Technologies of Responsibility Development in Vocational Training

Abstract

Successful fulfillment of professional tasks depends not only on the knowledge and skills of the individual, but also on the individual-psychological qualities of the character that determine professional identification. Responsibility is a marker of professional identification. Therefore, an important task of higher education is the development of responsible attitude to work, which is the basis of students’ psychological readiness for the future profession. The psychological features of technologies for developing responsibility for future professional activities during studies at a higher educational institution are insufficiently studied. The aim of the research is to study the psychological features of the responsibility development for future professional activity. The obtained empirical results show that: in the process of vocational training, the locus of control towards the internality increases; an increase in indicators of such psychological qualities of a person as: selfesteem, positive attitude, mobilization of one's potential, self-knowledge, self-education and self-affirmation accompanies an increase of responsibility indicators; in situations familiar to themselves, the respondents remain efficient, self-confident, and show the ability to personal control; in situations of confrontation with difficulties, self-confidence decreases, and the tendency to obey environmental influences increases. The results of the correlation analysis show that if a person is responsible for events in his/her life, is consistent and persistent in achieving results, then the result of his/her activity also grows, such people are more successful in their professional activities. Therefore, for the development of responsibility it is necessary in the process of professional training to apply the technologies of psychological qualities development that determine the formation of the internality of the individual. Namely, these qualities are: self-esteem, positive attitude towards achievement of results, high estimation of the potential, mobility. The data obtained in the study should be taken into account in the process of psychological support of vocational training in a higher education institution. Prospects for further development of the problem of professional responsibility development may be the issue of studying gender psychological characteristics.