Keyword: «self-acceptance»

Communicative tolerance is the most important personality trait that determines his/her success in interpersonal interaction. The purpose of this study is to identify features of the manifestation degree of specific private attitudes of communicative tolerance among respondents with different levels of self-acceptance. The author examines the hypothesis that in people with a high level of self-acceptance, in comparison with people with a low level of self-acceptance, are expected to have higher degree of manifestation of perceptual and adaptive attitudes, while differences in the degree of interactive attitudes will be insignificant. An empirical test confirms the hypothesis.

Self-relation is of key importance for building interpersonal interactions and forming the family system in a married couple. Self – relation is considered in sociology and psychology as an installation formation- a fixed installation, that is, the predisposition or readiness of the subject to interact with the marriage partner and accept the spouse's parents. The structure of self-attitude includes such components as: self-esteem, self-acceptance of their individuality. If the self-relationship of the spouses is in balance, there is a conscious mechanism of personal choice in the family, which ensures the relative stability and autonomy of the personality of each spouse.

The article examines the relationship between the Self-concept, emotional intelligence of adolescents and their role in the educational process. The review of theoretical and experimental works of domestic and foreign psychologists in the study of the Self-concept as a system of expectations, attitudes, beliefs and ideas of a person about himself, performing important functions in his life, allowing him to identify himself with the reference group, to perceive the views, attitudes and behavior of this group. The results of studies involving adolescents show that, in addition to the indirect influence of perceived (subjective) emotional intelligence through self-esteem, emotional intelligence has a direct impact on life satisfaction. In the works of psychologists, the adaptive and stress-protective functions of emotional intelligence are proved. The results of these studies suggest that emotional intelligence can be considered as a factor of self-actualization of the individual. The emotional intelligence of the school class is a group-level construct based on the shared subjective emotional experiences of the group members. The author comes to the conclusion that the purpose of activating learning is to create didactic and psychological conditions for meaningful learning, which will allow students to be updated at a high level of intellectual and personal position. Only the knowledge that is based on cognitive interest has a significant impact on the formation of the personality and its mental development, the formation of perception, memory, thinking, ensuring success in the performance of activities that aroused interest.

The article reflects the analysis of the understanding of the concept of "self-attitude" from the point of view of various authors. Also, a study was carried out of the essential characteristics of self-attitude of adolescents who have undergone cancer, on the basis of the Orenburg regional public organization "Orenonk" (LLC "Orenonk") and the results of this study are presented.

The article specifies the relevance of studying issues of psychological well-being of first-year university students as an important internal resource of a person that helps to cope with life’s difficulties. The purpose of the article is to analyze the characteristics of the manifestation of the structural components of psychological well-being among first-year students of different areas of training. Research methods: K. Riff’ scale of psychological well-being, adapted by L. V. Zhukovskaya, E. G. Troshikhina. The results of the study showed that psychological well-being among first-year students is primarily felt in openness to new experiences, the desire to learn, and self-improvement. It is shown that the psychological well-being of students in different areas of training has its own unique structure, characterized by different levels of manifestation of psychological well-being scales.