According to the system approach, a person is considered as a multidimensional self-developing system, while identity is a reflection in the personality consciousness of its individual "dimensions". Being an element of self-consciousness, individual identities, in turn, are organized into a system reflecting the holistic view of the personality about itself, i.e. Me-concept. Professional activity is one of the most important areas of life. At the level of self-awareness, the attitude towards one’s profession and oneself as a professional is reflected in professional identity. Professional identity begins to form at the stage of vocational education and is often maintained even after retirement. Any significant contradictions that arise during the professionalization are reflected in one’s identity. The research features the changes that arise in the system of identity of the individual in the process of its professional burnout. The results of the empirical study of professional burnout of doctors substantiate the changes in the properties of the identity system, expressed in the increase of diffuse and predetermined identity. It also affects its structure and reduces the importance of professional, communicative and reflexive identity, as well as the structural deformation of the professional identity. The work with self-consciousness and identity is an important component of prevention and correction of professional burnout.
Аннотация: Высшее образование не ограничивается передачей профессиональных знаний и умений, а предполагает дальнейшее развитие личности, в первую очередь ее самосознания. В результате расширения компетенций, углубления процессов самосознания, освоения новых видов деятельности, формирования профессиональных ценностей изменяется Я-концепция студентов. На основе методологии системного и конструктивистского подходов мы рассматриваем Я-концепцию как систему идентичностей, которые складываются и изменяются в процессе жизнедеятельности личности, на основе осознания тождественности с какими-либо объектами психической реальности. За время обучения в вузе трансформируется структура Я-концепции студентов, изменяется общее состояние системы идентичности и отношение к ее отдельным видам. Представленные в статье результаты эмпирического исследования динамики системы идентичности студентов наглядно демонстрируют, что на выпускных курсах большее значение приобретает идентификация с семьей, близким социальным окружением, а также идентичность, связанная с внешней презентацией и оценкой личности. Более позитивно оценивается этническая идентичность и идентичность с будущими семейными ролями. Эти изменения происходят на фоне общего снижения устойчивости, автономности системы. В результате Я-концепция становится более зависимой, диффузной. Те же тенденции проявляются и в показателях динамики профессиональной идентичности. Более близкое знакомство со спецификой будущей профессии приводит к осознанию ее ограничений, образ профессии становится более неоднозначным, а отношение к ней меняется. Все эти изменения приводят к проявлению у части выпускников кризиса идентичности, переживание которого может быть достаточно сложным для личности.
The dynamics of changes in recent decades have led to the transformation of society's value system, the breaking of social stereotypes, and, consequently, the complication of the socialisation processes of young people and building their life strategy. The purpose of the study is to describe the meaningful characteristics of students life strategies, depending on the study profile. Life strategies are considered as a central element in the ability of a person to build his own life, develop and improve. Based on the study of value and life-meaning orientations (150 students of five universities of different training profiles), the current level of formation and type of life strategy was determined; the content characteristics of life strategies were studied using content analysis of future autobiographies and questionnaires. According to the results of an empirical study, it is concluded that students who have associated their choice with professions such as "man-technique" and "man-nature" are dominated by a receptive life strategy; the selection of students in specialities such as "man-artistic image" is focused on the strategy of life creation; the strategy of lifebuilding is characteristic of students studying professions such as "man-man". The discovered patterns allow us to approach the training of young specialists in more detail, in particular, based on adjusting or developing the principles of training and creating conditions for the adequate opportunity in building an individual life strategy.
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