To the Issue of Psychological Features of the Actor's Personality Development: the Experience of Typological Analysis



We present the results of the study of the actors’ personality development psychological characteristics. It was hypothesized that the analysis of the similarities between individual profiles of student-actors can reveal personal typological features at the stage of selection and training in theatrical college. Sample: students of the theatre college, 129 students at the beginning and 117 — at the end of the 1st year, 64 — second year, 54 — third year, and 41 — fourth year students. Methods: R. Cattell’s 16 Personality Factors Test. Results: we identified personal characteristics that manifested themselves at the stage of admission to college and inhibited successful professional development: rejection of authorities, desire to dominate, refusal to cooperate and work together. Cluster analysis revealed four personal types of student-actors related to theatrical roles. The following strategies of pedagogical influence manifested in the process of work with college students: individualization of training, transfer of professional knowledge through senior students. Conclusions: the study proved the efficiency and feasibility of using the method of cluster analysis and typological approach in the study of acting talent.

General Information

Keywords: actor’s talent, actor’s psychology, role, personality typology, personality traits, Cattell test, cluster analysis

Journal rubric: Philosophy, Anthropology, Culture

Article type: scientific article


Acknowledgements. This work was supported by Russian Foundation for basic research, grant №18-013- 00805 А «Features of personal change and professional socialization in the development of the acting profession».

For citation: Sobkin V.S., Lykova T.A. To the Issue of Psychological Features of the Actor's Personality Development: the Experience of Typological Analysis. Konsul'tativnaya psikhologiya i psikhoterapiya = Counseling Psychology and Psychotherapy, 2019. Vol. 27, no. 2, pp. 129–146. DOI: 10.17759/cpp.2019270209. (In Russ., аbstr. in Engl.)


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Information About the Authors

Vladimir S. Sobkin, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Head of the Center for Sociology of Education, Institute of Education Management, Center for Modern Problems of Modern Education at the Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID:, e-mail:

Tatiana A. Lykova, PhD in Psychology, Leading Researcher, Institute of Education Management of the Russian Academy of Education, Professor, Russian Institute of Theatrical Art, Moscow, Russia, ORCID:, e-mail:



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