Peculiarities social well-being and professional identity features of students from various professional training paths

Sungurova Nina L'vovna ORCID: 0000-0001-7410-9779 PhD in Psychology Associate Professor of the Department of Psychology and Pedagogy, Patrice Lumumba Peoples' Friendship University of Russia 6 Miklukho-Maklaya str., Moscow, 117198, Russia sungurova_nl@pfur.ru

Shapiro Luiza Nail'evna Student of the Master's degree in Psychological Counseling at the Department of Psychology and Pedagogy, Patrice Lumumba Peoples' Friendship University of Russia 6 Miklukho-Maklaya str., Moscow, 117198, Russia 1132210125@rudn.ru

Introduction

Currently, the socio-psychological situation in society is unstable, extremely contradictory and is rapidly transforming. Against the background of rapidly changing events, epidemiological, political and socio-economic transformations, the interests of young people are not always fully taken into account. The study of students' social well-being and professional identity in a rapidly transforming society is extremely relevant.

Students are an active and vulnerable part of society, characterized by innovation, risk-taking, maximalism, and inexperience. Socio-economic phenomena in society undoubtedly affect this group of people, and thus affect the social well-being and the development of professional identity of applicants and students. And these circumstances require new approaches to the training of future specialists.

Literature review

Within the framework of this study, a theoretical analysis of social well-being and professional identity was carried out.

In a large-scale understanding, the phenomenon of social well-being is reflected in the totality of the level of satisfaction in various spheres of a person's life in society ^[18].

The problem of social well-being has been studied by such scientists as E.I. Golovakha, G.D. Gritsenko, A.A. Kissel, O.V. Kolomiets, O.V. Koroteeva, Ya.N. Krupets, N.F. Naumova, R.V. Panina, A.A. Rusal'nova, N.E. Simonovich, J.T. Toschenko, S.V. Kharchenko. Scientists consider social well-being as an individual's personal emotional state and as the collective social well-being of the population ^{[6, 9, 11, 16, 17, 18]}.

Social well–being is an integral concept expressed in the totality of a lifestyle and activity, internal general satisfaction at all levels, self-perception and the evaluative-emotional sphere of a person or social group under the influence of external aspects (socio-psychological, political, economic, cultural, spiritual, religious) ^[11].

People's social well-being is understood as a unit of integrity of understanding and study, a multi-stage category and a multifactorial phenomenon subordinating the multivariability of areas, the multilevel world of relationships and connections: "the macro level (an integral system of social relations, including the features of cultural, social, spiritual, economic, and political development), the meso level (the relationship of relations in ethnic, professional, and age-related social groups) and the micro level (one's own attitude to oneself, self-assessment of one's status in society, self-realization, self-acceptance)" ^[16].

In the research of O. V. Kolomiets, Yu.P. A.A. Rusalinova, J.T. Toschenko and S.V. Kharchenko, it is noted that the phenomenon of social well-being is multifaceted and interrelated with numerous aspects of the life of an individual and society. Social well-being depends on a specific historical period, social structures, and the collective consciousness of society. It is related to lifestyle, professional activity, and self-realization. Social well-being is influenced by political, economic, social, cultural, psychological, and spiritual processes. All these aspects also determine the formation of professional identity ^{[9, 10, 15, 16, 17, 18]}.

The problem of professional identity has been studied by such scientists as K.A. Abulkhanova-Slavskaya, A.A. Azbel, N.S. Arinushkina, E.P. Ermolaeva, E.A. Klyomov, Yu.P. Povarenkov, V.M. Proselova, N.S. Pryazhnikov, L.B. Schneider. Professional identity is a multifaceted concept and can include several categories, such as orientation in the world of professions, identification of a person with the professional environment and society, realization of personal professional potential. Self-identity is determined by the peculiarities of personal self-expression in the profession, in turn, self-expression is determined through the choice of profession, and corresponds to the type of character and temperament, which gives an easy and harmonious path in the profession. Also, self-expression in professional activity occurs in the development and improvement of skills, abilities, skill and professionalism in activities ^{[1, 2, 8, 10, 13, 15, 19]}.

The concept of "professional identity" was first introduced by L.B.Schneider, she considers the concept of identity from different aspects, its meaningful expression "identity can be considered as an integral psychological and pedagogical system included in social and psychological life, as well as subjective psychological reality" ^[19]. L.B. Schneider emphasizes "it is not only awareness of one's identity with the professional community, but also its assessment, the psychological significance of membership in it, shared professional feelings, a peculiar mentality, a sense of one's professional competence, independence and self-efficacy, i.e. the experience of one's professional integrity and certainty" ^[19]. In his work, the author specifies the stages for education and the creation of a highly professional and general professional identity of a person: "awareness of near and far professional goals; assimilation of knowledge, awareness of opportunities, acquisition of experience (identity expressed, but passive); practical realization of selected professional goals; free performance of professional activities" ^[19].

An important aspect of the formation of professional identity is nothing more than the orientation and correlation of one's own inner world with the outside world in the context of professional activity. During the course of life, the personal definition and development of identification with a certain professional environment is fixed at the points of achieved heights, positions or statuses ^[15].

The formation of professional identity among students occurs in certain social conditions, is associated with the peculiarities of social well-being. At the same time, the social well-being of students can be determined by the specifics of their professional activities, the demand for specialists in the labor market, employment prospects and future career growth in a certain field. Social well-being may be related to the specifics of professional training of students, the development of professional orientation. In this regard, it is of research interest to analyze the peculiarities of the manifestation of social well-being and professional identity among students of different fields of study, to identify common and special features in the interrelation of the studied characteristics.

Setting the task

The article presents an analysis of theoretical and empirical research of the peculiarities of social well-being and professional identity among students of different areas of professional training.The object of this research is the social well-being and professional identity of a person. The subject of the study is the peculiarities of social well-being and professional identity among students of different areas of professional training. The purpose of this study is to identify the features of social well–being and professional identity among students of different areas of professional training.

As part of our research, we have put forward the following hypotheses:

1. There are differences in the manifestation of social well-being and professional identity statuses, depending on the specifics of different areas of professional training of students.

2. There is a relationship between social well-being and the status of professional identity, in particular, the status of "Formed professional identity" is positively associated with the manifestation of positive trends in social well-being.

Description of the study

The research was carried out on the basis of the RUDN. Patrice Lumumba. Students of the Bachelor's degree in humanities and technical fields took part in the event. In the field of Linguistics, the sample size included 62 people, the age group of people from 17-23 years old (55 girls and 7 boys). In the field of Architecture, the sample size is 78 people, the age group of people from 20-26 years old (41 girls and 37 boys). The total sample was 140 respondents.

The following methods and techniques were used in the study:

Research methods: questionnaire, survey; methods of mathematical processing of psychological data: Mann-Whitney U-test, correlation analysis - Spearman coefficient. Computer data processing was carried out using the software packages "Microsoft Officeexcel", "IBM SPSS Statistics 23".

Research methods:

1. The questionnaire "Integral index of social well-being" (IISS-44), developed by E.I. Golovakha. The questionnaire contains 11 main areas of social activity, the attitude to which is emotionally assessed and determines the overall level of social well-being of an individual. This technique allows us to assess the degree of severity of social well-being ^[6].

2. Questionnaire "Methodology for studying professional identity statuses" developed by A.A. Azbel. This technique allows us to determine the formation of four components of professional identity: "Uncertain professional identity", "Imposed professional identity", "Moratorium (crisis of choice) of professional identity", "Formed professional identity" ^[7].

The results of an empirical study

During the analysis of the results of the conducted research, the peculiarities of social well-being and professional identity among students of different areas of professional training were revealed.

Let's consider the results of a comparative analysis of the social well-being and professional identity of students in different areas of professional training.

A comparative analysis of the results of social well-being among students of linguistics and students of architecture is presented in Fig.1.

Fig. 1. Comparative analysis of the average ranks of students' social well-being in different areas of professional training.

According to this histogram, we observe that the average rank (74.98) of architecture students prevails over the average rank (64.98) of linguistics students. Statistical processing according to the Mann-Whitney criterion revealed no significant differences (U=2075,000; p=0.151). Students of different fields of study equally have a high positive background of social well-being, key positions on needs are closed and satisfy respondents. The social changes of recent years have not affected social well-being.

Next, let's consider a comparative analysis of the professional identity statuses of humanities students and architecture students (see Fig. 2.).

Fig. 2. Comparative analysis of average ranks by professional identity statuses in different areas of professional training.

We observe that the average ranks (73.02) of linguistics students are higher than the average ranks (68.49) of architecture students in terms of the status of "Uncertain state of professional identity" (U=2261,000; p=0.508). According to the status of "Imposed professional identity", the average rank (75.76) of architecture students exceeds the average rank (63.89) of linguistics students (U=2008,000; p=0.062). In the status of "Moratorium (crisis of choice)", the average rank (75.9) of linguistics students exceeds the average rank (66.21) of architecture students (U=2083,000; p=0.159). And according to the status of "Formed professional identity", the average rank (73.91) of architecture students exceeds the average rank (66.21) of linguistics students (U=2152,000; p=0.264). Statistical processing according to the Mann-Whitney criterion did not reveal significant differences between students of linguistics and students of architecture.

Students of linguistics are more likely to be in the statuses of "Uncertain professional identity" and "Crisis of choice" than architecture students. Also, the statuses of "Imposed professional identity" and "Formed professional identity" dominate among students of architecture than among students of linguistics, which indicates that students of architecture are more determined in their professional direction, have a more stable position in choosing a professional life, fairly clear and rigid professional goals and life professional They try to construct the variability of personal professional dynamic development, approach their choice in a meaningful way and realize the significance, importance and value of their chosen profession than linguistics students.

Our correlation analysis of the results of the study using the Spearman correlation coefficient for students of linguistics revealed the relationship between social well-being and professional identity statuses.

Table 1. Correlation coefficients of social well-being to professional identity statuses among students of linguistics.

*Correlation is significant at 0.05 (two-way)

**Correlation is significant at 0.01 (two-way)

The following significant correlations between the components were found:

The scale of "Social well-being" positively correlates with the scale of "Formed professional identity" (rs=0.386; p≤0.01). Students who have a positive background of social well-being and satisfaction have a clear idea of their future professional path, fairly stable and strict professional goals and life professional plans.

Also, the scale of "Social well-being" negatively correlates with the scale of "Uncertain professional identity" (rs=-0.299; p≤0.05). Students with negative tendencies of social well-being are in an uncertain state of future professional activity, they have no clear ideas of what they will do in the future, there are no stable plans and goals in their future professional life. Perhaps their basic needs are not closed, they are not satisfied with their personal, social, economic, and political life, therefore they are in uncertainty about their professional future.

Our correlation analysis of the results of the study using the Spearman correlation coefficient for architecture students also revealed the relationship between social well-being and professional identity statuses.

Table 2. Correlation coefficients of social well-being to professional identity statuses among architecture students.

*Correlation is significant at 0.05 (two-way)

The following significant correlation was found between the components:

The scale of "Social well-being" positively correlates with the scale of "Formed professional identity" (rs=0.240; p≤0.05). Students of architecture who have positive trends in social well-being and are satisfied with their lives, clearly represent their professional future, have fairly stable and strict professional goals and plans, they are confident in the correctness of their choice of professional future activity.

Conclusion

The conducted research reveals the features and trends of social well-being and professional identity among students of different areas of professional training.

A comparative analysis using the method of the integral index of social well-being showed us that architecture students have a higher positive background of social well-being, key positions on needs are closed and satisfy respondents than linguistics students. It is worth noting that no significant differences between the areas of professional training were found. In general, students of linguistics and students of architecture have an equally positive background of social well-being.

A comparative analysis using the method of identifying professional identity statuses showed that linguistics students are more likely to be in the statuses of "Uncertain professional identity" and "Crisis of Choice", while architecture students are dominated by the statuses of "Imposed professional identity" and "Formed professional identity", which indicates that architecture students in They are more determined in their professional direction, have a more stable position in choosing a professional life, fairly clear professional goals and life professional plans than linguistics students. Nevertheless, there were no significant differences in the areas of professional training, students equally have the formation of professional identity statuses.

The analysis of trends across the entire sample showed a fairly high positive level of social well-being, significantly more than half of the students have an average and higher positive level of social well-being. This tells us that the effects of recent events and the transformation of society, social changes in various spheres, have little effect on young people. Students have stable trends in social well-being, in the current situation in the world and, in particular, in the country recently, such indicators may indicate that young people are quite resistant to changes and key positions on needs are closed and satisfy the subjects.

Students who have positive trends in social well-being and are satisfied with the social, political, economic, and spiritual aspects of their lives have a high degree of awareness of their chosen professional direction, a clear idea of their future professional path, fairly stable and rigid professional goals, values, and professional life plans.

It can be assumed that students who have negative aspects of social well-being are in an uncertain status of future professional activity, they do not have clear ideas about what they will do in the future, there are no stable plans and goals in their future professional life. At the same time, they do not form, are not in search of professional development, live life "one day", do not make plans, do not set goals. Perhaps their basic needs are not closed, they are not satisfied with their personal, social, economic, and political life, therefore they are in uncertainty about their professional future.

Thus, the hypothesis that there are differences in the manifestation of social well-being and professional identity statuses, depending on the specifics of different areas of professional training of students, has not been confirmed. Which indicates the common features peculiar to modern students.

The hypothesis of the relationship between social well-being and the status of the formed professional identity peculiar to students of different fields of study was confirmed.

The practical significance of the conducted research lies in revealing the topic of social well-being and professional identity of students, an attempt to expand the base of empirical research on this topic, to identify the relationship between the level of social well-being and the statuses of professional identity, as a result, to attract the attention of workers in the fields of education, in particular, providing students with psychological and pedagogical support in universities (trainings, master classes, classrooms psychological assistance), thereby increasing the level of social well-being, professional identity, psychological well-being and adaptation of students to the new realities of modern society.