Characteristics of self-disclosure of full-time and part-time students in the process pursuing university degrees: a comparative analysis

Introduction. The article deals with the problem of students' self-disclosure in the process of higher education. The purpose of the study is to compare the peculiarities of self-disclosure of full-time and part-time students, manifested in the educational process of the university. Materials and Methods. The methodological basis of the study included the works of Russian and foreign authors on the importance of self-disclosure of personality, its characteristics and fulfillment (I. P. Shkuratova, G. J. Chelune, etc.). The research methods included theoretical analysis and generalization of modern Russian and international studies on self-disclosure of personality. The empirical study was conducted using the self-disclosure diagnostic technique (I. P. Shkuratova). The sample consisted of 203 respondents. Results. The theoretical analysis of studies devoted to the problem of self-disclosure revealed its external and internal features. At the same time, modern students tend to express themselves both in direct interaction and using digital technologies (e.g., social networks). Direct and technically mediated interactions are the environments of students' self-disclosure. The authors analyzed the categories and motives of self-disclosure of full-time and part-time students. The comparative analysis of data obtained during the empirical research revealed both similarities and differences. The similarities include the following: firstly, the desire to discuss interests, inclinations, and express opinions. Secondly, the most frequent motive of self-disclosure is the interest in the partner of communication. The first difference is that the desire to discuss financial issues is highly significant for full-time students, on the other hand, the disclosure of information about their jobs and various difficulties are important for part-time students. The second difference concerns the motives for self-disclosure. Full-time students report practical motives for self-disclosure. Emotional and moral motives and motives of self-presentation are more important for part-time students. The third difference showed the unwillingness of full-time students to discuss study issues, and it concerns the financial side of life for part-time students. Conclusions. The authors conclude that self-disclosure of full-time and part-time students has similarities and differences. Taking into account the characteristics of students' self-disclosure and providing opportunities for its fulfillment in the process of higher education contribute to the formation of students' professional identity and commitment, and enhance their professional development.