Assessing Personality-Related Learning Outcomes in Master Programs

Abstract

In this article, personality-related learning outcomes in educational psychology Master’s programs are analyzed as professionally relevant personality traits, of which personal and professional identity are the core. An empirical study involved students enrolled in educational psychology Master’s programs (60 in the first round and 35 in the second one). The study used Lydia Schneider’s personal and professional identity diagnostic methods, L. Michelson’s communicative competence test adapted by Yuri Gilbukh, and Mehrabian and Epstein’s empathy scale. The results showed that Master’s degree students experienced significant changes to their professional identity in the course of studies, making considerable progress in the development of communicative competence and empathy. Professionally relevant personality traits were found to show irregular dynamics during the first and second years of Master’s studies. The article outlines avenues of further research on educational and psychological assessment of personality-related learning outcomes in Master’s programs.