant in connection with changes in gender stereotypes of masculinity - femininity. The paper presents the results of an experimental study aimed at identifying the influence of gender identity on the professional self-determination of boys and girls. The following psychodiagnostic methods were used in the study: “A question-naire to identify the motives of professional choice”, “Questionnaire of motives for choosing a profession”, “Methodology for studying professional identity statuses” (A.A. Azbel, A.G. Gretsov), a questionnaire to determine the degree of gender identity (S. Bem), a questionnaire “Who am I?” (M. Kuhn, T. McPartland). The results showed that both in the sample of girls and in the sample of boys, the formed professional identity prevails. Such young people are focused on making a conscious choice of further professional path or have already made such a choice. Also, based on the results obtained, it was concluded that mostly girls and boys are character-ized by a gender typed Self-concept, their answers coincide with the feminine and masculine characteristics of the personality, respectively. During the experiment, a significant correlation was established between gender identity and the motives of professional choice, as well as the status of professional identity. Thus, according to the results of the experimental study, it was concluded that gender identity affects the professional self-determination of modern boys and girls.

Features of Value and Life-Meaning Orientations of First-Year Students with Different Professional Identity Status

Features of Value and Life-Meaning Orientations of First-Year Students with Different Professional Identity Status

The Contribution of Group Supervision Processes to the Formation of Professional Identity among Novice Psychotherapists

ABSTRACT Group supervision is a commonly employed method in graduate psychology training. The present study examines the role of group processes in the formation of professional identity among 129 Israeli graduate students following the conclusion of their supervision process. The following three identity statuses were identified: achievement, diffusion, and moratorium. Working alliance and group engagement were significantly higher for achievement students and differentiated between achievement and moratorium students. Cohesion was significantly lower for moratorium students than for students at each of the other two identity statuses. All differences were maintained when controlling for anxiety. Finally, working alliance was found to be the dominant process in predicting committed professional identity status. The findings stress the links between group processes in group supervision and a committed professional identity.

STRUCTURE OF REFLEXIVE PROCESSES IN TEACHERS WITH DIFFERENT PROFESSIONAL IDENTITY

The article provides an analysis of the empirical study of the pattern of the reflective processes of teachers with different professional identity status. The professional identity of the teacher is seen as the result of the processes of professional self-determination, personalization and self-organization, which manifests itself in the awareness of the representative of a particular profession and professional community. From the standpoint of the ontological approach, the professional reflection of the teacher should be defined as a system of reflexive processes that serve the work of the teacher’s professional self-consciousness, ensure its interaction in the pedagogical situation, stimulate moral and ethical experiences, exercise control over the management of the subject and procedural components.The structure of the pattern of reflexive processes (personal, social and general) was studied with the help of the method. A.V. Karpova and V.V. Ponomareva. The type of professional identity of teachers was diagnosed according to the method of L.B. Schneider. The comparative analysis of the pattern of the pattern was carried out according to the criteria of homogeneity, coherence, organization, differentiation, the basic element of the structure.The results of the study showed that in the presence of a similar basic element of the psychological structure of the patterns of reflexive processes for all types of identity, there are certain differences in their organization and coherence. In the group of teachers with the status of diffuse and positive identity, the structure of reflexive processes is better integrated, the pattern has more connections at a high level of statistical significance between the individual reflexive processes.The lack of desire for self-development in teachers with diffuse identity with a high degree of professional uncertainty activates the work of reflexive processes at all levels of the psyche to ensure the optimal level of meta-regulation of their behavior. Such a reflexive system can be called a negative reflection. Being open, oriented towards finding new areas of professional development in the presence of a clear awareness of the professional position of teachers with a positive professional identity also enhances the work of their reflective system, which is positive in character.

Personal factors of building a professional career during the period of entering adulthood

Background. Planning a professional career as an important step of professional self-determination at the stage of entering adulthood can be considered as the projection of a life path by a person in the conditions of the transitivity of modern society. Objective: to identify the personal factors of building a professional career by students during the period of entering adulthood. Tasks: 1) identifying the types of building a professional career; 2) identifying the features of motivation for professional development depending on the type of professional career; 3) analysis of the relationship between the type of professional career and the status of professional identity; 4) study of the relationship between the time perspective and the type of professional career; 5) study of the connection between life-meaning orientations as an indicator of the meaningfulness of life and the type of professional career. Design. The sample of the study consisted of 167 students enrolled in universities in Moscow and Penza, aged 17 to 22. We used the author’s methodology of the questionnaire “Life plans — family and professional careers” (FPC); the questionnaire of the time perspective by F. Zimbardo; D. Marcia method of determining the status of identity in the profession (modified by V.R. Orestova and O.A. Karabanova); methodology of life-meaning orientations (D.A. Leontiev). Results. The following 4 types of professional careers that are different in the nature of their motivation have been identified: “the conscious construction of a professional career in the unity with the individual’s life plans”; “focus on a professional career”; “uncertainty of a professional career” and “uncertainty of professional choice”. It is shown that the type of professional career is associated with the status of a person’s professional identity. The status of the achieved identity is consistent with the conscious construction of a professional career; the status of a pre-decision is consistent with a focus on a professional career; a moratorium is consistent with uncertainty in professional choice. It was found that high indicators of the meaningfulness of life are characteristic of the conscious building of a professional career and a focus on a career. The time perspective of the respondents who belong to the type of conscious construction of a professional career is distinguished by a more positive perception of the past and an aspiration to the future. Conclusions. The relationship between the type of professional career and the status of identity is that the status of achieved identity corresponds to a mature type of professional career; pre-decision corresponds to the focus on a professional career, and a moratorium corresponds to uncertainty in professional choice. The type of professional career as a project of a life path determines the way a person reflects on the meaningfulness of life.

The problem of professional identity in the professional development of the individual

The article analyzes the problem of professional development of the individual from the moment of choosing a profession at the senior stage of training in an educational institution and building an individual professional route, to the formation of professional identity at the stage of completion of training at a University and readiness to engage in independent professional activity. The article deals with the issues that lie at the origins of the professionalization of the individual, related to the formation of complete, clear ideas at the stage of training at school. The results of an empirical study of the professional identity of University graduates are presented. The respondents were students-bachelors in the number of 150 people. The following methods were used: "A questionnaire aimed at studying ideas about the object of activity (E. I. Rogova), methods for studying the status of professional identity (A. A. Azbel, A. G. Gretsov); diagnostics of self-efficacy using the Maddux and Scheer method. It is established that the status of formed professional identity prevails among graduate students with high self-efficacy, the status of moratorium prevails among graduate students with medium self-efficacy, and the status of imposed professional identity distinguishes graduate students with low self–efficacy.

Current status of professional identity among undergraduates majoring in public affairs management and the related influencing factors

Objective To investigate the current status of professional identity among the undergraduates majoring in public affairs management and the related influence factors. Methods A stratified cluster sampling method was used to conduct a questionnaire survey among the 115 undergraduates majoring in public affairs management in a medical university in Harbin, China, and the contents of the questionnaires included general status and professional identity. The t-test, one-way analysis of variance, and multiple linear regression analysis were used to analyze the influencing factors of professional identity. In-depth interviews were conducted for some students to explore the profound influencing factors for professional identity among the students majoring in public affairs management. Results The overall level of professional identity was low among the undergraduates majoring in public affairs management in the medical university in Harbin, and the score of professional identity was 3.25±0.56. The scores of cognitive dimension, emotional dimension, behavioral dimension, and applicable dimension were 3.41±0.69, 3.21±0.78, 3.24±0.71, and 3.13±0.72, respectively. The multivariate analysis showed that grade, academic performance, major selection, and children number in family had significant influence on their professional identity. The students who were at grade four, who had high academic record (b=-0.276, P 0.05). Furthermore, the students with a high score of professional identity had higher possibility to pursue the job related to this major than those with a low score (3.39±0.53 vs. 2.92±0.49, t=4.414, P<0.01). Conclusion Universities should strengthen the publicity of the major of public affairs management, optimize the curriculum, and add job experience, so as to enhance professional identity among students with this major and provide talent for the field of public health management. Key words: Professional identity; Public affairs management; Influencing factor

The status of professional identity and professional self-efficacy of nursing students in China and how the medical documentaries affect them: A quasi-randomized controlled trial

ObjectivesProfessional identity and self-efficacy are important for the education and career development of students. However, how to improve these factors among Chinese nursing students needs further study. This quasi-randomized control trial was designed to explore the effect of medical documentaries on professional self-efficacy and identity among nursing students in Chinese technical schools. MethodsA total of 277 nursing students were enrolled in this study and divided into an experimental group (n = 135) and a control group (n = 142). The experimental group was invited to watch Chinese medical documentaries, whereas the control group remained on a waiting list. A self-designed general questionnaire, along with professional identity and professional self-efficacy questionnaires, was completed by the nursing students. ResultsNo significant change in professional self-efficacy was observed (−3.55 ± 14.23, P = 0.173) in the experimental group, while professional identity significantly declined (−6.24 ± 12.85, P = 0.002) after the intervention. No significant change was found in the two aspects in the control group. ConclusionMedical documentaries negatively affect professional identity but do not affect professional self-efficacy. Further researches should be conducted to explore the real reasons.

Correlation between professional identity of nursing undergraduates during clinical practice and self-efficacy and teachers' supporting

Objective To explore the status of professional identity of nursing undergraduates during clinical practice and self-efficacy and teachers' supporting and the correlation between its former and the latter two factors. Methods Questionnaires were used to investigate 188 nursing undergraduate students of grade 2012 in university. Results For the practicing nursing undergraduates, the overall scores of professional identity, self-efficacy and teachers' supporting were (104.30±15.20) points, (24.23± 5.13) points and (117.30±14.45) points. It showed a significant positive correlation between self-efficacy, teachers' supporting and professional identity (r=0.555, 0.467, P < 0.01). Conclusions To know the relationship of self-efficacy, teachers' supporting and professional identity could help to improve the level of professional identity, promote their professional growth and development. Key words: Nursing undergraduates; Self-efficacy; Teachers' supporting; Professional identity

Analysis of the status of professional identity and its influencing factors for nursing master specialist

Objective To investigate the status of professional identity and its influencing factors for nursing master specialist, and explore scientific strategies to plan the career for them. Methods From October 2014 to February 2015, totally 110 nursing master specialist in 12 universities from Shanghai, Beijing, Jiangsu, Zhejiang and Shanxi provinces were tested by the Professional Identity Scale of Nursing Students. Results The average score of nursing master specialist' s professional identity was(3.46±0.53)points, and the highest score was social modeling scored 4.01±0.91and social comparison and self-reflection scored 3.68±0.59, the lowest score was independence of career choice scored 3.08±0.61. Multiple linear regression analysis showed that interest in the nursing profession, first record of formal schooling and grade were the influencing factors of nursing master specialist's professional identity, three factors could explain 43.1%. Conclusions Nursing master specialist's professional identity needs to be further improved, nursing educators and managers should take effective measures, improve nursing professional identity of master of nursing specialist students from the individual level and organizational level, promote the development of professional career. Key words: Nursing; Master of nursing student; Professional identity; Factor analysis

Survey and analysis on professional identity of nursing students in different nations before clinical practice

Objective To investigate the status of professional identity of Xinjiang nursing students and analysis on the differences in different nations and educational levels, so as to provide the basis for nursing professional identity education. Methods By cluster sampling,a total of 626 nursing students of two schools in Xinjiang were surveyed by general information questionnaire and the Professional Identification Scale for nursing students. Results Theprofessional identity level of Xinjiang nursingstudents was in the medium level scored 62.13 ± 12.54. The highest level was Uighur nursing students scored 67.76 ± 10.9, followed by other national nursing studentsscored 59.44 ± 12.99, the lowest level was Han national nursing studentsscored 56.41±11.25(F = 69.654, P < 0.05). The highest level of professional identity was secondary school studentsscored 66.71 ± 10.96, followed by junior college studentsscored 59.33±8.23, the lowest level was undergraduate studentsscored 57.32±12.54(F =49.815, P < 0.05). Conclusions The professional identity of nursing students is not high,and were affected by many factors. It is suggested that nursing educational workers should take various measures to implement nursing students professional emotional education. Nursing teachers should possess higher level of professional identity,and guide students to set up the correct professional identity in various angles. Key words: Students, nursing; Before clinical practice; Professional identity; Nation; Educational level

Developing researching professionals in an EdD program

Purpose – The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses. Design/methodology/approach – The paper employed a mixed method design. Findings – Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals. Research limitations/implications – SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status. Practical implications – Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program. Social implications – With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need. Originality/value – This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.