Tożsamość i jej osobowościowy kontekst: charakterystyka psychologiczna uczniów zespołów szkół zawodowych

The article presents the research results of 271 students in grades I–III of vocational schools, 448 students in grades I–III of technical schools and 253 students in grades I–III of specialised secondary school. The study was held in Poznan in the winter semester of the school year 2012/2013. Battery of questionnaires was used: four adapted – DIDS/PL – dimensions of identity, PFQ-2/PL – feelings of shame and guilt, DERS/PL – diffi culties in emotion regulation and ISI-4/PL – identity problems processing style and one original polish KPS – Social Participation Questionnaire. The results indicate both signifi cant, though small, differences between vocational and technical students on the one hand and between them and specialised secondary school students on the other hand, as well as differences between men and women. Among students from I-III grades from all of the three types of vocational schools there is similar structure of relationships between examined personal variables (level of guilt and shame, diffi culties in emotion regulation, two social orientations) and fi ve identity dimensions (exploration in breadth, exploration in depth, ruminative exploration, commitment making, identifi cation with commitment) and identity styles (normative, informative, diffused). The most adaptive structure of examined factors characterizes technical students.