Variability of the Content Characteristics of the Components of Students’ Professional Subjectivity at the Initial Stage of College Education
Author(s)
Irina S. Morozova, Doctor of Sciences (Psychology), Professor, Director of the Institute of Education, Head of the Department of Pedagogy and Psychology, https://orcid.org/0000-0002-0862-7225, AuthorID: 388103, Kemerovo State University
6 Krasnaya St, Kemerovo, 650000, Russia, tel: +7 (3842) 583885, This email address is being protected from spambots. You need JavaScript enabled to view it.
Elena V. Voronova, Educational Psychologist, https://orcid.org/0009-0007-0022-5161, AuthorID: 1038893, Siberian College of Service and Technology
8A Kosmicheskaya St, Kemerovo, 650024, Russia, tel: +7 (3842) 289873, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract: Introduction. The article discusses various approaches to defining the concept of “professional subjectivity of a student”. It analyzes the characteristics of professional subjectivity of university students and students of secondary vocational education. The components of professional subjectivity of secondary vocational education students are revealed. The article describes the content characteristics of the components of professional subjectivity of college students. The purpose of this study is to identify the variability of the content characteristics of the components of students’ professional subjectivity at the initial stage of college education.
Materials and Methods. The longitudinal study was conducted from 2024 to 2025 at Siberian College of Service and Technology. The study involved 26 students majoring in Design (by industry). The diagnostic tools used included the Life Orientation Test by D. Krambo and L. Makholik (adapted by D. A. Leontiev), the questionnaire “Motivation for Educational Activity” (modifi ed by N. Ts. Badmaeva), the questionnaire “Academic Motivation Scale”, the methodology “Communicative and Organizational Tendencies” (V. V. Sinyavsky, V. A. Fedoroshin), the test “Assessment of the Level of Sociability”, developed by V. F. Ryakhovsky. The results of the longitudinal study were analyzed using mathematical statistics.
Results. The variability of the content characteristics of the cognitive, motivational, reflexive regulatory, and communicative components of the professional subjectivity of design students in their first and second years of college education was analyzed. In their second year of college education, students significantly decrease their “overall life satisfaction” and “life goals” scores, which are components of the cognitive component of professional subjectivity. The motivational component is expressed through the following indicators: “amotivation”,
“avoidance motives”, “internalized motivation”, and “externalized motivation”. The “locus of control – “I” indicator determines the reflexive-regulatory component of professional subjectivity and tends to decrease in second-year students. In second-year design students, an increase in the “level of communication” indicator was observed, which constitutes the communicative component of the professional subjectivity of secondary vocational education students.
Discussion and Conclusion. Based on the results of a longitudinal study, students showed variability in the content characteristics of each component of professional subjectivity at the initial stage of professional training in college.
Keywords: professional subjectivity, variability of content characteristics, secondary vocational education student, design student, vocational training, college
For citation: Morozova I.S., Voronova E.V. Variability of the Content Characteristics of the Components of Students’ Professional Subjectivity at the Initial Stage of College Education. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2025; 19 (3). Pp. 426-443. (In Russ.). DOI: 10.32343/2409-5052-2025-19-3-426-443
DOI: 10.32343/2409-5052-2025-19-3-426-443
UDС: 37.015.3
The article was submitted to the editorial offi ce on 21.07.2025, approved after review on 25.08.2025, and accepted for publication on 27.08.2025.