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The paper reveals the results of empirically study of factors of social work students’ professional identity significance during professional training. The respondents group consisted of 311 social work students of 1-4 years of Ukrainian higher education institutions. The low-level predominance of professional identity significance in the majority of students is defined. The development of students’ professional identity significance is due to various factors. In the 1st year – the position of students regarding to the status of a social worker in society and respect for the social worker in society; positive attitude of students to the social worker profession. In the 2nd year – a positive attitude of students to the social worker profession; personal significance of the social worker profession. In the 3rd year – a positive attitude of students to the social worker profession; students’ position about the positive impact of the future professional activity of a social worker on their life. In the 4th year – the personal significance of the social worker profession. The factor “students’ position regarding the status of a social worker in society” has a direct impact on the importance of professional identity for 3rd year students and opposite – 4th year students. The position of all students about the prestige of the social worker profession in the country does not affect their professional identity significance.

The article presents the results of the empirical study on future social workers' professional selfattitudes during their studying at university. The essence of the "future social workers' professional self-attitudes" phenomenon is presented, which is shown in their experiences regarding to their own professionally important qualities and competences. We determined the positive but insufficient dynamics of the professional self-attitude development at future social workers-"bachelor" degree students of the first-fourth academic years during their professional training at university. There are large statistically significant increase of the number of students with high professional self-attitudes, statistically significant decrease of the number of students with average professional self-attitudes and insignificant decrease of the number of with low professional self-attitudes from the first to the fourth academic year. The obtained results are important for elaboration of effective psychological support for future social workers' professional "Self-concept" development, in general, and their professional self-attitude, in particular, during their professional training.