Tatyana I. Kulikova

Student period is sensitive for the formation of a worldview and life goals, realization of responsibility for one's life. The search for answers to these questions contributes to the formation of an adequate assessment of reality, understanding and realization of the meaning of life. The purpose of the article is to find out the specific features of the meaningful life orientations among female students of different ages. The study was conducted on a sample of female students (n = 69) aged 18 to 24 years. D. A. Leontiev’s MLO test was used as a diagnostic tool. The primary data of the study were processed using the methods of mathematical statistics. The study showed that the structural components of meaningful life orientations in different age groups have different levels of manifestation. The research materials can be used in the work of the psychological service of an educational organization in order to develop the value-meaningful sphere of modern young people.

The issue of leadership is one of the most relevant in psychological science. It is especially relevant for such a period of personality development as adolescence. Psychological science has accumulated extensive theoretical material on the problem of leadership, many aspects of this issue have been studied. At the same time, a theoretical analysis of the leadership problem in psychology shows that questions about constructive and destructive leaders, especially in adolescent groups, require more detailed research. The purpose of the article is to study the characteristics of constructive and destructive leadership in an adolescent group and to describe the psychological portrait of a constructive and destructive leader in a teenage group.

In this article, the author discusses the issue of students' readiness to use the Internet in learning activities. The transition to digital society requires from future professionals, today's students new key competences of communication and cooperation in digital environment, self-development under uncertainty, critical thinking, information and data management, etc. In this regard, the issue of students' readiness to learning activities in the Internet is rather relevant. The purpose of this study is to examine students' psychological readiness to use the Internet in their learning activities. This article presents the results of empirical study to assess students’ mental activation, emotional tone and tension, to identify difficulties and problems in the transition to distance learning (i.e. the degree of their readiness), students' attitude to the format of online learning.

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.

The relevance of the considered problem, i.e. the development of social competence of adolescents, acquires special significance in the context of modern multicultural education. As a result of migration, an increasing number of classes with a mixed ethnic representation appear in Russian schools, which certainly creates the danger of teenage conflicts. The aim of the empirical study was to find the relationship between social competence and the degree of conflict rate among adolescents in a class with a mixed ethnic representation. The results obtained in the course of the study confirm the relationship between the level of social competence development and the severity of conflict manifestations in adolescents.