Economic identity as the main psychological mechanism of students' economic socialization

Introduction. The socio-economic crisis, political, cultural, and value transformations caused by the full-scale invasion of the Russian Federation of Ukraine have a powerful impact on the inner world of people, especially the younger generation and their economic socialization. Therefore, arises a need for young people capable of productive self-realization through self-knowledge, self-determination, which poses the problem of personal identity formation. Formation of a personal identity is the main goal of individuals' socialization. Aim. To determine the features of the mechanism of economic identity of high school students and, on this basis, build a psychological profila of a high school student in terms of economic identity. Methods: I. Zubiashvili's Institutions of Economic Socialization and its Mechanisms questionnaire, Who am I? (M. Kuna, T. McPartland), O. Nikonenko's Measurement of Economic and Psychological Personality Characteristics" (modified by I. Zubiashvili), Incomplete sentences, and Study of Ideas about an Economically Successful Person (Yu. Pachkovskyi). Results. Economic identity in early youth was characterized by contradictions and the presence of internal conflict. The contradiction was due to the fact that although students highly valued money, they still did not know how to use them properly and had bad ideas about the role of money in their personal and social life. The economic identity of high school students was characterized by the prevalence of economic values of economic success (business, capital, real estate, etc.) over psychological values (communication, satisfaction from owning the goods). Social Self was leading identity among high school students, which suggests their readiness to perform social roles, including economic ones. High school students had positive attitudes towards the country's economy, but they lacked interest in it because of the hostilities and socio-economic crisis in Ukraine. The economic ideas of girls had greater meaning than those of boys. Conclusions. The economic identity in early youth is characterized by contradictions and internal conflict. High school students have poorly developed personal characteristics related to economic identity, which are necessary for students' good understanding of economic processes. High school students tend to exaggerate difficulties in meeting their needs for financial security and stability.