THE RELATIONSHIP OF RESPONSIBILITY AND SELF-ESTEEM OF STUDENTS IN THE CONTEXT OF PERSONAL-ORIENTED EDUCATION
The study ofresponsibility was carried out in the framework of the system-functional approach developed by A.I. Krupnov. Each personalitytrait in this approach is considered multilaterally, from the perspective of eight components characterizing different sides of the trait. In case of responsibility, there are target, motivational, cognitive, productive, dynamic, emotional, reflective, and evaluation components. Responsibility is considered in relation to self-esteem factors of the first-year and graduate students. As a result of the study, six significant correlations of responsibility with self-esteem were revealed for first-year students and thirty significant correlationsfor graduate students. Among first-year students, specificity of the correlationsis manifestedin the minimal number of significant links between responsibility and self-esteem in the motivational-semantic unit of responsibility, which determinesaccuracy of semantic meanings, priority of motives, motivation, and the scope ofapplication of the studied personality trait. The greatest number of significant correlationsamong first-year studentswas revealed in the instrumental-dynamic subsystem of responsibility, which ensures the process of realizingresponsibility. For graduate students, the greatest number of significant correlationswas revealed in the motivational-semantic unit of responsibility. That fact indicates the psychological maturity of students facing the need for independent professional activity or making decisions about their further professional training.