Professional identity and subject position in learning activity as predictors of students’ psychological well‑being

Context and relevance. In the context of the increasing prevalence of emotional maladjustment among the student population, it is important to investigate psychological factors associated with this condition that are directly related to the learning process. The article presents the results of an empirical study examining the relationships between professional identity, position in learning activity, and students’ psychological well-being. Objective. To identify the nature and direction of the relationships between professional identity, position in learning activity, and students’ psychological well‑being. Hypothesis. The level of students’ professional identity development is positively associated with the subject position in learning activity and indicators of psychological well-being, whereas the object and negative positions in learning activity are negatively associated with psychological well-being and professional identity development. Methods and materials. The study involved 100 full-time students of Smolensk State Medical University aged 18 to 25 years. To assess the expression of subject, object, and negative positions in learning activities, the “Subjective Position” methodology was used (Yu.V. Zaretsky, V.K. Zaretsky, I.Yu. Kulagina). The level of psychological well-being was assessed using the short version of the Ryff Scales of Psychological Well-Being, comprising six subscales: autonomy, self-acceptance, personal growth, environmental mastery, positive relations, and purpose in life. To assess professional identity, an original methodology was used, developed as part of this study and based on the analysis of students’ open‑ended responses. Statistical analysis included descriptive statistics, correlation analysis, multiple linear regression analysis, and mediation analysis. Results. It has been shown that the subject position in learning activity significantly explains the variance in professional identity (31.9% of the variance) and serves as a significant predictor of several components of psychological well-being, including autonomy, personal growth, environmental mastery, and purpose in life. It has been established that the relationship between professional identity and psychological well-being is mediated and operates through the subject position. Conclusions. The developed method made it possible to assess the level of students’ professional identity development. The subject position in learning activity is an important psychological factor associated with the development of students’ professional identity and psychological well-being and mediates the relationship between them.

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