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Correlation of personal traits and professional orientation of students: from diagnostics to psychological support // Pedagogical Review. 2026. Issue 3 (67). P. 132-143

The article presents the results of an empirical study aimed at a system analysis of the relationship between professional orientation and students’ personal characteristics of secondary vocational training institutions (SVTI). The purpose of this article is to provide recommendations for the psychological and pedagogical support of applicants at secondary vocational training institutions based on the identified specific personality profiles of students in various professional fields: aviation engineering, chemical technology, and hairdressing. The study was conducted on the basis of three Novosibirsk colleges, with a sample of 150 second- and third-year students. The diagnostic complex included 16-PF questionnaire by R. Kettell, adapted by A.N. Kapustina, questionnaire for determining professional personality types by J. Holland and professional inclinations by L. Yovaiša, modified by G.V. Rezapkina, Narcissistic Personality Traits questionnaire by O.A. Shamshikova and N.M. Klepikova, Russian version of the HQ-25 questionnaire by Ya.S. Lyakina and A.A. Fedorov. As a result of data analysis, significant differences were found in the personality profiles of students at three colleges. Significant correlations were identified between the professional type, students’ inclinations, and their personality traits. These findings served as the basis for developing recommendations for the psychological and pedagogical support of secondary vocational training applicants, which include the diagnosis of their personality traits, a systematic analysis of the data obtained, the correction of professional motivation, and the development of individual educational trajectories. The proposed recommendations are aimed at preserving the contingent of students in secondary vocational training by minimizing the risks of academic failure, psychological maladjustment, and emotional burnout through ensuring that applicants make their informed and conscious choice of trajectories of professional development. This approach allows at-risk applicants to reconsider their choice of field of study, seek personal resources to compensate for psychological issues, or develop their missing professional skills.

Keywords: professional self-identification, professional orientation, personal traits, secondary vocational training, psychological support