Theoretical aspects of defining the concept of "students‟self-identification

Abstract

The aim of the article is to clarify, specify and theoretically define the essential characteristics and
means of students' self-identification and its functions in the context of higher education reforms in Ukraine.
The term “self-identification” is gradually becoming widely used both in everyday life and in the
sphere of scientific research. In relation to the aforementioned topic, the most frequent research niche is
sociological and psychological positions of students‟ self-identification as one of the types of self-processes
of an individual. However, due to the European vector of higher education in Ukraine there is a need to
develop future specialists‟ spiritual and cultural values in addition to expanding their know ledge. As for the
pedagogical aspects, there is no clear definition of this issue in scientific literature.
The phenomenon of an individual‟s self-identification was first examined during postmodernism. The
issue of boosting students‟ self-identification becomes topical due to humanization of education, in crease in
the accreditation level and expansion of the autonomy of secondary educational institution.
The “identity” concept is viewed as a conceptual construct of the self-identification process. The
author has discovered that the consequence of the identity development during adolescence is the formation
of the individual‟s self-consciousness, whose product is the “Self-concept”. Furthermore, the selfness (the
personality uniqueness) is investigated as a “Self-concept” component. This leads to the conclusion that the
selfness is an element of the individual‟s personal development and the process of the “Self” formation.
The author analyzed approaches to defining the “self-identification” concept, which, as a result, made
it possible to group the scientists‟ opinions according to the directions and to distinguish the intrinsic
characteristics of each approach. It allows defining the uncertainty of the self-identification concept.
Consequently, the self-identification functions are defined as part of the pedagogical process. In addition, the
students‟ self-identification concept is defined in a new signification. The implemented studies allow
concluding that there is a need to investigate the development of students‟ self-identification with the help of
other participants of the psychological and pedagogical process.