The Development Of Students’ Professional Self-Concept

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Key Points

The research aims to analyze how professional self-concept develops among psychology and education students across their academic years.
Conducted an experiment to assess professional self-concept levels in 1st, 3rd, and 4th-year students.
Performed statistical analysis on the gathered data regarding professional self-concept indicators.
Developed a program targeting the enhancement of professional self-concept based on educational and psychological conditions.
Students across all academic years showed low indicators of professional self-concept.
Insignificant improvement in professional self-concept was noted from year to year during the study timeline.
The findings highlight the need for effective psychological and pedagogical strategies to foster professional self-concept development.

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Explores the dynamics of professional self-concept in psychology and education students, indicating educational conditions are vital.

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Oksana V. Vashetina (2018) studied this question.

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