Self-actualization and professional orientation of the personality of high school students at specialized psychology courses

Introduction. The article presents the results of a theoretical analysis and an empirical study of the relationship between selfactualization and the professional orientation of students choosing specialized psychology courses as part of their supplementary education. Professional orientation is considered as a three-component structure comprising behavioral, emotional, and cognitive components, alongside the main components of personal self-actualization (self-understanding, time competence, autonomy, spontaneity, and openness to experience). Goal. The study aims to investigate the problem of personal professional orientation and to identify the relationship between the components of selfactualization and professional orientation among students enrolled at specialized psychology courses. Materials and methods. The following psychometric instruments were used: the Professional Identity questionnaire (by A. A. Azbel), the Vocational Preference Inventory (VPI) (by J. Holland), the Motivation to Achieve Success test (by T. Ehlers), and the Personal Self-Actualization Questionnaire (SAMOAL) (by E. Shostrom, adapted by A.V. Lazukin and N.F. Kalina). The sample consisted of 40 high school students (20 – students attending specialized psychology courses at NorthCaucasus Federal University (NCFU), and 20 students as a control group). Results and discussion. The study revealed statistically significant correlations between the components of self-actualization and the professional orientation of high school students. Conclusion. Based on the findings of the study, it can be concluded that professional choice in the context of studying psychology becomes a part of overall personal growth.

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