Valery Makarevich

FORMATION OF PROFESIONAL IDENTITY OF THE

TEACHER-RESEARCHER
Abstract
The theories of identities can be grouped according to external and internal harmony. Teacher-researchers or
scientists professional identity corresponds to the first feature. The analysis of the literature shows that in the
scientists professional identity there can be pointed out substructures of time, values, anxiety, autonomy, co-
ordination of social roles, professionalism and relations with authorities. During the formation of scientists
professional identity some critical periods can appear. The critical periods increase closer to the end of the
period of getting masters degree. The critical periods can influence the increase of anxiety, misbalance of
social roles, changes of some values and dependence on authorities.
Key words: the crisis of professional identity, identity, scientists professional identity, the structure of
scientists professional identity.

Introduction
To be or not to be that's the question - these words were pronounced from the
stage of King theatre in London for the first time in the XVII century.Thus was formulated
the problem which hasn't lost its actuality.This is the problem of harmonious life among
person and society. Later that phenomenon was called identity. For W. Shakespeare (the
author of the above mentioned words) the process of identity doesn't go out from the
frames of dichotomy activity passivity.Though for Hamlet, the hero of the tragedy
written by W. Shakespeare, activity means correspondance of his behaviour with social
understanding (Shakespeare, 1994).
Nowadays people should solve more complicated tasks which are connected with
the formation of identity.The meaning of identity itself becomes also more complicated.
Scientific literature offers descriptions of various phenomena connected with identity:
personal, social, professional, ethnical and other identities. Nowadays the meaning of
corporative identity is used more often (Wendt,1999; Krilov, 2004). E. Husserl defines
three psychological realities: natural (usual I), psychological I (empiric I) and
transcendental essence of person.The usual I is changeable. Psychological I is formed
during the human life and depends on his life experience and when it is already formed, it
doesn't change. Transcendental essence the same as philosophical monade written by
Leibnic is independent integrity. Identity is formed in the process of interaction with
Other and harmonizes the connection between psychological I and human
transcendent essence. (Husserl, 2001, Lebnic, 1982).
Formation of identity by Husserl is taking place in the continuum changeable,
time inconstancy stability, time constancy. Identity depends not only on social
conditions but also on endogenous factors.
 If for Husserl identity means balanced human internal world, then for Lakan it is
the balance between internal and external worlds (Lakan, 1982). Identity is mental
constancy, which connects identities and simultaneously stimulates identity formation, in
geshtalt psychology it is formulated as : I means I, but you means you (Perlz, 1997).
The author of psychological theory of identity is Ericson. Identity according to Ericson
has the same characteristics as in the above mentioned theories of Gussarel and Lakan;
identity is formed in the process of socialization and is the result of separate
identifications;
identity appears as a mental constancy;
identity is continual in comparison with time (Ericson, 1959, 1963, 1968).
Other authors often describe the meaning identity as a result of solving two important
tasks, these tasks are connected with two questions: Who should I be? and What should
I be like? (Berns, 1982). The question What should I be like? is connected with social
and personal identities, but the question Who should I be? is connected with
professional identity.
Adler had formulated three conditions of full human life. These conditions are
connected with solving some tasks by human, these tasks Adler put into the words:
friendship, love and work. In that way professional identity the same as personal and social
is the most important feature of an active person.
Scientists profession is one of various professions in the world. It has its specific
features. Scientists preparation means taking into account formation and development of
professional, personal and social identities. Knowledge of specific features of professional
formation will give us the possibility to bring all necessary corrections to preparatory
courses of future masters and doctors.
The above mentioned information has defined the aims of our work: to scrutinize
formation and development features of professional identity of young scientists.
Work objectives:
1. To make the analysis of philosophical, psychological and pedagogical literature about
the problem of human identity and its social identity.
2. To compare the meanings of personal identity, social identity, professional
identity in a general and detailed content.
3. To work out some features and criteria of professional identity and to make a test
taking into account this base.
4. To make an experimental research about formation and development of professional
identity of young scientists and to analyze the given results.
As we mentioned above all philosophical works have two meanings of identity:
internal, endogen harmony and harmony between internal and external worlds and first of
all with social worlds. James takes into account these two points of view during the process
of writing his works. Analyzing in the frames of dichotomy social personal, he
supposes that identity is human internal harmony (James, 1991).
The same point of view has one of the most famous modern sociologists Anthony
Giddens. In his structural theory he scrutinizes the problem between social and personal
spheres. The structure of social world, according to Giddens, corresponds to the formula
society + person. Firstly, the interaction of social world means human harmonious life in
his social structure. Secondly, human should have the ability to solve his problems
according to his personal point of view. Performing of the first task actualizes with the help
of cultural and social identities but personal identity will help to realize the second
problem. Personal identity is understood as human ability to think and act independently
(Giddens, 1999).
Eric Erikson is one of the most famous American scientists with his own
psychological theory of identity. He points out that identity is based on two observations:
human feeling of identity and his continuous life in dimension and time, with a condition
that these are appreciated by our society (Erikson, 1959; 1963; 1968) According to Erikson
for the formation of identity is necessary to have a pattern. Identity is the result of separate
identifications. Representatives of human psychology concentrate their attention on the
problem of internal harmony. Internal harmony is understood as a base and pre - condition
for appearing of external harmony, it means harmonious human relations of a person and
his society (Fromm, 1998; Maslow, 1997; Rogers, 1994).
Modern research of internal harmony is based on a precise and certain analysis and
worked out scientific methodic. But representatives of eudemonism concentrate their
attention on emotional and cognitive aspects of identity. Eudemonism goes in the contrary
with hedonism. Eudemonists think that human satisfaction appears as a result of achieving
his professional aim. Indicators of formed identity can be human emotional and cognitive
appreciation of his own life (Diener, Oishi & Lucar, 2003).
Another part of science in our modern psychology is narrative psychology. It
supposes that human life consists of various events which are generalized and united into
certain stories. These stories can be verbalized. The source of these stories can be human
personal experience.
Scientists M. Somers and G. Gibson point out four dimensions of narrative
ontological, public, conceptual and meta dimensions. Human identity is closely
connected with conceptual dimension and with scientists ability to find out criteria which
can fully and adequately describe human identity (Somers, Gibson, 1994)
The theories of identity scrutinize the concepts of external harmony. As a rule,
these theories are worked out by sociologists.
John Mid is the most important scientist of this sphere, he points out recognizable
(human thinking about himself) and non - recognizable identities (society demands and
their realization in the content of internal psychical structures). Recognizable identity
appears only during the dialogue between human and his surroundings (Mead, 1946).
E. Goffman in his turn points out three types of identities: social, personal and I
identity (Goffman, 1959; 1963) R. Fogelson is the representative of symbolic
interacionism who introduces the meaning of given identity. In his opinion, it is
impossible to scrutinize the real identity. We can only scrutinize representative identity
which is given in a self assessment and surveys of respondents (Fogelson, 1982).
G. Taifel brings valuable research in the theory of identity. In his opinion, human I
concept consists of two sub systems. The first sub system is personal identity. It
includes human orientation in his physical, intellectual and moral personal features. The
second is social identity. It is defined by human features in social groups with racial,
national, class and other characteristics (Taifel, 1974; 1982).
Taifels ideas got their development in the works of Turner. Continuing his
colleague, Turner points out that social identity has situational character and defines
personal identity (Turner, Oakes, 1989).
Scrutinizing theoretical and experimental research of social identity, scientists have
paid their attention to its professional variety. Professional identity is analyzed in the
frames of dichotomy subject objective relations subject subjective relations and it
is a structural element of human professional activity. The first way of understanding the
essence of professional identity is shown in picture 1.
Corporative identity in the given content is understood by workers or separate
enterprises as a part of their own enterprise, containing gratitude for enterprise, basic ways
of activities which are chosen in a strategy and realized in practice in the frames of
organizational standards and rules of behavior (Krilov, 2004).
 The second approach contains the meaning of professional activity, where
professional identity is the same as professional productivity and professional experience.
(pic.2)
Professional identity characterizes human importance for his profession and
professional activity and is the indicator of his satisfaction needs and development of his
potential (Druzhilov, 2003).
Picture 1.
Human identity which is connected with his professional activities
Human identity which is connected with
his professional activity

Professional subject subjective Professional subject objective

relations: Corporative identity relations: Professional identity

Picture 2.
The structure of professional activity by J. Povarenkov (Povarenkov, 2002)

Professional activity

Professional Professional Professional

productivity identity experience

Professional identity is definitely connected with professional activity and serves as

a regular aspect for stabilization (stability of professional position) and reforming function
(where the main role plays an identity with a profession and possibility for professional
self-development (Jermolaeva, 2001). Almost all modern psychologists and sociologists
understand professional, ethnical and gender identities as a kind of social identity (Ivanova,
Koneva, 2003).
Opposite side of professional identity is marginalism of professional status and
identity (Pawalko, 1972). Investigating the phenomenon of professional identity, scientists
pay their attention to the structure of professional identity. We will analyze it in the next
sections of the article. Speaking about dynamic characteristics, scientists take into account
two aspects: the level of development and professional crisis.
 Much attention is paid to the development levels of professional identity in
psychoanalysis. F. Kaslov points out 6 development levels of professional identity of
psychotherapist - psychoanalyst, which almost repeat logics of group development U.
Bennis and G. Shepard (Bennis, Shepard, 1956)
F. Kraslov supposes that the first level can be called Irritation and sense of
Expectation. This level is connected with education, when the soul of a young specialist is
full of two opposite feelings: exciting feeling of something new and frightening feeling
How will I be able to do this? Do I really want to do this?
The second level is dependence and identification. This level consists of human
effort to imitate his supervisor and experiencing his lack of assurance and dependence on
the supervisor.
The third level is an activity and continuous dependence. The first success
increases human confidence and stimulates movement of passivity into activity and
independence. Fears decrease but sometimes they can be increased.
The fourth level is saturation and accepting independence. The feeling of
professionalism appears on this level. The person accumulated professional experience and
integrates the colleagues experience.
The fifth level is achieving of identity and independence. This period can continued
during some years till the end of professional career. This level is characterized by self
supporting activity (I can work without any support) and a wish to be independent from
any authorities.
The sixth level contains human wish to be independent (Kaslow, 1986)
In this case the development indicator of specialists professional identity includes
his feelings, wishes and experience. In this conception are described only progressive
activities to achieve his identity. Other authors suppose that in the formation process of
professional identity not only progressive but also regressive tendencies can appear.
Russian researcher V. Druzhilov points out 3 stages of achieving professional identities:
beginning (derivation), duration (extensive or intensive development, stagnation etc.);
ending (achievement of professionalism and stage of professionalism, when a person can
become ex-professional, teacher, supervisor or tutor) (Druzhilov, 2003).
The crisis of professional identity appears in emotional sphere: worries, uncertainty,
instability (Rumjanceva, 2005).
 The crisis of professional identity appears in case of any important social changes
or is connected with difficulties in human personal life. If a person lives through this crisis,
his professional level will be higher (Jermolaeva, 2006).
The first crisis of professional identity coincides with human decision about his
professional career in juvenility. E. Erikson points out that young people are more worried
about inability to make their professional identity, these worries bring hypercritical
orientation of formation of professional identity within their group and as a result their
individuality is lost (Erikson, 1968). A. Pipere had scrutinized this problem in order to
prove the importance of the first crisis of human professional identity which was described
by Erikson. She proves that the choice of professional career is connected with the
influence of other people, such as parents. However, 25% of respondents in the age of 16
19 (students of vocational schools and higher educational establishments) are not satisfied
with their professional choice (the research was made in the eastern part of Latvia which is
called Latgale) (Pipere, Jakovleva, 2006). Scientists identity is one of many other various
identities. But in psychology the formation and development problems of professional
identity are not enough investigated.. In spite of it, such science as sociology pays much
attention to this problem. Sociology takes into account not only structural, genetic and
dynamic aspects of identity, it stresses out situational identity (Harry, 1996; Gotlib, 2004
and others). Analyzing all above mentioned, it seems very actual to analyze the formation
and development problems of professional identities.
Theoretical survey of various points of view about the essence of identity and its
types can prove that identity is a complicated structural phenomenon with temporal
dynamic characteristics. During its research both quantity and quality methods are used. A.
Pipere is one of Latvian scientists who works successfully with quality methodic. The main
task of our work is working out quantity methodic for the research of professional identity
of young scientist. To solve this problem, it is necessary to know its features or main
characteristics. These features should be common with social and personal identities,
taking into account specific field of professional identity of a young scientist. Literature
analysis has shown the importance of 7 criteria which characterize the professional
identity of a young scientist. This is historical and personal time (Baumeister, 1986;
Dollard, 1949; Zavorotnaya, 1999; Heidegger, 1993; Erikson, 1968 and others), values
(Rokeach, 1973; Ryan, 1989; Waterman, 1982; Abdulaeva, 2004; Ivanova & Koneva,
2003; Makarevich & Makarevich, 2003; Fukuyama, 2004; Huntington, 1994; Schneider,
2004 and others), the absence of worries (Maslach & Goldberg, 1998; Hamitova, 2000;
Erikson, 1968 and others). One more important feature of identity is its autonomy.
Autonomy supposes understanding of human identity and simultaneously the ability to
work in a team, taking into account other opinions (something similar to community
feeling according to Adler). The fifth feature of professional identity of a young scientist
is a conciliation of social roles (Ashwin, 2000); Gerson, 1985 and others). The sixth and
seventh features are professionalism and relations with a director (mentor, authority).
Professionalism means some abilities to make a research work. Relations with a director
(mentor, authority) reflect the stages of identity formation (introjections identification
identity).The given methodic consists of 7 subscales. The first subscale is the subscale of
time which consists of 2 questions related to the past of individual, two o the present and
two to the future. Each question contains a number which corresponds to the place of the
question in the methodic.
12. From these four judgments choose the most suitable for your situation and put a tick:
a) In my family Im the first who has made some scientific work (masters work, doctors
work, research);
b) In my family my brothers, sisters or other relatives have/had made some scientific work;
c) In my family my parents have/had made some scientific work;
d) In my family not only my parents, but also my grandparents have/had made some
scientific work.
22. Long time I have/had a dream to make some scientific work;
6. I carry out my scientific work regularly (scientific literature, material collecting for the
research etc.)
15. This time (time to get masters degree, doctors degree and time of collecting materials
for present and future research) is the most exciting time which I have ever spent.
25. After masters degree (doctors degree or making some research work) I will continue
my scientific work.
32. I have some definite plans which are connected with continuation of my scientific
research.
The second subscale: values. Generalized values are pointed with numbers 10, 17, 18, 30;
concrete 7 and 14.
7. If I need to choose between an interesting job with a low salary and a dull job with a
high salary, I will choose wealth.
10. If need to choose between a low-paid job with the possibility for professional and
personal promotion and a well paid job without these possibilities, I will choose the first
variant.
14. I would like to control some actions of other people.
17. It is important for me to have a job which is appreciated and popular in our society.
18. It is better for me to work in a group of scientists than to make some research alone.
30. It is very important for me to be independent from others and to express my point of
view which will be appreciated.
The third subscale is the subscale of fears.
2. I think that scientific authorities will not appreciate my scientific ideas.
19. I am really worried when I start thinking about my scientific work.
21. When I am carrying out my scientific work, I always feel some doubts.
35. My private life ruins because of my scientific work.
39. The process of making my research brings me satisfaction.
42. Before meeting my scientific supervisor/mentor I am not worried.
The forth subscale is the scale of autonomy.
3. I like to share the results of my scientific work with my colleagues (writing masters
work, doctors or scientific work).
4. It is very important for me to have work realization, to use my skills and abilities.
24. I think that I am more talented that my colleagues (writing masters, doctors or
scientific work).
33. I think that my colleagues (writing masters work, doctors or scientific work) have
negative characteristics about me as a scientist.
34. It is very difficult for me to collaborate with my colleagues (writing masters work,
doctors or scientific work).
37. My colleagues (writing masters work, doctors or scientific work) dont understand
me.
The fifth subscale is the scale of concordance of social roles.
8. Sometimes I have some doubts about the right choice of my scientific work as a career
(personal promotion).
28. I often try to keep in secret my scientific work.
29. I am always worried about spending less time with my family, because of my scientific
work.
31. The role of scientist (master, doctor) gives me more satisfaction than any other roles in
my life (family, workplace).
40. After finishing writing my masters work, doctors or scientific work, I will certainly
pay attention to other social roles (family, work, society and free time).
41. It is difficult for me to find some time for my research work.
The sixth scale is the scale of professionalism.
1. I think that I can formulate some concrete conclusions, which coincide with the aims,
objectives and received results of my scientific work.
11. I think that I can analyze the received research dates, make some tables, pictures and
diagrams, realize qualitative and quantitative (statistical) analysis and give the right
explanation.
16. It is not difficult for me to read any scientific literature in foreign languages.
23. I can formulate the hypothesis (questions), aims, objectives, object and subject of any
research and find some methods to solve the research problems of my work.
26. Tick the correct variant of your thoughts:
a) I have already written my research work (masters work, doctors work or any
other scientific work) or only some parts;
b) I have some publications which are connected with my research work;
c) I have/had participated in some research conferences;
d) I have/had participated in some scientific projects.
36. I am fond of the process of searching and analyzing some research literature.
The seventh subscale is the scale of relations with a director (mentor, authority).
5. I always understand all criticism of my scientific supervisor (my scientific opponents).
9. The style of my scientific work was made only with the help of my scientific supervisor
(mentor).
13. I am satisfied with my collaboration with a director (mentor).
20. Tick the correct variant of your thoughts:
In my scientific research
a) I use only the ideas of my scientific supervisor;
b) Sometimes I have my own ideas;
c) I work/worked out my own style of the scientific work;
d) I can dispute with authorities, proving the right way of my ideas and style of my
scientific work.
27. I often dispute with my scientific supervisor (mentor) because of my scientific work.
38. I regard my scientific supervisor as more experienced colleague.
These questions have 5 variants of answers. They are coded by the numbers 0, 1, 2,
3 and 4. 0 means disagreement, 4 full agreement. Interstitial numbers mean various
levels of agreement. In the questions with some variants of answers is counted the sum of
ticked variants.
Some questions are inverted; it means the ticked points should be changed. Instead
of the point 4 is written 0, instead of 3 1, 2 is not changed, 1 is substituted by 3, but 0 4.
The questions where it is necessary to change points (according to subtests) are : V 2, 19,
21, 35; V 28, 29, 40, 41; V1 7, 14; V11 24, 33, 34, 37. All points are counted
together. The sum of points which doesnt increase 42 means the beginning of professional
identity. The sum of points from 43 to 84 shows that scientists professional identity is in
process. Only points from 85 to 126 reflect already formed professional identity. But this
stage has some negative sides: dependence on authorities, fears, difficulty to harmonize
some social roles etc. The forth stage of developed professional identity corresponds to the
sum of points from 127 to 168.
Table Nr.1 reflects the average meaning of the points, according to the subscales of this
methodic. These meanings are shown in 5 research groups: masters teachers of 1st, 2nd
and 3rd years, masters psychologists and doctors teachers.
Table 1
The average meaning of the points, according to the subscales of the methodic
Group Time Value Fear Auto- Soc. Profes- Authori- Sum
nomy Roles sionalism ties
1 10.33 14.33 12.78 20.67 13.67 11.22 14.89 97.89
2 11.44 15.88 13.69 19.81 12.19 12.13 14.50 99.64
3 12.19 14.24 10.89 18.38 11.33 12.76 13.86 93.62
4 11.09 13.55 9.27 19.14 9.68 12.55 13.59 88.87
5 13.20 15.53 13.67 21.93 13.60 12.73 15.47 106.13
In table Nr.1 are pointed out the following groups of respondents: 1 masters
teachers, the 1st year students (9 people); 2 masters psychologists of the 1st and 2nd year
(16 people); 3 masters teachers of the 2nd year (21 people); 4 masters teachers of
the 3rd year (22 people); 5 doctors teachers ( 15 people).
The table shows that doctors have the most meaning and the best results, according
to all scales of the methodic. As to masters teachers, they have lower results of the
values, according to the subscales, mostly during the period of changing the 2nd year of
studies into the 3rd year, fears (increase), there are also seen some changes between social
roles and relations with authorities. It can prove that masters of 2nd and 3rd courses have the
formation crisis of scientists professional identity. The reason of crisis can be the
beginning process of writing their masters work which takes much force, time and
practical work.
The first block of methodical questions is connected with temporal characteristics
of identity. Thats why we will start the detailed analysis of the results with this block
(sub-test). Questions of the first block are connected with the past, present and future of a
young scientist. As we have mentioned, its necessary to point out the historical and
personal aspects in the past. The historical aspect is represented with the following
thoughts: Im the first in my family who is involved in the sphere of science My close
relatives were involved in the sphere of science My parents were involved in the
sphere of science Not only my parents but also other close relatives were involved in
the sphere of science. The personal aspect is represented with the thought: I have
dreamed to be a scientist long time ago.
Lets consider the answers of the respondents, connected with the historical
temporal aspect.
Picture 3.
The historical aspect of personal identity

80
70
Quantity of answers (%)

60
50 Group 1
40 Group 2
30 Group 3
20
10
0
1 2 3 4
Variants of answers

1 Im the first in my family who is involved in the sphere of science

2 My close relatives (brothers, sisters) were involved in the sphere of science
3 My parents were involved in the sphere of science
4 - Not only my parents but also other close relatives were involved in the sphere of
science.
Group Nr. 1 masters - teachers; Group Nr.2 masters-psychologists; Group Nr.3
doctors-teachers.
Picture 1 shows that the most part of the respondents in their family are the first who have
decided to be involved in the sphere of science. Only the selection of psychologists shows
that the main part of the respondents has the family historical past connected with the
scientific work.
The second thought of the questionnaire is connected with the aspect of the past which is
formulated as: I dreamed to be a scientist long time ago. The answers of the respondents
to this question are shown in picture .4.
Picture 4.
Answers of the respondents to the statement:
I have dreamed to be a scientist long time ago.

45
40
Quantity of answers (%)

35
30
Group 1
25
Group 2
20
Group 3
15
10
5
0
0 1 2 3 4
Variants of answers

(Here and further are used the following signing. For answers: 0 incorrect; 1
more incorrect than correct; 2 something in the middle; 3 more correct than incorrect; 4
correct. For groups: 1 masters-teachers; 2 masters-psychologists; 3 doctors-
psychologists. If are used some other signing, it will be pointed out.)
Picture 4 shows that the most logical in the process of realizing their dream to be a
scientist are psychologists. Then follows the group of doctors-teachers with the leading
polarization of their attitude to the possible profession connected with the scientific
research. It seems that 33% of the doctors came to the choice of the scientific career
spontaneously.
If we consider picture 5, it will show the real part of time perspective in the process of
forming the professional identity of a young scientist.
 Picture 5
Answers of the respondents to the statement
Now Im regularly involved in the scientific work.
50
45

Quality of answers(%)
40
35
30 Group 1
25 Group 2
20 Group 3
15
10
5
0
0 1 2 3 4
Variants of answers

Picture 5 shows that the most quantity of masters-teachers and doctors-teachers are
regularly involved in the scientific work. In comparison, masters-psychologists are less
involved in the scientific work.
If we look at picture 6, we will see the answers of the respondents about their
satisfaction in the studying process.
Picture 6.
Satisfaction of the respondents in the studying process to get masters degree
(doctors degree)

50
45
Quantity of answers (%)

40
35
30 Group 1
25 Group 2
20 Group 3
15
10
5
0
0 1 2 3 4
Variants of answers

This picture shows the most popular answers of doctors-teachers .Masters-teachers

are satisfied with their studying process more than others.
 Now we will scrutinize the part of future perspective in the process of forming the
professional identity of the young scientist. The first thought is connected with the future:
After getting the masters (doctors) degree, I will continue my scientific research.
Picture 7
Answers of the respondents to the statement connected with the future plans to be
involved in the scientific work.
60
Quantity of answers (%)

50

40
Group 1
30 Group 2
Group 3
20

10

0
0 1 2 3 4
Variants of answers

The majority of masters-teachers (64%) after getting masters degree dont have
any plans to be involved in the scientific work. Only 9% of them would like to connect
their future life with the scientific research. This rate is higher 25% among the
respondents of masters-psychologists who would like to be involved in the sphere of
science and 52% among doctors-teachers. Its a pity that 8% of doctors-teaches dont have
any plans to connect their future with the scientific work.
Now we will look through the connection of respondents plans to be involved in
the scientific research after getting masters (doctors) degree, with their past and present.
To analyze this we will use table 2.
Table 2.
We can consider the average points, analyzing the answers of the respondents who
are planning to connect their future with the sphere of science, comparing with their
past and present.

masters-teachers masters-psychologists doctors-teachers

question 1 2 t-criteria 1 2 t-criteria 1 2 t-criteria
6 3.5 2.8 2.41 2.0 1.8 0.30 2.6 3.5 1.11
12 1.4 1.3 0.45 1.3 1.6 0.61 1.3 1.5 0.36
15 2.6 1.8 2.29 2.5 2.6 0.16 3.1 3.0 0.13
22 2.1 1.0 4.12 1.8 1.2 0.76 2.1 1.5 0.89
Table Nr.1 has following signing: 1-masters (doctors), who have some plans to
connect their future with science; 2-masters (doctors), who do not have any plans to be
involved in the scientific research.
Statements which are connected with the past of the respondents:
12 I am not the only one in my family who is involved in the sphere of science. The
maximal point here is 4. The points which are close to 1 mean that the majority of the
respondents are the first in their families who are involved in the sphere of science.
22 I dreamed to be involved in the sphere of science long time ago.
Statements which are connected with the present of the respondents:
6 I am regularly involved in the sphere of science.
15 The time of studying to get masters (doctors) degree is the most unique in my life.
In the forth and seventh columns are shown the values of students t-criteria. The
sign - means that the differences are proved on the level 0.01, but the sign - shows that
the differences are proved on the level 0.001.
Statement 12 is connected with the historical time of personality. Table 2 shows
that the plans of the respondents who plan to make a scientific research do not depend on
their family experience in this sphere. If a person has a wish to be involved in the sphere of
science, it will be a good motivation to continue the scientific research. The differences in
the methodical question 12 of the respondents answers who plan to connect their future
with science and those who do not have any plans to do this are statistically significant for
the selection of masters-teachers and show the tendency in the selections of masters-
psychologists and doctors-psychologists.
Masters-teachers who have a plan to connect their future with science are more
regularly involved in the sphere of science in the present. (The differences are statistically
meaningful). The same connection of masters-psychologists has also the tendency. Thus,
analyzing the given results, in the present masters-psychologists are not so regularly
involved in the sphere of science in comparison with masters-teachers. There is seen the
paradox: The respondents who dont have any plans to be involved in the sphere of science
in the future, more regularly make a scientific research in the present, in comparison with
those respondents who have some plans to make a scientific research in their future. ( The
connection has a tendency).
The connection of the present and future of masters-teachers is also shown in the
fact that the respondents who have a plan to connect their future with science consider the
studying process more exciting, than those who do not plan to connect their future with
science. There is not seen the same connection in the selection of masters-psychologists
and doctors-teachers.
 Further we will look through the average rates of the time scale, separately
analyzing sub-scales of the past, present and future.
Picture 8
The connection of the past, present and future of masters-teachers, masters-
psychologists and doctors-teachers
3

2,5

2
Mean score

Group 1
1,5 Group 2
Group 3
1

0,5

0
1 2 3
Characteristic of time

1 past; 2 present; 3 future

The respondents of all three groups estimate their past practically the same. If we
analyze future, according to this scale, the doctors-teachers have the highest rates (the
average point which reflects respondents plans to be involved in the sphere of science
2.64 and corresponds to qualitative characteristic: More yes, than no).Masters-teachers
have the lowest rates according to this scale 1.68.
The selection of masters-teachers consists of the 1st, 2ndand 3rd year students. We
will look through the difference of time characteristic, taking into account the students
year of studying.
Picture 9.
The average rates of the sub-scales, taking into account the past, present and future
of teachers-masters of various studying years
3

2,5

2
Mean score

Group 1
1,5 Group 2
Group 3
1

0,5

0
1 2 3
Characteristic of time
1 masters-teachers of the 1st studying year; 2 masters-teachers of the 2nd studying year;
3 masters-teachers of the 3rd studying year.
This picture shows that the situation of each separate studying year reflects the
situation in the whole. The highest average rates, according to the time scale with the sub-
scale of the present. Analyzing these rates, we can judge that the 2nd year masters are the
most satisfied with their present (2.83, but the rate of the 1st year students 2.28). The 3rd
and the 1st year masters have the lowest rates according to the sub-scale of the future (1.52
the 3rd year students and 1.56 the 1st year students). It means that the most part of the
masters-teachers doesnt plan to connect their future with the scientific work.
Further we will look through the given rates of respondents of various groups,
taking into account the scale Values.
Picture 10.
The average rates, according to the scale Values

Values

16,5
16
15,5
Mean score

15
14,5
Values
14
13,5
13
12,5
12
1 2 3 4 5
Groups

1 1st year masters-teachers; 2 2nd year masters-teachers;

3 3rd year masters-teachers; 4 1st and 2nd year masters;
5 doctors-teachers. (The same signing will be used in further pictures).
As it is seen from the picture, the rates of the scale Values of masters-
psychologists and doctors-psychologists are higher than the rates of the masters-teachers of
all respondents with various studying years.
The 3rd scale is the scale of fear. The lower rates of this scale correspond to the
higher level of fear.
 Picture 11.
Rates according to the scale Fear
Fear

16
14
12
Mean score 10
8 Fear
6
4
2
0
1 2 3 4 5
Groups

Picture 11 shows that the level of fear increases closer to the end of studying
process. It is known that the crisis of identity is closely connected with the increasing level
of fear. Thats why the given fact can prove that the masters-teachers of the 3rd studying
year have the crisis of formation of professional identity of a young scientist. It can be
connected with the fact that the 3rd year students finish writing their scientific research.
The given stage means implementing of their knowledge in theoretical and experimental
research, analyzing the given results and comparing them in practice. Consequently, it is
connected with some difficulties: they dont have necessary abilities, they should find
corresponding literature, plan their time, limit their personal and family life etc.
Now we will consider the scale Autonomy.
Picture 12.
Rates according to the scale Autonomy
Autonomy

23
22
21
Mean score

20
Autonomy
19
18
17
16
1 2 3 4 5
Groups

Both the group of masters-teachers and the group of masters-psychologists,

according to this scale have very high and similar rates. On this background rates of
doctors-teachers are higher and practically, maximal compared with other groups. We can
point out that if the person has the higher rates, according to this scale, he/she will be more
able to collaborate with others.
The fifth scale Social Roles. Now we will consider picture 13.
Picture 13.
Rates according to the scale Social Roles
Soc. Roles

16
14
12
Mean score

10
8 Soc. Roles
6
4
2
0
1 2 3 4 5
Groups

This picture shows that masters-teachers have the problem connected with social
roles. The difficulty with social roles increases and becomes maximal during the 3rd
studying year. This fact proves that the 2nd and 3rd year masters-teachers have the crisis of
formation of the professional identity of a scientist, although masters-psychologists dont
have this crisis. Probably the special psychological programs which are included in the
studying process have a certain influence on the masters-psychologists and help them to
decide their personal problems.
The sixth scale Professionalism.
Picture 14.
Rates according to the scale Professionalism
Professionalism

13

12,5
Mean score

12
Professionalis
11,5
m
11

10,5

10
1 2 3 4 5
Groups
 All groups of respondents (with the exception of the 1st year masters-teachers) are
very close to the average and high rates. The seventh scale Professionalism shows
the level of respondents dependence on the mentors opinion, authority, scientific
supervisors (the lower rate, the higher level of respondents dependence on the scientific
authorities and the lower level to formulate and develop personal ideas).
Picture 15.
Rates according to the scale Authorities
Authorities

16
15,5
15
Mean score

14,5
Authorities
14
13,5
13
12,5
1 2 3 4 5
Groups

This picture shows that the masters-teachers in the studying process to get masters
degree increase their orientation of authorities. Doctors-teachers are less dependent on
authorities and are more able to develop their own ideas.
The theories of identities can be grouped according to the content of external and
internal harmony. In the structure of scientists professional identity one can point out
substructures of time, values, fears, autonomy, improvement of social roles,
professionalism and relations with authorities. During the formation of scientists
professional identity some critical periods can appear. The critical periods increase closer
to the end of studies of getting masters degree. The critical periods can influence the
increase of fears, misbalance of social roles, changes of some definite values and
dependence of authorities.
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