Ksenia S. Shalaginova

The relevance of the problem under examination is related to the study and analysis of the causes of learning difficulties in modern students and strategies for overcoming them. Based on the analysis of psychological and pedagogical literature, the concept of learning difficulties is analyzed from historical and modern points of view. The article presents the results of the authors' original questionnaire – the first section – studying learning difficulties in adolescents and high school students. The main reasons for their occurrence, ways of overcoming school problems during the period of study are revealed. The aim of the study: to identify the main categories of difficulties, strategies for overcoming them in modern schoolchildren – representatives of the digital generation in studies, to develop the content of "PRO (About) learning skills" lessons for adolescents and high school students. The theoretical and methodological basis of the work is made up of the works of scientists in the field of educational activity, pedagogical and developmental psychology. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (questionnaire); methods of quantitative and qualitative analysis. The study involved 1,664 adolescents and high school students of educational institutions of the city of Tula and the Tula region (grades 5–11). The diagnostic program included the authors’ questionnaire, consisting of introductory information and three sections – difficulties in learning, communication and socialization. This article presents an analysis of the results of the survey of adolescents and high school students on the problems of difficulties in learning. The theoretical significance of the work lies in clarifying the concept of “difficulty”, in identifying the characteristics of school failure among modern children. The novelty of the publication is associated with the development of the concept of "PRO (About) learning skills" lessons using innovative psychological and pedagogical technologies aimed at overcoming learning difficulties. The practical significance is that the obtained experimental data and the developed lessons can be used to improve psychological and pedagogical support for students, organizing the prevention and correction of learning difficulties. The results of the study may be useful to teachers, psychologists, social workers, parenting counselors, and parents.

The relevance of the problem under study is related to the study of the characteristics of psychological and pedagogical support for the development of communication among adolescents at risk. A child’s communication with adults and peers is an important condition for the development of mental abilities and personal qualities of a teenager. Adolescents who experience communication difficulties have problems with learning, in the exchange of information, and their interpersonal relationships are distorted. Purpose of the study: to analyze the characteristics of communication development in adolescents at risk, to identify the content and forms of communication development, to work out a program of psychological and pedagogical support for the development of communication in adolescents at risk. The works of scientists in the field of communication, educational and developmental psychology, and the psychology of deviant behavior serve as the theoretical and methodological basis of the study. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information); empirical (testing, pedagogical experiment); methods of quantitative and qualitative analysis. The study involved 20 risk group adolescents. The diagnostic program included 6 methods. The novelty of the publication is associated with the development of a system of psychological and pedagogical measures aimed at developing communication among adolescents of this category. These procedures are collective in nature and help overcome difficulties in mastering the leading type of activity. Dialogue, game, training technologies, individual and group forms of work were used, aimed at building communication with peers, achieving mutual understanding, etc. The study showed that psychological and pedagogical support for the development of communication in adolescents at risk will be more effective when taking into account their psychological characteristics, relying on the positive motivation of students to acquire communication skills, carrying out preventive measures to decrease difficulties in communication and interaction as well as deviant behavior. The program’s activities included the work with teenagers and their parents; they can be used in the work of an educational psychologist, social educator, educational adviser, class teacher, etc.

The relevance of the problem under study is related to the examination of the characteristics of the giftedness signs development in students of psychological and pedagogical classes. Psychological and pedagogical classes form high school students’ ideas about pedagogical and psychological professions, help in self-discovery, development of professional interests, and allow them to try themselves in the profession. Purpose of the study: to identify specific features of the educational process organization in psychological and pedagogical classes that contribute to the development of giftedness in high school students. Objectives of the study: to study the specific features of the giftedness signs development in students of psychological and pedagogical classes, to identify the content and forms of the giftedness signs development in high school students, to work out a program for the development of giftedness in students of psychological and pedagogical classes. The works of scientists in the field of giftedness, pedagogical and developmental psychology and educational psychology served as the theoretical and methodological basis of this work. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the Municipal Budgetary Educational Institution “Secondary School No. 5” in the city of Donskoy, Tula Region. 20 students of the 10th and 11th grade of psychological and pedagogical classes took part in the pilot study. The diagnostic program included 5 methods. The experience of testing the “Fundamentals of Psychology” program is described. The novelty of the publication is associated with the use of web technologies in the program for the development of giftedness signs in students of psychological and pedagogical classes, which take into account the interests of the modern generation, trends towards computerization, and the expansion of artificial intelligence use in the educational environment of the school. The creative potential of future teachers is increased through the use of tasks to generate an image based on a text query using a neural network, media lessons, web quests, web excursions, Internet competitions, etc. The study showes that the development of giftedness signs in students of psychological and pedagogical classes through web technologies will be more successful if the individual and psychological characteristics of students in the psychological and pedagogical class are taken into account; deepen knowledge about psychological and pedagogical professions; use web technologies when working with students. These conditions were tested during the implementation of a psychological and pedagogical program, as a result of which positive changes in the studied indicators were recorded. The program for developing signs of giftedness among students in psychological and pedagogical classes has aroused interest and can be used by psychologists and teachers.

Fostering social responsibility in adolescence is paramount in education. The traditions of raising children in rural districts are often based on the value priorities of folk customs: mutual assistance, the formation of a respectful attitude towards elders, inclusion in labor activity. Search activity is one of the forms of fostering patriotism, citizenship and responsibility. The definition of the content and forms of social responsibility development in rural adolescents is rather relevant. The purpose of the work: to study the characteristic aspects of the social responsibility development in rural adolescents, to work out and test a program for the development of social responsibility among rural adolescents – members of the search team. The works of scientists in the field of social responsibility and technologies for its development in adolescents served as the theoretical and methodological basis of the study. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the "Education Center No. 28" in the village of Plekhanovo, Tula region. The study involved 24 adolescents who were members of the search team. The diagnostic program included the following methods: “Conscientiousness Scale” (V.V. Melnikov, L.T. Yampolsky), Locus of Control Diagnosis Method (E.F. Zeer, G.A. Karpov), “Adolescent Self-Esteem Study” (G.N. Kazantseva), “Express Diagnosis of Responsibility” (EDR), questionnaire survey of adolescents – members of the search team. The development of social responsibility among rural adolescents – members of the search team will be more effective in case of taking into account the age and individual characteristics of rural adolescents, enriching the experience of developing the value of social responsibility, translating patriotic values and citizenship. The results of the study can be used in work with different categories of adolescents on the basis of educational institutions, children's and youth organizations, institutions of additional education; in training of teachers, organizers of work with youth, social educators, counselors, etc.

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.