Comparative analysis of personality characteristics of full-time and distance learning students (on the example of psychology students)

We discuss problems associated with self-development, self-education, self-actualization, self-regulation in the learning process, as well as with motivation for professional development in students. We emphasize the importance of studying the level of personal development of university students under the conditions of pedagogical process implemented internally, and the pedagogical process implemented through distance learning technologies. We present the results of the comparative analysis of students enrolled in full-time education and students enrolled in distance learning. For the study of personality characteristics, we used “Self-Actualization Test” (SAT), developed by L. Gozman and M. Croz, “Behavior Self-Regulation Style” (BSRS) by V.I. Morosanova, “Level of Subjective Control” (a modified version of the American psychologist J. Rotter questionnaire). We revealed that full-time students and distance learning have higher than average results for all test scales of self-actualization. Furthermore, in distance students, on 12 scales the indicators of self-actualization are higher than those of full-time study students. Moreover, the overall level of subjective control in distance students is higher than in the students of full-time training.

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