Factorial structure of psychological readiness for professional self-determination depending on the socio-psychological personality type among high school students

this study aims to identify and analyze the factor structure of psychological readiness for professional self-determination (PRPSD) in high school students, viewed through the lens of their socio-psychological personality type. The relevance of the work is driven by the need to develop differentiated career-guidance approaches that account for students’ individual-typological characteristics in order to improve the effectiveness of their professional choices. The study tested the hypothesis that the components of PRPSD (cognitive, motivational-value, emotional-volitional, operational-activity) form different configurations and intensities depending on the student’s dominant socio-psychological personality type. The research methodology was based on a comprehensive diagnostic approach. To identify socio-psychological personality types, a method for determining socio-psychological types was used (for example, an adapted version of Leary’s method, MLO, etc., the specific tool should be specified). The assessment of PRPSD components was carried out using validated questionnaires and tests measuring the level of career information awareness, the formation of professional interests and inclinations, choice motivation, decision confidence, self-assessment of professionally important qualities, emotional attitude toward the choice, and the development of planning skills. The sample consisted of 10th–11th grade students (N=XXX). Data analysis methods included factor analysis (exploratory and/or confirmatory), analysis of variance (ANOVA) to compare groups formed by personality type, and correlational analysis. The results confirmed the hypothesis of a specific factor structure of PRPSD for different socio-psychological personality types. Factor analysis conducted separately for typologically defined groups revealed differences in the number of significant factors, their content loadings (which PRPSD components combine into a single factor), and their relative weights. For instance, in one type the key factor might be the combination of motivation and self-esteem, while in another it could be the link between information awareness and operational skills. Statistically significant differences between groups in the expression of individual components and integral PRPSD indicators were also established. The discussion focuses on interpreting the observed differences in PRPSD structure through the prism of characterological traits and predominant modes of social interaction inherent to each socio-psychological type. The findings suggest that universal career-guidance models may be insufficiently effective, as the psychological mechanisms and “supports” of the self-determination process differ among high school students with different personality patterns. The results underscore the importance of individualizing career-guidance work in schools and developing targeted psycho-pedagogical support programs based on the student’s socio-psychological type to form a coherent and effective readiness for career choice.

professional self-determination, high school students, factor structure, socio-psychological type, psychological readiness