The article discusses the problem of the influence of vocational activity in the course of learning in upper secondary school on the process of identity formation in two areas\: the dimensions of personal identity development and identity capital – a sense of adulthood and a sense of integration with the community. Two questionnaires were used\: the Polish adaptations of the Dimensions of Identity Development Scale \(DIDS\/PL\), and the Identity Stage Resolution Index \(ISRI\/PL\). Measurements were taken twice – at the beginning and end of the 2014\/2015 school year. The longitudinal study included 1322 students of all years of\: basic vocational school, upper secondary vocational school and upper secondary general school. The analysis of the results revealed an increase of commitment making among those students who began to work during the school year, which occurred between the first and second round of measurements. This effect was not dependent on the type of school. It was also found that among upper secondary general school students and upper secondary vocational school students, there was a significant increase in the sense of adulthood during the year. Among upper secondary general school students, both indicators of identity capital \(a sense of adulthood and a sense of integration with the community\) increased among those who did not begin to work, as well as in those who began to work during the school year, in which the research was conducted.

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