Professional Identity of Students of the Psychological and Pedagogical Direction of Education

Recent research in the field of professional identity has revealed its significant impact on various work outcomes, including job satisfaction, stress resistance, and motivation for continuous professional development. This is especially true in professions that require direct interaction with people and continuous improvement of skills in response to changing professional demands. The results of this study show that second-year master's degree students demonstrate a high level of professional identity, which is in line with international research, which suggests that students become more aware of their professional roles at later stages of their education. At this stage, students actively shape their career aspirations and integrate their knowledge and skills into their professional identity. In addition, the study indirectly confirms the relationship between professional identity and academic motivation, which is consistent with the findings of international research, which emphasizes how high motivation enhances students' engagement in the process of forming their professional identity. Students with higher academic motivation tend to participate more often in practical activities and professional projects, thereby strengthening their identity. Creating favourable conditions for the development of professional identity through active learning methods and practical participation can significantly increase students’ academic motivation and their readiness for future professional endeavours. This is in line with contemporary approaches in international research, which emphasize the importance of integrating theoretical knowledge with practical skills in higher education.

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