The profession image variability among future educational psychologists

Abstract

The article presents the results of a study that investigated changes in the professional image among future educational psychologists during their university training. The research is motivated by the need to understand how students’ perceptions of their future profession transform throughout their education. Such understanding facilitates timely revision of professional training programs and effective professional integration. It also mitigates potential risks in students’ professional development. The ‘image of the profession’ was identified as one of the key concepts in psychological science, generally defined as the totality of knowledge about a profession reflected in an individual’s consciousness. A content analysis was conducted to delineate the component structure of the professional image, identifying three leading components: motivational, cognitive, and emotional. The paper describes each of them in detail. The empirical study hypothesized that the content of these components would change between the first and fourth years of study on basic educational programs within main field of study 44.03.02 Psychological and Pedagogical Education. Data were collected via surveys, including the Questionnaire for Studying the Leading Motives of the Psychologist (G. S. Pomaz); The ‘Null Test’ Initial Assessment to identify the professional stance among psychology students (L. B. Schneider); and a modified version of The Satisfaction with the Chosen Profession (V. A. Yadov, modified by N. V. Kuzmina and A. A. Rean). A projective method — the essay ‘My Future Profession’ by E. A. Klimov and N. V. Kuzmina — was also employed. A comparative analysis using the Mann-Whitney U-test for independent samples demonstrated with confidence levels of p<0.05 and p<0.01, that the professional image of junior students (1st–2nd year) is marked by underdeveloped professional motives, fragmented knowledge about the profession, and a simultaneously positive attitude toward the profession and their education. In contrast, the professional image of senior students (3rd–4th year) is defined by pronounced professional motives, a high level of knowledge about the psychology profession, and a sustained positive attitude toward their chosen career. The article concludes with general recommendations for fostering the development of a professional image among future educational psychologists.