Keyword: «psychological readiness»

This article discusses the age-psychological characteristics of adolescent children. It describes the main approaches and driving forces that determine the readiness of teenage students for the upcoming exams. The results of diagnostic methods to identify the psychological readiness of adolescent children are presented. And also some recommendations for preventive work on this problem are given.

This study deals with the problem that almost every adult person has complex professional or interpersonal situations when psychological assistance is needed, which gives rise to the need for the training of highly qualified psychologists of service activities, capable of effective self-realization after completing their studies at the university. The results of the study presented in this article confirmed the authors' assumption that university graduates in psychological specialties have a low and medium level of psychological readiness for professional self-realization but the graduate has a general idea of himself/herself as a professional capable of effective self-realization in the chosen profession. The development and implementation of the "Program for the Development of the Psychological Readiness of Students for Professional Self-Realization in the Conditions of Higher Education" creates an opportunity to form the psychological readiness of the future psychologist of service activity for professional self-realization purposefully, stage-by-stage. The purpose of the article is to draw attention to the problem of psychological readiness of students – future psychologists for professional self-realization and its possible formation within the educational system of the university at the final stage of training. The leading methods of studying the problem of psychological readiness of students – future psychologists for professional self-realization are the study of psychological and pedagogical literature, empirical methods of psychodiagnostics, the development and implementation of a program for the development of psychological readiness of students for professional self-realization in the conditions of university education, a pedagogical experiment. The theoretical significance of the article consists in disclosing an approach to the concept of "professional self-realization" in science and substantiating the need to form the psychological readiness of students – future psychologists for professional self-realization in the conditions of university education. The practical significance of the article lies in the analysis of the results of testing the "Program for the development of psychological readiness of students for professional self-realization in the conditions of university education." This program presents the target, resource and phenomenological components, it includes two content blocks (informational and practical), which makes it possible to repeat this experimental experience based on the material of other studies.

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 article discusses the impact of failures of aviation and electronic equipment in flight on the psychological state of the pilot and ways to reduce this influence.

The article presents the experience of testing observation maps to assess the level of psychological readiness for school, as well as the results of the introduction of maps in the interaction of a teacher-psychologist and preschool educators.