Tatyana I. Kulikova

The phenomenon of perfectionism is very common in modern society, which sets unrealistically high standards as benchmarks, while basic beliefs influence both behavior and activity of a person, forming the basis of his/her worldview. The aim of the article is to identify the peculiarities of the basic beliefs of students with different levels of perfectionism. The results of the empirical study of the characteristics of the basic beliefs of students with different levels of perfectionism are presented in the article. It is found that students with a high level of perfectionism are characterized by a significant underestimation of their own importance and the ability of controlling what happens, i. e. perfectionism fulfils the protective function of basic beliefs.

The issues of existential development of students in the process of professional training are of special interest to researchers from the point of view of studying personal properties, characteristics and resources of future specialists. Hardiness is an important personal quality of a student, which contributes to the effective use of personal capabilities and, as a desired life outcome, to the achievement of existential development. The aim of the article is to verify and justify the existence of a relationship between the indicators of hardiness and existential development in students at different stages of education. The research has shown that the degree of existential development manifestation increases in students with age. The revealed regularity is conditioned by the age peculiarities of hardiness manifestation, which increases due to the fact of involvement in educational and professional activity and is accompanied by the experience of existential development - self-realization, self-fulfillment, vocation.

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.