Theoretical-psychological analysis of contemporary notions of professional identity: common principles. Part 1

Abstract

Professional identity (PI) has been a subject of intense investigation in academic psychology, yielding a plethora of divergent viewpoints over the years. However, recent trends in scientific-psychological literature show a growing number of publications that document consensus-building, foundational concepts related to the issue of professional identity. Therefore, it is deemed worthwhile to consolidate this information into a cohesive conceptual framework. One potential avenue to achieve this goal is through a literature review. The initial part of the literature review delineates professional identity as a key psychological construct in professional activity, revealing its foundational specifics, including: a) an inseparable connection with personal and social identities, where PI originates alongside other identities; b) composite structure grounded in cognitive, affective, and behavioral components influenced by a specific context; c) a procedural-substantive aspect highlighting the primacy of identification and self-determination in organizing PI, which is composed of self-awareness and self-relationship; d) distorted variations of PI linked to multifaceted reasons within professional activity, where optimal functioning is compromised. In conclusion, emphasis is placed on exploring the characteristics of PI in early adulthood, including the student age group, due to its pivotal role in shaping professional identity during this life stage.