Keyword: «stress»

description of stress in inflection and word formation of nouns, adjectives and verbs, definition of the role of stress in the expression of grammatical oppositions: the main grammatical categories – number, gender; revealing the role of stress in the functioning of the word as the central unit of the language, the stress functions.

description of stress in inflection and word formation of nouns, adjectives and verbs, definition of the role of stress in the expression of grammatical oppositions: the main grammatical categories – number, gender; revealing the role of stress in the functioning of the word as the central unit of the language, the stress functions.

Stress is an integral part of every person's life. It is considered not only as a social, but also as an organizational problem that can affect all spheres of human life. The urgency of addressing the problem of stress control in pedagogical activity is determined by a number of contradictions between scientific and theoretical development of the problem of stress management and existing practical-technical situation with this phenomenon in pedagogical universities, and between the current level of stress in the academic environment and the lack of knowledge about how to control it. The purpose of this article is the theoretical justification and experimental verification of the effectiveness of the stress control model in pedagogical activity. Research methods: theoretical (analysis of psychological and pedagogical literature), empirical (experiment), methods of mathematical statistics (to assess the reliability of differences between samples, the G – test of signs and Student’s t-test by were used; to identify the relationships between the data, correlation analysis was used). Stress management in the academic environment of a pedagogical university involves the integration of three criteria: personal characteristics (increased resilience, lack of self-destructive personality traits); professionally significant motivational and value orientations of the individual (formation of positive motivation, the most pronounced type of organizational culture among most part of employees); properties and conditions associated with professional activity (increasing job satisfaction, increasing the level of efficiency, developing the absence of addictions to emergency situations, reducing the current level of stress, changing the individual pattern of stress factors). The main factors of stress control in pedagogical activity are stimulating teachers to study the specifics of stress, developing personal responsibility of each employee for his/her stress resistance, increasing external positive motivation, job satisfaction, and conducting relaxation classes. The theoretical significance of the study is to clarify, supplement and systematize the scientific concepts of stress management in pedagogical activity; to identify and describe the stress factors in the academic environment of the university. The practical significance lies in the substantiation of the criteria and indicators of stress management in the academic environment of the university, which are reflected in the structural and content model of stress control.

The article deals with the peculiarities of national cultural and linguistic differences of Spanish-speaking students who study at the initial stage of learning RFL. The most significant errors related to the lexical and grammatical system of the Russian language are highlighted, and the characteristic national and cultural features of Spanish-speaking students are considered. Accordingly, some recommendations were put forward for the development of effective lexical and grammatical material, which should contain interactive and authentic materials in addition to illustrated content and standard exercises that are easily accessible to students.

The psychological resilience of the future teacher in changing conditions and stressful situations is an important quality that reduces the risks of professional burnout and deformation. The issue under discussion is focused on solving the current scientific problem – the study of the mechanisms, factors and conditions for adapting the future teacher in the VUCA-world: the authors present results of a psychological examination of students of a pedagogical university in the conditions of quarantine measures. The aim of the study was to assess the adaptive potential of students in conditions of forced distance learning; formation of ideas about personal characteristics contributing to adaptation of future teachers. The study involved 143 students studying in the areas of «Pedagogical Education», «Psychological and Pedagogical Education» aged 18 to 22 years. Monitoring was carried out through a diagnostic cross-section followed by data processing using mathematical statistics methods. The study made it possible to describe the personal profiles of students, characterize the psychological mechanisms of adaptation to the current situation, reveal the level of stress of students in pandemic conditions, and assess the potential risks to the psychological health and comfort of students. The study showed: the sample as a whole is characterized by quite high adaptive potential (students showed high indicators of resilience and moderate manifestations of stress, most of them had a balanced personal profile, which indicated personal resilience); personal characteristics affect the mechanism of the adaptation process, forming links with the symptom complex of resilience and level of stress; personal rigidity (accentuation) leads to the formation of typical rigid cognitive attitudes and behavioral patterns, which do not contribute to adaptation in changing conditions, negatively affecting resilience and increasing stress. The obtained data allow predicting the risks to the psychological health and comfort of students, more effectively planning and implementing psychological prevention and support for students during their studies at the university. The revealed trends make it possible to note personal flexibility as a key factor of adaptation and stress resistance.