Abstract
Introduction. The article presents theoretical and empirical analysis of the problem of personal responsibility in national and foreign psychological works. The results of the study of personal responsibility of cadets of educational establishments of the Federal Penal Correction Service of Russia are described. The aim of the research was to identify the structural elements of personal responsibility of cadets of educational establishments of the Federal Penal Correction Service of Russia. The empirical study was conducted at the Academy of Law and Management of the Federal Penal Correction Service of Russia. The participants were 165 cadets representing courses 1 to 5. Each course covered 33 respondents. The scientific problem is to study the personal responsibility of cadets of the educational establishment of the Federal Penal Correction Service of Russiaand to determine its structural elements. Research methods and techniques. To determine the structural elements of personal responsibility of cadets of educational establishments of FSIN of Russia the following methods and techniques were used: “Multidimensional functional diagnostics of responsibility-110 (“OTV-110”)” (V. P. Pryadein,O. V. Mukhlynina); “A Shortened “Basic English” Version (Form C) of the 16 PF Questionnaire” (R. Kettell); “Motivation of success and fear of failure” (A. A. Rean); “Moral reliability questionnaire (MRQ)” (E. Yu.Strizhov); “Test-questionnaire of selfattitude – SAR” (V. V. Stolin, S. R. Pantileev). The research revealed: the structure of personal responsibility of cadets of educational organisations of the Federal Penitentiary Service of Russia includes: 1) regulatory and dynamic components; 2) personal components; 3) motivational and semantic components. The regulatory and dynamic component comprises ergidity, stenicity, and internality. The personal component is made up of emotional stability, self-attitude, self-control of emotional reactions, the level of empathy, the ability to solve personal and operational difficulties. The motivational and semantic component includes sociocentricity, meaningfulness, recognition of responsibility to norms, understanding of the need to comply with norms, and the level of achievement motivation.
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