Science for Education Today, 2020, vol. 10, no. 4, pp. 44–60

Formation of students’ professional identity during university years: Stages of developing professional commitment

Buyanova G. V. 1 (Perm, Russian Federation), Gitman Y. K. 2 (Perm, Russian Federation), Popova T. V. 1 (Perm, Russian Federation), Dolmatova N. S. 1 (Perm, Russian Federation)
1 Academician D.N. Pryanishnikov Agro-Technological University
2 State Humanitarian-Pedagogical University; National Research Polytechnic University

Introduction. The article provides a detailed analysis of the scholarly psychological and education literature on formation of university students’ professional identity. The purpose of the research is to identify the stages within the development of students’ professional commitment and to find out how they correspond to the phases of professional identity formation during university years.
Materials and Methods. The theoretical study includes analysis, comparison and generalization of Russian and international scholarly literature on the problems of professional commitment and professional identity. The methodological basis of the study is a systemic approach which has allowed the authors to present professional commitment as a unifying whole composed of interdependent components.
Results. The authors summarized the findings of Russian and international studies on professional commitment and professional identity development; identified the main structural components of professional commitment (value-based, motivational, cognitive-reflective); revealed the stages (levels) of professional commitment development and the stages of formation of its components; conducted psychological and educational analysis of students’ professional development during university years. The authors have developed, described and justified the model of students’ professional commitment development while pursuing undergraduate degrees. Each level is described according to the corresponding stages of the formation of its structural components and is correlated with a certain stage of students’ professional development. The description of the stages is supplemented with general recommendations on the organization of the educational process.
Conclusions. The article concludes that the development of students’ professional commitment is a consistent and multi-level process, which includes the formation of value-based, motivational and cognitive-reflective components. The authors argue that the compliance with the stages of professional commitment development enhances students’ professional identity at each stage of their professional development during university years.


Professional identity; Stages of professional development; Professional commitment; Structure of the professional commitment; Value-based component; Motivational component; Cognitive-reflective component; Stages of the development of professional commitment.

Formation of students' professional identity during university years: Stages of developing professional commitment

For citation:
Buyanova G. V., Gitman Y. K., Popova T. V., Dolmatova N. S. Formation of students’ professional identity during university years: Stages of developing professional commitment. Science for Education Today, 2020, vol. 10, no. 4, pp. 44–60. DOI:
  1. Symanyuk E. E., Pecherkina A. A., Zakrevskaya O. V. Peculiarities of professional self-determination of older adolescent students. Perspektivy Nauki i Obrazovania, 2019, no. 6, pp. 192–202. (In Russian) DOI: URL:
  2. Abramov R. A., Pronina I. V., Khalatenkova E. Yu. Increase of demand for graduates of higher education institutions. Education and Science, 2016, no. 10, pp. 91–106. (In Russian) DOI: URL:
  3. Shnarbekova M. The Motivations Behind Educational and Professional Choices of Kazakhstani Youth (Based on the Results of Sociological Studies). Russian Education & Society, 2018, vol. 60 (4), pp. 370–380. DOI:
  4. Jackson D. Re-conceptualising graduate employability: the importance of pre-professional identity. Higher Education Research & Development, 2016, vol. 35 (5), pp. 925–939. DOI:
  5. Trede F., Macklin R., Bridges D. Professional identity development: a review of the higher education literature. Studies in Higher Education, 2012, vol. 37 (3), pp. 365–384. DOI:
  6. Zauwiyah A., Anantharaman R. N., Hishamuddin I. Students' Motivation, Perceived Environment and Professional Commitment: an Application of Astin's College Impact Model. Accounting Education, 2012, vol. 21 (2), pp. 187–208. DOI:
  7. Buyanova G. V. The main fields of educational activity in the system of modern higher education. Perspektivy Nauki i Obrazovania, 2019, no. 1, pp. 37–50. DOI: URL:
  8. Kovalenok T., Kryzhanovskaya I. The professional direction type and cognitive interestes of students. Journal of Sholokhov Moscow State University for the Humanities: Pedagogy and Psychology, 2010, no. 2. pp. 41–50. (In Russian) URL:
  9. Zagainov I. A., Blinova M. L. Professional orientation of students’ personality. Society: Sociology, Psychology, Pedagogics, 2017, no. 4, pp. 54–56. (In Russian) DOI: URL:

10. Fors J.-O. Development of professional commitment among students in social work education. Journal ofSocial Work Education, 2017, vol. 36 (5), pp. 529–541. DOI:

11. Bedenko N. N., Bakhtigulova L. B., Klychkov K. Y., Kaftan V. V., Oborsky A. Y., Brega G. V., Poliakova I. V. Formation of students’ motivational readiness for their future professional activities. Opcion, 2019, vol. 35 (19). pp. 2337–2365. URL:

12. Blackley S., Luzeckyj A., King Sh. Re-valuing higher education: learning(s) and teaching(s) in contested spaces. Higher Education Research & Development, 2020, vol. 39 (1), pp. 1–12. DOI:

13. Bridgstock R., Jackson D. Strategic institutional approaches to graduate employability: navigating meanings, measurements and what really matters. Journal of Higher Education Policy and Management, 2019, vol. 41 (5), pp. 468–484. DOI:

14. Helens-Hart R. Appreciative coaching for student academic and professional development. Communication Teacher, 2018, vol. 32 (4), pp. 220–224. DOI:

15. Duchatelet D. Donche V. Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation? Higher Education Research & Development, 2019, vol. 38 (4), pp. 733–747. DOI:

16. Podlesnov A. A. Professional Orientation of a Person as an Integrated Motivational Dynamic Component of Training of Top-Qualification Personnel. Theory and Practice of Social Development, 2014, no. 21, pp. 261–264. (In Russian) URL:

17. Tolochek V. A. Professional Career: Linear-Stadial and Stadial-Procedural Approaches. Izvestiya of Saratov University. New Series. Series: Acmeology of Education. Developmental Psychology, 2019, vol. 8 (2), pp. 120–131. (In Russian) DOI: URL:

18. Povarionkov Y. P. Structural-Level Approach to Periodization of the Personality’s Professional Formation. Yaroslavl Pedagogical Bulletin, 2017, no. 6, pp. 212–219. (In Russian) URL:

19. Kahu E. R. Framing student engagement in higher education. Studies in Higher Education, 2013, Vol. 38 (5), pp. 758–773. DOI:

20. Rozenfeld A. S., Ryamova K. A. Some aspects of social and pedagogical adaptation of students of first-year students to the educational environment of higher education institution. Uchenye Zapiski Universiteta imeni P. F. Lesgafta, 2018, no. 6, pp. 200–205. (In Russian) URL:

21. Filimonova E. A. The problem of adaptation of students to the future profession in the framework of the implementation of educational programs. Bulletin of the Siberian Institute of Business and Information Technologies, 2017, no. 2, pp. 136–141. URL:

22. Fortygina S. N., Pavlova L. N. Professional identification of pedagogical university graduates. Novosibirsk State Pedagogical University Bulletin, 2017, vol. 7 (6), pp. 26–36. (In Russian) DOI: URL:

Date of the publication 31.08.2020