THEORETICAL AND METHODOLOGICAL FOUNDATIONS AND RESULTS OF AN EMPIRICAL STUDY OF THE DETERMINANTS OF PROFESSIONAL SELF-EFFICACY AMONG FUTURE PSYCHOLOGISTS

Abstract

The purpose of this article is to provide a theoretical justification for the methodological foundations and conceptual approaches of an empirical study of the professional self-efficacy of future psychologists and their determinants, as well as to present the study’s results. The research methodology is based on a combination of complementary approaches: the systemic approach (which provides a holistic understanding of professional selfefficacy as an integrative personal-professional characteristic); the subjective-activity-based approach (which allows for the consideration of professional self-efficacy as a dynamic construct that is formed during the professional training of future psychologists and their acquisition of practical experience); and the social-cognitive approach (which enables an explanation of the role of cognitive, motivational, and other factors in the development of professional self-efficacy among future psychologists). The scientific novelty lies in refining the theoretical and methodological foundations of an empirical study of the determinants of professional self-efficacy among future psychologists, developing a theoretical model, and characterizing the features of professional self-efficacy and its determinants during the professional training of future psychologists. Conclusions. The results of an empirical study and a correlation analysis of the determinants of professional self-efficacy among future psychologists are presented, and prospects for using the obtained results to improve professional training and develop professional development programs are outlined