Keyword: «value orientations»

This article presents the results of a comprehensive study of the characteristics of choosing a marriage partner among young men and women who grew up in single-parent families. The relevance of the study is due to the growing number of single-parent families and their influence on the formation of interpersonal relationships in young people. Single-parent families can form specific psychological attitudes in children, influencing their ideas about love, intimacy, and trust. Studying these characteristics can help understand how the circumstances of family upbringing influence the preferences of young men and women when choosing a partner. A theoretical analysis of the integration of modern concepts of marital choice and the psychological consequences of upbringing in single-parent families is supplemented by an original empirical study. The sample consisted of 50 people (25 young men and 25 young women) aged 18 to 23 years. A set of methods was used: the method of personal differential of O.L. Kustov, the method of studying value orientations of S. Schwartz, the method of «Role Expectations and Aspirations in Marriage» by A.N. Volkova. Statistically significant differences in value orientations, role expectations, and self-esteem were identified between young men and women. The hypothesis that marriage partner choice is compensatory, driven by the desire to compensate for the lack of parental love and create a stable relationship, was confirmed.

The present study is devoted to a linguoculturological comparison of the dichotomy «individualism – conciliarity» based on the phraseological corpus of the Russian and English languages. It has been revealed that stable paremiological units function as concentrated models of ethnic worldview, fixing historically conditioned axiological priorities. Using proverbs and idioms, it is demonstrated that the Anglophone tradition is dominated by the cult of personal autonomy, self-sufficiency, and the inviolability of private space, whereas the Russian linguistic worldview represents ideas of spiritual community, mutual support, and the subordination of personal interests to collective ones. Particular attention is paid to how linguistic opposites serve as a tool for intercultural dialogue, allowing the decoding of deep mental attitudes and minimizing communication barriers in the context of globalization.

The article deals with the fundamental problem of pedagogical science and psychology – the influence of the teacher's personality on the process of formation and development of a student's personality. The emphasis is placed on the axiological component of pedagogical influence, as well as on the teacher's role as a facilitator and transmitter of cultural norms. The author analyzes age-specific characteristics of perception of pedagogical influence, modern challenges that reduce the effectiveness of this influence, and suggests ways to overcome them through the development of empathy, professional reflection and subject-subject relations in the educational process. Special attention is paid to the specifics of teacher's influence on students of primary school, ado-lescence and youth.

The article examines the transformation of the image of an ideal teacher in the perception of modern schoolchildren – representatives of the digital generation. The relevance is associated with a change in the educational paradigm, digitalization and a change in the social demand for teachers. The purpose of the work is to analyze the key characteristics of an ideal teacher of the 21st century with an educational function. Based on the research (O. V. Korshunova, E. A. Petrova, N. M. Shishulina, and others), the components of the image are identified: emotional intelligence, ability to dialogue, professional competence, justice, and moral character. The contradiction between traditional expectations and new requirements (digital literacy, working with clip-based thinking) is emphasized. Conclusion: the modern ideal teacher is not a knowledge transmitter, but an evolving authority and mentor who builds subject-subject relationships.

The article provides an in-depth analysis of the influence of ethnocultural and regional affiliation on personality formation in the context of globalization and a multicultural society. The article considers modern approaches to the study of ethnic and regional identity as socio-psychological phenomena, including interdisciplinary perspectives of psychology, sociology and pedagogy. Special attention is paid to the role of education as a key mechanism of socialization, ensuring the formation of value orientations, intercultural competence and social responsibility of students. Empirical research data confirming the interrelation of ethnocultural values, regional identity and personal development are presented, and prospects for the integration of regional and ethnocultural approaches in educational practice are discussed.