Theoretical-psychological analysis of contemporary notions of professional identity: developmental challenges. Part 2

Abstract

Professional identity (PI) represents one of the most relevant issues in scientific psychology. However, it’s development during early adulthood remains poorly understood. There is a diversity of academic views regarding the formation of PI during this life phase, among which the most cohesive ones stand out, although they often lack a systematic representation in the psychological literature. To address this issue, we reviewed the literature on the PI genesis. The following conclusions were drawn: 1) The formation of PI largely depends on professional choice characteristics, outcomes of professional socialization, self-determination of professional behavior, as well as professional development; 2) Personality traits such as reflexivity, adaptability, mobility (flexibility/plasticity), and relationship-building skills facilitate the acquisition of PI; the latter in turn contributes to the experience of professional congruence, which gives an impulse to enjoy one's own profession; 3) Early adulthood represents a sensitive period for PI development due to intensified self-exploration in the professional realm, which is also influenced by educational attainment, socio-economic status, familial and peer relationships, and commitment to hobbies. Moreover, because of the unique nature of PI during early adulthood, it requires to be examined separately from other developmental stages; 4) Among students, diverse forms of PI may be observed, but those who exert the most effort toward professional self-realization ultimately achieve a mature professional identity. It is concluded that research on professional identity should be actively continued to fill in many gaps, which can bring not only scientific and theoretical, but also practical benefits.