Keyword: «higher school»

The problem of academic procrastination formation among future university graduate is being updated within the framework of the higher education development, capable of ensuring the effectiveness and quality of educational results in conditions of social transformation. At the present stage of development, the research purpose is to study and substantiate the characteristics of student`s academic procrastination with different choices of behavior strategies in conflict within the university educational environment to ensure the higher education quality. A brief review of studies on the procrastination phenomenon and its connection with the university student`s individual psychological characteristics is presented. The research found that domestic and foreign scientists in their studies analyzed in detail the theoretical foundations of procrastination: definition and structural organization, approaches to the classification of procrastination, analysis of the causes and consequences of procrastination, connections between perfectionism and narcissism and procrastination. Domestic science considers it necessary to take into account the impact of academic procrastination on learning success. Issues related to the relationship between behavior in conflict and the level of student`s academic procrastination have not been considered by domestic and foreign scientists. The research uses a systematic method for analyzing the consequences and risk factors when choosing a behavior strategy in a conflict by university students, as well as the following diagnostic research methods: theoretical analysis of literary sources on the problem of procrastination, diagnostic methods and the method of mathematical statistics (correlation analysis). The diagnostics was made with the use of the questionnaires “Procrastination Scale” by K. Lay and “Choice of Behavior Strategy in a Conflict Situation” by K. Thomas and R. Kilmann. The results of the empirical research showed that the most common among students is a high level of procrastination, and the choice of behavior strategy in conflict is compromise. A correlation analysis of the relationship between the strategy of behavior in conflict chosen by university students and diagnosed general procrastination in a sample of students showed a direct, pronounced interdependence between procrastination and the strategy of competition and an inverse, pronounced interdependence between procrastination and the strategy of cooperation. It is concluded that it is necessary to reduce the level of academic procrastination through specially organized classes on self-organization and self-discipline in order to develop cooperation among students, to increase the degree of harmony between individuals and society. To do this, it is recommended to change the pedagogical, organizational conditions and content of educational activities. The results of the research will help improve the quality of higher education and serve its effectiveness in the social transformation era.

Modern Russian higher education needs teachers who have interdisciplinary knowledge, who are able to pose and solve non-standard problems independently, who are able to formulate and solve key problems of society and the state. The relevance of the problem under study is determined by the search for new forms, methods and technologies for increasing the creativity of a modern university teacher, involving students in the educational process and their professional interaction in the educational environment of higher education. The purpose of the article is to describe the strategic session as an effective technology aimed at enhancing the activities of students and improving the professional skills of a modern university teacher through the development of new interactive technologies for working with the younger generation. The need to broach the topic is also caused by the fact that strategic sessions are currently a relevant technology used in the educational process of the higher education system. Analysis of modern sources of psychological and pedagogical knowledge proves their theoretical and methodological validity. The article presents the main methodological approaches that underlie strategic sessions, presents the stages and describes in detail the methodology for conducting them. The theoretical significance of the study lies in the fact that its results make it possible to complement and deepen scientific ideas about the influence of strategic sessions on the development of creativity of university teachers and increasing the involvement of students in the educational process. The practical significance of the study is that a detailed description of conducting strategic sessions can methodically ensure the effective implementation of this technology in the innovative work of modern universities, which will allow optimizing the activities of higher educational institutions for the formation and development of creative educational environment of the university aimed at improving educational and professional activities, improving the professional skills of teachers through the development of new interactive forms of work with the younger generation.

The relevance of the article is due to the obvious current need in the conditions of modernization of higher education to find new productive forms, methods, and learning tools that meet the requirements of the modern student-centered educational paradigm, among which facilitation technologies play a significant role. The teacher-facilitator's knowledge of algorithms for organizing various types of facilitation, in particular basic and developmental ones, understanding the differentiating features of team and collaborative group work of students, the ability to use effective student-centered facilitation techniques (Work Out, Future Search, Open Space, Polarization of opinion, Brainstorming) in the process of a group work facilitation are mandatory components of pedagogical and professional skills of a modern university teacher. The purpose of this study is to examine the functionality of facilitation technologies in their implementation in the group work of students. The scientific novelty lies in the fact that the authors explore the functional potential of using facilitation technologies that have already successfully shown their effectiveness in practice in organizing group work of students at the university. The authors define the characteristic features of team and collaborative group work of students, when implementing facilitation technologies in it, noting the wide educational and formative potential of such activity, possible formats of its organization. Two types of facilitation can be distinguished at the current stage of the development of theoretical research in this field: pedagogical and social. The first one considers increasing the productivity of education and the development of subjects of the professional and pedagogical process due to the communication style and personal characteristics of the teacher. While the second focuses on increasing efficiency in terms of speed and productivity of a person's activity through the actualization of the image of a rival person or a human observer in a person’s mind. The study makes an attempt to assess the advantages of collaborative group work of university students, as well as to reveal the process of facilitative interaction not only between the teacher and university students, but also within the group itself. The article justifies the idea that proper communication is one of the important key life skills and it is necessary for group work of students. The main requirements for improving communication skills among the students of the group, knowledge of which is necessary for the teacher-facilitator, are clarified. The authors come to a logical conclusion about the wide functional potential of facilitation technologies in organizing group work with students. The theoretical significance of the article lies in the authors' expansion of scientific ideas about the prospects of facilitation technologies in the higher education system. The results of the study can be used by teachers of higher educational institutions of the Russian Federation in practical work when organizing various types of group work of students in project-based activities, lectures and practical classes.

Management psychology is a very multifaceted and controversial field of scientific research. Its structure combines scientific knowledge and the extensive experience of scientists, research results and the own experience of students and teachers. The field of management psychology studies the development of the personality of students, their pro-fessionalism, as well as the features of their professionalization. The main guide in the modern educational process is the teacher. The article examines the peculiarities of teach-ing the subject of management psychology in higher education at a university.

The article identifies and briefly describes such stages of a teacher’s technological activity aimed at teaching and educating students as motivation of students, organization of training, organization of perception of educational information, understanding, memorization, consolidation, repetition, generalization and systematization, and also con-trol and assessment of students’ knowledge. There is a connection between many of these technological aspects and the psychological impact on students.