Search

DEVELOPMENT AND TESTING OF THE RUSSIAN-LANGUAGE VERSION OF THE QUESTIONNAIRE “PSYCHOLOGICAL CAPITAL” FOR THE USE IN HIGHER EDUCATION // Pedagogical Review. 2022. Issue 6 (46). P. 168-180

The authors have developed and tested Russian-language version of the questionnaire “Psychological Capital” (“PsyCap”) for use in higher education. This questionnaire was developed and based on the F. Lutans, K. Joseph and B. Avolio questionnaire. They created it for the needs of organizational psychology. B. Lutans, K. Lutans and S. Jensen modified it for the field of education. Psychological capital includes four parameters: self–efficacy (confidence in the successful achievement of goals and in solving problems); hope (the ability to redirect ways to achieve goals); optimism (is a positive attitude to success); resilience (is the ability to withstand difficulties). “PsyCap” questionnaires in various modifications (“PsyCap-24”, “PsyCap-12”) are widely used in modern psychology. There is no translation and adaptation of this questionnaire in Russian psychology, especially for the needs of higher education. It determined the relevance and purpose of this study. There are 130 students – future psychologists of Cherepovets State University took part in the survey. The authors checked their questionnaire and determinate it is reliability and validity. They do it by splitting the test into two parts. Authors use Cronbach’s alpha coefficient to check the internal consistency of each scale of the questionnaire, and the generalized indicator with all scales. Authors verify empirical validity by comparing the scales of the questionnaire with the results obtained using other known psychology tests. As a result, authors concluded that other researchers can use that questionnaire in the field of higher education to diagnose the psychological capital of students.

Keywords: psychological capital, confidence, self-efficacy, hope, optimism, stability

Features of professional identity in students of specialised (technological) and general education classes // Pedagogical Review. 2025. Issue 2 (60). P. 104-115

The study of professional identity is a significant area in contemporary psychology. Analyzing this phenomenon allows us to identify the features of professional identity development at various stages of an individual’s life, as well as to determine effective strategies for the development and support of this aspect of personality. This is particularly relevant for high school students, since early identification of professional preferences and goals can increase motivation for learning and academic achievement. This paper examines the features of professional identity development in students of the 10th–11th grades in specialized (technological) and general education classes. The study employed “Questionnaire for Studying Professional Identity Statuses” by A. Azbel and A. Gretsov, and the “Human Professional Identity Questionnaire” by L.B. Schneider. To determine the differences, the mathematical-statistical method of data processing criterion φ* – Fisher’s angular transformation – was used. The study concludes that there are differences in the formation of professional identity statuses among students in specialized (technological) and general education classes. Most senior high school students, both from specialized (technological) and general education classes, are in the process of choosing their future professions. Notably, students from specialized classes are more frequently prepared to make a deliberate professional choice. Therefore, the findings obtained can be considered in further studies examining the impact of specialized education on the development of professional identity in senior high school students.

Keywords: professional identity, specialized education