The relationship between students’ professional identity and their view of self-directed learning trajectory

Abstract

Changeability is an important feature of professional activity in a rapidly developing world. Professional skills quickly become obsolete, and an individual should be able to quickly find ways to obtain the missing knowledge and skills, as well as effectively adapt to changes. This process is more effective when a person has a clear view of his or her self-directed learning trajectory. In this regard, it becomes important to study the factors and conditions that determine the extent to which such a view has been formed. The study aims to identify the relationship between professional identity and students’ perceptions of their selfdirected learning trajectory. The sample included 102 firstyear master’s students aged 20 to 50 years (mean age 25.5 years) studying for a degree in psychology, pedagogy or sociology. The following research methods were used: Students’ Perceptions of Self-Directed Learning Trajectory Questionnaire (D. S. Gnedykh, Yu. A. Khamaganova), Students’ Professional Identity Questionnaire (A. A. Ozerina) and Personal Professional Plan Questionnaire (PPP) (E. A. Klimov, adapted by L. B. Shnejder). The study revealed positive correlations (r-Spearman) between students’ ideas of self-directed learning trajectory, on the one hand, and the components of professional identity (its formation and maturation, educational and professional plans and goals, image of a professional and the profession, attitude to the profession, professional position, and professional self-esteem; p≤.001) and the level of its development (p=.004), on the other hand. It was also found (the Mann–Whitney U test) that students with an average level of professional identity have less formed ideas of self-directed learning trajectory than students with a high level of professional identity (p≤.001). The obtained data can be instrumental in developing guidelines for university teachers and students in order to contribute to making students’ view of self-directed learning trajectory clearer and more complete through the development of professional identity and its components.