Responsibility of students at various stages of mastering the profession of an information technology engineer

Abstract

The study tested the hypothesis that the individual measure of responsibility components and their structure differ at different stages of professional development. The study involved 60 students majoring in information technology, divided into two groups: first-year students at the entry-level stage of their profession, and fourth-year students who are mastering professional knowledge and skills. The study found that the individual measure of responsibility components and their harmonious or disharmonious combinations vary at different stages of learning. The formation of these components is heterochronous. It has been shown that the stages of professional development are associated with differences in the structure of responsibility, which differs in terms of the composition and number of its components. Compensatory relationships between the components have been identified, which helps to minimize deficiencies when they are insufficiently pronounced. The results of the study contribute to the understanding of responsibility.