Impact of intrapersonal factors on students’ speech patterns and behavior profiles at the stage of career-related and cultural transformations of their learning: An empirical study

Introduction. Despite the steady research interest in studying students’ psychological characteristics and personality traits, there are no comprehensive data on the influence of personal factors represented in the speech at the stage of professional and cultural transformation, which allows us to get an idea of individual behavior strategies and the level of students’ personal and professional development. The purpose of this study is to identify speech patterns and corresponding profiles of student behaviors, expected obstacles arising in the context of their learning based on the analysis of speech behavior characteristics due to student personality factors. Materials and Methods. The study follows contextual, bio-psychosocial, modular-transformational, learner and activity centered and cognitive approaches, as well as ideas about self-awareness and self-concept. The study involved 218 third-year undergraduates from Yekaterinburg universities (N = 218). Methods for assessing the self-sufficiency and self-regulation of the AKorD computerized system, the KELLY-98 Co-therapeutic computer system were used. Statistical procedures included descriptive statistics, cluster and correlation analyses. Results. The article based on a highly significant relationship between the level of utility dependence and self-regulation, the distribution of communication types and role pragmatics in I-real/I-ideal by clusters describes 5 patterns of speech behavior and 5 corresponding behavioral profiles, for which the tension between the desire to meet the social expectations of adulthood and the need for support and approval is common, and the differences are due to the degree of dependence on the external context, the level of independence and the configuration of self-regulation scales. It was revealed that all profiles reflect the crisis of professional self-determination, where the process of adjusting the I-image to socially approved samples runs into individual deficits of self-regulation. Conclusions. The author concludes that intrapersonal factors (self-regulation, level of utility dependence, role preferences in the conjugacy of I-real/I-ideal, type of communication) affect the patterns of student speech behavior. The identified factors made it possible to reveal and describe five stable profiles of student behavior at the stage of professional and cultural transformation of their learning activities.