Psychological indicators of personal achievement: results of a content analysis of students’ work in various disciplines

Abstract

This article presents the results of a study into the indicators of success identified by higher education students. The primary research method employed is content analysis, the application of which has enabled the identification of the main textual codes associated with human success. The results of the content analysis of essays by students from various specialisations, and their quantitative and qualitative comparison, showed that the most significant and predominantly selected markers are those of material wealth (financial security, high earnings), power and status (possession of power, influence, authority), result-orientation (purposefulness, effectiveness, decision-making ability and accountability for outcomes), and characteristics of the social spectrum (such as empathy and sensitivity) are not particularly significant, nor is conformity to encouraged social norms (for example, discipline); at the same time, the ability to interact and communicate remains important. Therefore, based on the research findings, it can be argued that during one’s student years, success is achieved by demonstrating competence in professional activities; consequently, we believe that to enhance the success of today’s students, they should be given a sense of professional identity whilst still in education (for example, through the introduction of dual education).