The significance of this study stems from the need to understand the psychological mechanisms and influencing factors behind personal self-development. This research aimed to examine the factors that shape students’ choices of self-improvement strategies—namely acquisition, rejection, transformation, and restriction—in relation to their levels of personal agency. The study sample included 271 university students from Russia and Kazakhstan, aged between 17 and 27, predominantly female, with an average age of 19.5 years (SD = 1.5). To collect data, researchers used a custom-developed method called the “Square of Self-Improvement” and the “Level of Personal Autonomy Development” questionnaire by M.A. Shchukina. Data analysis was conducted using Fisher’s angular transformation (φ* criterion).
Findings revealed that students with high agency levels predominantly chose acquisition, rejection, and transformation strategies. In contrast, among those with low agency levels, fewer opted for transformation, while a greater number selected the acquisition strategy. This preference appears to be linked to intrinsic value, which serves as an indicator of agency. Importantly, the way students apply the acquisition strategy differs qualitatively between high and low agency groups. Overall, the study concludes that a student’s level of agency significantly influences their choice of self-improvement strategy, reflecting their ability to take control of and actively direct their personal development. These findings have practical implications for educational settings, particularly in designing individualized development plans during professional training and offering psychological support within universities.
