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In this article, personality-related learning outcomes in education and teacher training Master programs are defined as professionally relevant personality traits, of which personal and professional identity are the core. An empirical study involved undergraduates in Educational Psychology Master programs (60 in the first round and 35 in the second one). The study used Lydia Schneider’s personal and professional identity diagnostic methods, L. Michelson’s communicative competence test adapted by Y. Gilbukh, and Mehrabian and Epstein’s empathy scale. It was established that Master’s degree students experienced significant changes to their professional identity in the course of their programs, making considerable progress in the development of communicative competence and empathy. Professionally relevant personality traits were found to show ambivalent dynamics during the first and second years of Master studies. The article outlines avenues of further research on educational psychology assessment of personality-related learning outcomes in Master programs.
Ермолаева et al. (Mon,) studied this question.