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PROFESSIONAL IDENTITY AND THE SATISFACTION WITH THE PROFESSIONAL ACTIVITIES AS FACTORS OF WELL-BEING IN THE WORKPLACE
Abstract
Background. Th e present paper discusses the relevance of identifying oneself with a professionalism, the attitude to the profession and the role in the professional activity as an integral characteristic of the professional identity among representatives of diff erent positions. Objective. Th e identifi cation of the relationship between the professional identity and satisfaction with professional activities (work process, working conditions, organization, choice of profession, etc.) and well-being in the workplace among representatives of various positions. Sample. 11 558 employees (7,373 women, 63.8%, and 4,175 men, 36.2%) of a large energy company in the Russian Federation. Methods. Th e participants fi lled in the questionnaire on the components of job satisfaction, the scales of the work involvement, the boredom at the workplace, the emotional exhaustion and initiative. Results. Th e representatives of diff erent positions are most satisfi ed with the benefi ts of their work for people, with their choice of profession and the profession itself and the labour process but they are less satisfi ed with the working conditions, payment, management and professional prospect. As for representatives of all the positions, involvement in the work, a low level of boredom and emotional exhaustion and initiative depend on not only the satisfaction with working conditions, payment, management and the professional prospect but also on the satisfaction with the choice of profession, the profession itself, its content, the benefi t to people and the labour process. Conclusion. Regardless of the position and satisfaction with working conditions, the satisfaction with the choice of profession, its content and benefi ts for people and the labour itself predict the involvement in work, initiative, a low level of emotional exhaustion and the boredom at work.
Aim. To compare personality qualities of specialists with different job satisfaction level.
Methodology. The study was performed in 2023 at “Systema 112” state budget organization in Moscow. The main idea of it is a comparative analysis of personality qualities of specialists with different job satisfaction level. The following methods were used: "Integral job satisfaction". The Holland test is modified by G. V. Rezapkina. Questionnaire of terminal values by I.G. Senin (Father-2). "Methods of self-attitude research (MIS)". "Social and professional relevance of the individual" (SPVL).
Results. Different job satisfaction level of specialists is not correlated their with social demographic data and is due to differences in their personality qualities and value and meaning directions, that are professional direction differentiation level, educational and professional life meaning level, needs in self-development, achievements, internal satisfaction and personality well-being level.
Research implications are addition to theoretical knowledge about job satisfaction and personality qualities correlations, possibility of obtained data application in professional selection of helping type specialists.
Introduction. The use of digital technologies is now an important part of the educational process. This process is constantly changing due to various factors and the emergence of new digital tools. Such changes are significant in the context of the quality of education and require constant monitoring. The purpose of this study is to investigate the characteristics of the use of digital educational tools and the tasks that teachers solve using digital tools. Materials and Methods. A total of 594 teachers between the ages of 18 and 76 participated in the study. 93 percent of respondents were women. The questionnaire “Digital Technologies in the Educational Process” was used for data collection. Results. Electronic gradebooks or diaries are a popular digital tool, while digital educational resources and communication systems with students and parents are used less frequently. E-textbooks proved to be an unpopular digital tool. Educators more frequently use digital technologies for communication with colleagues and students, and less often for planning extracurricular activities and implementing project-based learning. Comparative analysis shows that young specialists frequently use lesson planning systems, while teachers with over 30 years of experience more often use digital technologies for attendance tracking. Primary school teachers utilize digital technologies more often than others. Educators in larger population centers use digital technologies for attendance tracking, extracurricular activity planning, and communication. Discussion and Conclusion. The results of the study indicate a high level of integration of digital technologies into the educational process and a transition from routine to innovative use. The results of the study can be used both to clarify or expand the functions of existing digital educational tools and to provide more targeted professional development for teachers.
Introduction. The problem of formation of creative person skills in the process of artistic activity is currently topical and thus actively investigated in modern pedagogical science. The relevance of the research is due to the active development of modern rapidly changing reality, contributing to the making of an information technology developing society, which imposes new requirements on the formation of a creative personality. The purpose of the study is to determine the psychological and pedagogical conditions for the formation of creative skills of schoolchildren in the process of artistic activity and to assess the degree of readiness of schoolchildren for creative activity based on results of professional entrance tests. Materials and Methods. The important basis of the ongoing pedagogical research is the methodology of the personal-activity approach, in which creative activity is defined as one of the leading types of activity. This study was conducted from 2021 through 2023 in the logic of pedagogical experiment on the basis of the Childrenʼs Academy of Artistic Creativity and Design. The sample consisted of 155 schoolchildren studying in different areas of artistic and creative activity. Results. The authors show that the processes of education of creative personality are currently undergoing changes in the new conditions of information development and the need to form appropriate thinking. The authors substantiate that it is important to purposefully develop the creative activity of personality and it is necessary to start training from school years. The main and additional psychological and pedagogical conditions of formation schoolchildren creative abilities in the process of artistic activity are defined. The specificity of training of senior schoolchildren in the Children’s Academy of Artistic Creativity and Design in special artistic disciplines is shown. The results of evaluation based on the generalization of the data of the professional entrance test in drawing, painting are presented. Discussion and Conclusion. This research contributes to the development of pedagogical knowledge in the field of pedagogical conditions formation for the development of a person’s readiness for creative activity. The article will be useful to anyone interested in the study of theoretical and practical aspects of the formation of creative skills of schoolchildren in the process of artistic activity.
The COVID‐19 pandemic has significantly affected nursing, as nurses are crucial in providing healthcare services. Understanding the factors influencing nurse retention is essential for maintaining a strong and long‐lasting workforce because nurse retention is becoming increasingly complex. This study aimed to investigate the influence of professional identity and job satisfaction on the intention to remain employed while also evaluating the levels of professional identity, job satisfaction, and intention to stay among paediatric nurses amidst the COVID‐19 pandemic. This correlational and descriptive study included a stratified sample of 257 paediatric nurses and was guided by the STROBE checklist. Data were collected through valid and reliable questionnaires, which included a nurses' professional identity scale, job satisfaction survey, intention to stay scale, and a demographic questionnaire. Data collection was conducted from January to April 2022. The study was approved by the ethical research committee at the Nursing Faculty – Mansoura University, ensuring adherence to the Helsinki Declaration. The paediatric nurses reported elevated professional identity, moderate job satisfaction, and moderate intention to stay employed with mean scores of 80.35 ± 13.22, 113.70 ± 19.58, and 8.40 ± 3.55, respectively. Multiple regression explained 13.0% of the variation in paediatric nurses' intention to remain employed ( F = 18.50, p < 0.001). Professional identity positively correlated with the intention to stay (β = 2.69, p = 0.008). Job satisfaction also had a positive relationship with the intention to stay (β = 3.49, p < 0.001). Healthcare managers should focus on professional identity strategies such as supportive work environments, growth opportunities, and valuing paediatric nurses' contributions. Implementing interventions such as fair compensation, support, and rewards can enhance paediatric nurses' retention and quality of patient care.
Introduction
Professional identity development is a central aim of medical education, which has been disrupted during COVID-19. Yet, no research has qualitatively explored COVID-19’s impact across institutions or countries on medical students’ identities. Kegan proposes a cognitive model of identity development, where ‘disorientating dilemmas’ prompt student development. Given the potential of COVID-related disruption to generate disorientating dilemmas, the authors investigated the ways in which COVID-19 influenced students’ identity development.
Methods
The authors conducted an international qualitative study with second year medical students from Imperial College London, and third year students from Melbourne Medical School. Six focus groups occurred 2020–2021, with three to six students per group. Authors analysed data using reflexive thematic analysis, applying Kegan’s model as a sensitising theoretical lens.
Results
COVID-19 has resulted in a loss of clinical exposure, loss of professional relationships, and a shift in public perception of physicians. Loss of exposure to clinical practice removed the external validation from patients and seniors many students depended on for identity development. Students’ experiences encouraged them to assume the responsibilities of the profession and the communities they served, in the face of conflicting demands and risk. Acknowledging and actioning this responsibility facilitated identity development as a socially responsible advocate.
Conclusions
Educators should consider adapting medical education to support students through Kegan’s stages of development. Measures to foster relationships between students, patients, and staff are likely necessary. Formal curricula provisions, such as spaces for reflection and opportunities for social responsibility, may aid students in resolving the conflict many have recently experienced.
Boredom at work is a state of employee unwell-being that is characterized by relatively low arousal and high dissatisfaction. At present little is known about boredom at work. In order to facilitate future research, the current study introduces a brief self-report questionnaire that assesses boredom at work, the Dutch Boredom Scale (DUBS). We argue that (1) boredom at work can be distinguished empirically from related concepts such as work engagement and job burnout; (2) boredom at work results from having an unchallenging, “passive” job; and (3) the subsequent lack of challenge in the form of boredom may result in dissatisfaction with the job and with the organization. Using data from 6315 employees, factor analysis supported the factorial and discriminant validity of the DUBS vis-à-vis engagement and burnout. As expected, structural equation modeling revealed that demands and resources were negatively associated with boredom. Moreover, boredom at work was negatively related with job satisfaction and organizational commitment, and positively with turnover intention. These findings support the validity of the DUBS. Future research may focus on underemployment as an antecedent of boredom at work, and on the effects of boredom on job performance.
COVID‐19 is a major crisis, disrupting all facets of human life. For medical professionals and trainees, the pandemic creates additional concerns about one’s role in providing care, the effectiveness and limitations of medical care, and personal vulnerability to infection and asymptomatic disease spread. These challenges can shape medical students’ professional identity formation (PIF), defined as how learners come to ‘think, act, and feel like a physician.’1 Medical students develop their identities as emerging professionals through training, and a crisis such as a pandemic alters, impedes, or accelerates this process. A crisis catalyzes transformative learning by serving as a disorienting dilemma, and educators can harness this opportunity for growth.
While teaching medical professionalism has been an important aspect of medical education over the past two decades, the recent emergence of professional identity formation as an important concept has led to a reexamination of how best to ensure that medical graduates come to “think, act, and feel like a physician.” If the recommendation that professional identity formation as an educational objective becomes a reality, curricular change to support this objective is required and the principles that guided programs designed to teach professionalism must be reexamined. It is proposed that the social learning theory communities of practice serve as the theoretical basis of the curricular revision as the theory is strongly linked to identity formation. Curricular changes that support professional identity formation include: the necessity to establish identity formation as an educational objective, include a cognitive base on the subject in the formal curriculum, to engage students in the development of their own identities, provide a welcoming community that facilitates their entry, and offer faculty development to ensure that all understand the educational objective and the means chosen to achieve it. Finally, there is a need to assist students as they chart progress towards becoming a professional.
Paper summarizes the empirical studies carried out in the framework of psychology of corporeality to identity. It is hypothesized that identity as the feeling of relatedness between objects and “I” is based on self-integrity experience defined by subjective controllability. The grounds, the realism of this controllability, activity of the subject and the role of cognitive and affective factors in the formation of identity define various processes of identification (emotional contagion, normative identification, identity fusion, concealed identity). It is shown that the formation of identity may be determined by different aspirations, whose role is particularly important for specific identifications in youth. In adulthood, it is a resolution of “problems” of identification, rather than striving for them, that is closely related to subjective happiness. Comparison of identification and identity fusion (on the example of the family and the country) reveals structural and functional differences between them, that speaks in favor of the hypothesis of two different processes of identity formation. Research on concealed identity phenomenon also points to its independence from the obvious (simple) identifications as well as its relationship with poorer psychological well-being and self-regulation deficiency.
Correlation of contribution of socio-demographic (sex, age, education, marital status) and organizational (position, experience) factors to satisfaction with different components of job activity (wages, conditions and job organization, team leadership, job content and achievements) in Russian industrial company is considered. According to the results, organizational factors correlate with job satisfaction to a greater extent than socio-demographic ones, the position of the worker being of special significance. Correlation between age and satisfaction is nonlinear: young specialists and working pensioners are more satisfied; women are more satisfied than men are.
The present study investigated in a sample of 587 telecom managers whether workaholism, burnout, and work engagement - the supposed antipode of burnout - can be distinguished empirically. These three concepts were measured with existing, validated multi-dimensional questionnaires. Structural equation modeling revealed that a slightly modified version of the hypothesised model that assumed three distinct yet correlated constructs - burnout, engagement, and workaholism - fitted the data best. Multiple regression analyses revealed that these three concepts retained unique hypothesised patterns of relationships with variables from five clusters representing (1) long working hours, (2) job characteristics, (3) work outcomes, (4) quality of social relationships, and (5) perceived health, respectively. In sum, our analyses provided converging evidence that workaholism, burnout, and engagement are three different kinds of employee well-being rather than three of a kind.
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