The article presents the analysis of secondary school learner identity status and the impact of peers in choosing a learning profile. Profiled learning was introduced in educational institutions providing secondary education in Lithuania on 1 September, 2000; since then the youth have had to make up a decision about the choice of a learning profile at the end of the 10th form. The question arises if all learners are capable of making this decision independently. The present study was focused on the peculiarities of identity formation, as person’s ability to make decisions independently and other characteristics depend on the person’s identity development stage. One hundred ten 16–8 year-old learners participated in the research. The obtained research findings provide evidence that learners in lower stage of identity development are not yet ready to make decisions in occupational choice area. We assume that the analysis of learner identity status and peer impact in choosing a learning profile is relevant and valuable as a source used in determining psychological help provided for learners in the first stage of career designing.

Nowadays teenager is living in the world of intensive globalization process and hudge technological change, what makes teenager identity formation more complicate in modern society as in traditional society. What is more, the human of nowadays world must to learn all his life to be able to catch the world. Very specific time for learning motivation formation is adolescence. One part of the scientists assumes, that during the time of teenager identity formation decreases teens learning motivation, because they bring they‘s energy to other activities, realated with identity formation. On the other hand, the second part of scientists assumes, that during the time of adolescence learning motivation increases, because the teenager are passig to higher identity states (being in higher identity state means to have more consciousness, that implicates the increase of learning motivation). Controversy opinion of the scientists was the stimul of the aim of this study – to find relationship between teenager identity states and learning motivation type. There were 119 participipants in the study – 74 girls and 45 boys from Kaunas gymnasium between 17 and 18 years old. Identity state was investigated with Objektive Measure of Ego identity Status and to explore learning motivation kind was used Internal and External motivation questionaire of J. Beniuliene (2007). The results of the study showed, that the greatest part of teenagers are in higher identity states. It was found the relationship between teenager identity states and learning motivation type in girls group: girls, who belong to lower identity states, has more expressed external learning motivation, and girls, who belong to higher identity states has expressed external and internal learning motivation at the same level.[...].