Study of the Relationship between Assertiveness, Personal Identity and Self-Relationship Parameters in Young Educational Specialists

Introduction. The relevance of the problem is due to the importance of studying personal qualities that contribute to the adaptation of an individual to society and professional activity. One of such qualities is assertiveness as a person's ability to achieve their own goals without harming other people and without violating their rights. Objective . Identify the relationship between assertiveness, personal identity, and self-relationship parameters in young specialists in the sphere of education. Materials and Methods. The assertiveness questionnaires of V. P. Sheinov and A. S. Devitsyn, L. B. Schneider's personal identity, and S. R. Panteleev's self-relationship questionnaires were used as diagnostic tools. The results were processed using correlation analysis, Pearson's dichotomous correlation coefficients, and point-biserial correlation coefficients. Results. A total of 83 young specialists in the field of education in Cherepovets, Vologda Oblast (96.39% of the sample were women) aged up to 35 years, with an experience of 2 months to 3 years, participated in the study. A positive connection of the low level of assertiveness (passive) with two identity statuses was revealed: premature identity and moratorium identity. A positive relationship was also found with parameters of self-relationship such as closedness, inner conflict, self-blame, and a negative relationship with self-confidence, self-value, and reflected self-relationship. The medium level of assertiveness (assertive) correlates positively with achieved identity status, as well as self-confidence, self-management, and self-value, and negatively with internal conflict and self-accusation. High level of assertiveness (persistent) is positively correlated with hyperidentity and closedness as a characteristic of self-relationship, and negatively with self-management and self-acceptance. Discussion. During the discussion, it is concluded that the most optimal for the successful functioning of personality is the combination of the average level of assertiveness ("assertive") with achieved identity and positive parameters of self-relationship, especially self-acceptance and self-management, which give the opportunity to manifest their subjectivity most fully on the basis of self-acceptance. The results obtained can be used in the process of working with young professionals in the educational sphere during their adaptation to the educational organization.