The expression of self-efficacy and the ability to self-regulate in representatives of socionomic professions at different stages of mastering professional role behavior
DOI:
https://doi.org/10.33910/2686-9527-2026-8-3-372-386Keywords:
self-efficacy, role-related self-efficacy, action control, self-regulation style, self-attitude, professional role behavior, internal conflictAbstract
Introduction. Professions within the socionomic domain require future specialists to possess both confidence in their professional effectiveness and the capacity for optimal self-control and self-regulation in the execution of their duties, which are frequently performed under stressful conditions and within potentially conflictual interpersonal relationships. The aim of the present study is to examine the level of self-efficacy across various types of activity, along with the development of self-control and self-regulation skills at different stages of training among students in socionomic professions, in order to characterize the nature of their acquisition of professional role behavior.
Materials and Methods. The study involved students and postgraduate trainees at a medical university training to become physicians, clinical psychologists, and social workers (N = 1,540), comprising first-year students (N = 898) and senior students and postgraduate trainees (N = 642). The sample included 1,200 women (78%) and 340 men (22%); mean age was 20.1 years (SD = 1.8). Data were collected using Google Forms. The following instruments were administered: the Self-Efficacy Scale (J. Maddux and M. Sherer, adapted by A. V. Boyarintseva); the General Self-Efficacy Scale (R. Schwarzer and M. Jerusalem, adapted by V. G. Romek); the Multidimensional Self-Concept Questionnaire (S. R. Pantileev); Role Self-Efficacy Scale (V. V. Enin); the Action Control Scale (J. Kuhl, adapted by S. A. Shapkin); and the Behavioural Self-Regulation Style Questionnaire (V. I. Morosanova). Data analysis was performed using R (v.4.3.3) in the RStudio environment; between-group comparisons were conducted using the Wilcoxon-Mann-Whitney test.
Results. Significant differences were identified in the levels of self-efficacy, self-control, and self-regulation between students at the initial and final stages of their training in socionomic professions, revealing the nature of their acquisition of professional role behaviour.
Conclusion. The findings may be applied in practice to forecast and optimize the effectiveness of the process of developing professional role behavior among students in socionomic disciplines.
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