Keyword: «emotional component»

The article is devoted to the study of gender differences in emotional component of moral issues in adolescence. The author identifies the differences in the field of empathy and analyses the types of empathic manifestations among boys and girls.

The age-related psychological characteristics of a preschool child are formed, first of all, under the influence of living conditions and purposeful family education. One of the important components in the formation of the child's psychological readiness for school is the psychological readiness of parents to change the child's social status. It was revealed that the key aspects of the parents' psychological readiness to change the social status of the child in the period of preparation for entering the school are: emotional, motivational-volitional, cognitive-content, communicative-reflective aspects.

the article presents an overview of approaches to the study of concept of «life perspective», structural components of life perspective are considered. The results of the empirical study of the components of live prospects of students of pedagogical University at different stages of education are presented.

The article examines the role of emosems in conflict text. Based on the work of V.I. Shakhovsky, the author analyzes various ways of expressing emosems, their functions and influence on the perception of the conflict text.

The relevance of the study is due to the contradiction between the complex, dynamic nature of students' professional identity (PI) in the unstable modern world and the fragmented, static tools for its diagnosis. Traditional methods, which only capture a snapshot of identity, fail to capture its processual nature, nonlinear dynamics and deep, unconscious layers, which limits the ability to predict and manage professional development. The aim of the article is to provide a theoretical basis and conceptual design of an integrative three-level model for diagnosing students' professional identity based on the principles of the synergetic approach. The leading approach to the study was the synergetic approach, which views PI as an open, self-organizing system. The methodological synthesis included the structural-functional (similar to ethnic identity), temporal (narrative), and processual-dynamic approaches, which allowed us to overcome the fragmentation in the study of the phenomenon. As a result of theoretical analysis and systematization of methodological approaches, the necessity of integrative diagnostics has been proved. The main results of the work are presented in the form of an analytical integrative three-level model of PI diagnostics that combines cognitive, emotional, and behavioral components at three interrelated levels: 1) pre-cognitive (unconscious values, affects, and narratives), which is diagnosed primarily using projective and narrative methods; 2) current (conscious structure of identity in the here-and-now), which is studied using a combination of quantitative and qualitative methods; 3) projective (development potential, career narratives), which is assessed using scenario and reflective techniques. The model systematizes a wide range of diagnostic tools (questionnaires, repertoire grids, interviews, case analysis, etc.) into a single complex aimed at obtaining a holistic, volumetric picture of the PI genesis. The theoretical significance of the study lies in overcoming the methodological gap through the synergistic synthesis of various scientific traditions and substantiation of a multidimensional understanding of PI. The practical significance lies in providing universities with a structured diagnostic toolkit for managing students' individual career trajectories, timely identification of crisis states, and improving the efficiency of the educational process through the purposeful development of professional identity.