The Communicative Determinants of Professional Self-Fulfilment of University Lecturers

Keywords: professional self-fulfilment, regression analysis, general factors of professional self-fulfilment, professional activity, professional competence, communicative competence, university lecturer


Actuality to study psychological characteristics and determinants of professional self-fulfilment of a higher school lecturer as a representative of socionomy professions is determined primarily by the fact that a lecturer is one of the key figures in professional education who supports social and professional ascension of future professionals.

In the article we represent that professional communications, which are traditionally regarded in the psychological science as "activities in the activity", are a specific type of activities, it is a communicative (including speaking) activity. A teacher has to perform communicative speech activities in all areas of his/her work: pedagogical, educational, methodical, organizational and others. This comprehensive universality, i.e. the presence of communicative activities at all types of specialist’s professional, scientific and pedagogical work, determines importance of formation and development, first of all, of the communicative competence within the professional competence structure as a key tool of interpersonal communications. Communicative activities are governed by the need to resolve communicative problems arising in the course of professional interaction, and through them, to resolve proper professional problems.

The performed statistical analyses of the experimental data and the qualitative interpretations of the regression analysis show that the “creativity during professional interactions” is the most prominent predictor of the high level of professional self-fulfilment (general, internal professional and external professional) achieved by these specialists. Thus, creativity as the ability to non-standard resolution of communicative tasks, as a manifestation of creativity in the communicative-speech components of the professional activities and as a form of pedagogical interaction, determines mostly university lecturers’ professional self-fulfilment and implementation of its internal and external professional forms.

In addition, the internal professional self-fulfilment of these specialists is determined by a number of such sufficiently expressed factors; these are the key criteria of the communicative competence: an instrumental criterion, as well as (in its composition) “adequacy during professional interactions”; the motivational criteria and the “reflection of professional interactions” element of the cognitive criterion; the professional competence criteria, including creative, self-educational and pedagogical; the parameters of lecturers’ non-verbal expressiveness: “formal-dynamic parameters of non-verbal behaviour” and “ability to manage and reflect non-verbal behaviour during pedagogical interactions”; “value orientations”, “rapport” and, finally, “the ability to express own thoughts”.

The lecturer’s external professional self-fulfilment is determined by such main factors: “internal professional motivation” and “external positive motivation”; “professional competence”, including “informational competence”; “creativity” (in life); the instrumental criterion of the communicative competence includes “adequacy during professional interactions”, the cognitive criterion includes “construction of effective communicative programs” and the motivational criterion include “the motive for communicative difficulty overcoming”.

Research showed that among most expressed  predictors of professional self-fulfilment of university lecturer communicative factors have  a decision value, that predefined by the specific of him professional activity  that  takes  place in form a scientifically-pedagogical commonunication.


Download data is not yet available.


Kokun, O.M. (2013). Zhyttieve ta profesiine samozdiisnennia yak predmet doslidzhennia suchasnoi psykholohii. [Vital and professional self-realization as a subject of study of modern psychology]. Praktychna psykholohiia ta sotsialna robota – Practical Psychology and Social Work, 9, 1–5 [in Ukrainian].
Korniiaka, O.M. (2014). Aktualni psykholohichni aspekty profesiinoho samozdiisnennia vykladacha vyshchoi shkoly [Actual psychological aspects of professional self-realization of a teacher of higher education]. Problemy osvity – Problems of education, 78 (13), 13–21 [in Ukrainian].
Korniiaka, O.M. (2015). Psykhofiziolohichni zakonomirnosti profesiynoho samozdiysnennya vykladachiv vyshchoyi shkoly [Psychophysiological regularities of professional self-realization of teachers of higher education], Psykhofiziolohichni zakonomirnosti profesiynoho samozdiysnennya osobystosti – Psychophysiological regularities of professional self-realization of personality, (pp. 157–170). In O.M. Kokun (Ed.). Kyiv: Pedahohichna dumka. Retrieved from [in Ukrainian].
Korniiaka, O.M. (2016). Komunikatyvna kompetentnist yak vyznachalnyy chynnyk profesiynoho samozdiysnennya vykladacha vyshchoyi shkoly [Communicative competence as the determining factor of professional self-realization of a teacher of higher education]. Aktualni problemy psykholohiyi. Psykhofiziolohiya. Psykholohiya pratsi. Eksperymentalna psykholohiya – Actual problems of psychology. Psychophysiology. Psychology of labor. Experimental psychology, 6(16), 82–92 [in Ukrainian].
Lukyna, E.A. (2006). Osobennosty samoosushchestvlenyia cheloveka v raznye periody vzroslosty [Features of human self-realization in different periods of adulthood]. Candidate’s thesis. Sankt-Peterburh [in Russian].
Petrova, E.A. (1998). Zhesty v pedahohycheskom protsesse [Testicity in the pedagogical process]. Moscow: Moskovskoe horodskoe pedahohycheskoe obshchestvo [in Russian].
Starovoitenko, E.B. (2007). Kulturnaia psykholohyia lychnosty [Cultural psychology of personality]. Moscow: Akademycheskyi Proekt; Haudeamus [in Russian].
Samokhvalova, A.H. (2012). Delovoe obschenie: sekrety effektivnyh kommunikatsiy [Business communication: the secrets of effective communication]. (2 ed.). Sankt-Peterburh: Rech [in Russian].
Fetyskyn, N.P., Kozlov, V.V., & Manuilov, H.M. (2002). Sotsyalno-psykholohycheskaia dyahnostyka razvytyia lychnosty y malыkh hrupp [Socio-psychological diagnosis of personality development and small groups]. Moscow: Yzd-vo Ynstytuta Psykhoterapyy [in Russian].
Orgoványi-Gajdos, J. (2016). Main Features of the Training Programme for Teachers’ Professional Development on Problem Solving. Teachers’ Professional Development on Problem Solving. Sense Publishers, Rotterdam. doi: 10.1007/978-94-6300-711-5_3
Skaalvik, E.M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20 (1), 15–37. doi: 10.1007/s11218-016-9363-9
Yoon, K.S., Duncan, T., Lee, S.W.-Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers Report, N 033. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.

Abstract views: 256
PDF Downloads: 231
How to Cite
Korniyaka, O. (2018). The Communicative Determinants of Professional Self-Fulfilment of University Lecturers. PSYCHOLINGUISTICS, (23(1), 139-159.