Introduction. The subject of the study in this article is a theoretical understanding of the role of professional competitions to ensure the safety of children on the roads in the development of pedagogical skills of educational workers. It is argued that the competitive participation of creative teachers demonstrating the best integration practices serves as confirmation of the continuity of pedagogical education, its qualitative progress. A model of improving pedagogical skills in the field of child traffic safety based on the ideas of axiology, integration, communicativity in competitive professional activities is justified. Its leading functions and stages are defined. Scientific reasoning is based on the results of the examination of inter-subject road safety projects presented as part of the All-Russian Pedagogical Festival (Moscow, 2021), conducted by employees of the Department of Human Physiology and Life Safety of Mininsky University.

Materials and Methods. The materials were the results of an expert assessment of competitive projects (273) of interdepartmental and integrative training of children in safe behavior on the roads, carried out by teachers of 43 constituent entities of the Russian Federation. Analysis and evaluation of author's projects was carried out on the basis of a system of diagnostic methods, revealed in domestic and foreign works, and formatted within the framework of the Pedagogical Festival. The objective and objectives identified the need for analysis methods, including comparative; generalizations and systematization, forecasting and modeling.

Results of the study. Formation of a modern scientific idea of professional competitions as effective means of continuing education and substantiation of the model of improving pedagogical skills in the field of child traffic safety based on the implementation of integration projects in competitive professional activities

Discussion and Conclusions. The merits of professional competitions in the understanding by teachers of their own experience and reflection in the direction of further self-realization in the context of new educational strategies have been revealed; it was concluded that it is necessary to model the professional improvement of teachers in the training of children in road safety in the logic of integrative design activities and diverse communicativity.

Introduction. Today, the main informational need of a person is to extract the meaning of the transmitted data in large amounts of information. A popular way to optimize the perception and transmission of information is its visualization. A modern teacher should be ready to convey to the students the necessary amount of knowledge in an accessible form, to increase and maintain interest in the subject being studied. Therefore, for the future teacher, it is relevant to have competencies in the field of perception and development of visual images that determine his visual competence. Understanding what level of formation visual competence corresponds to helps to evaluate the achieved result, to establish strategies for further learning. The purpose of the study is to determine and theoretically substantiate the levels of formation of the visual competence of a future teacher.

Materials and Methods. A systematic approach was used as the methodological basis of the study. To achieve the goal of the study, various methods were used: analysis, synthesis, generalization, comparison, formalization, pedagogical design.

Results. Four levels of development of visual competence of future teachers are indicated: initial, basic, practice-oriented, professionally-oriented. To determine the student's compliance with a specific level of visual competence, a number of criteria were defined: possession of graphic knowledge and skills, search and analysis of information, selection and analysis of the capabilities of software tools and services, use of the capabilities of graphic editors to build visual images, use of the capabilities of visual tools in professional activities. Compliance indicators are indicated for each criterion.

Discussion and Conclusions. The formation of visual competence is an extended process and is carried out in the study of the subject-methodological module, the passage of educational and pedagogical practices, and the performance of research activities. Compliance with the designated criteria at a certain level gives an idea of the preparedness of the future teacher for professional activities.

Introduction. Professional training of undergraduate students majoring in foreign language teaching requires special attention to the formation and development of the lexical competence in foreign languages which is seen as an integral part of professional competence of a language teacher. However, over the last couple of years instruction in foreign languages has had to transform into partial or full-time online format. Such conditions call for all participants of the educational process to adjust their approaches to realizing competency-based teaching and developing new digital competences. The article researches the structure of the lexical competence, formulates challenges which arise while working with lexis during lessons with undergraduate students, majoring in foreign language teaching as well as describes the content of the digital competence of foreign language teachers.

The formation of the lexical competence can be optimized by integrating online tools which not only facilitate memorizing new lexis but also maintain and foster students’ motivation to learning foreign languages. There are 2 online tools that could be used in foreign language classes – Quizlet and WordWall. Furthermore, the article determines the role of online tools in teaching new lexis, suggests ways of working with them and points out a mutual benefit between regular work with online tools and development of the digital competence of future teachers of foreign languages.

Materials and Methods. Аpplication of online tools Quizlet and WordWall in English and German classes, conducting a survey and feedback analyses, summarizing and interpretation of the collected data

Results. А list of referenced sources that were collected during the research includes 30 Russian and foreign sources. This reference list made it possible to look into the structure of the foreign lexical and digital competences and thus it enabled the researchers to investigate how to form the lexical competence by means of online tools.

Discussions and Conclusions. The survey has concluded effectivity of using online tools Quizlet and WordWall in forming foreign lexical competence of undergraduate students and proved their productivity in organizing students’ independent work and development of the digital competence.

Introduction. The rapid development of modern society forces the labor market to impose constantly updated requirements on university graduates. However, higher education programs do not have the desired dynamics of change in their content, because they tend to meet the current needs rather than new, potentially possible employment terms at the end of four-year course of university study. This situation of uncertainty questions the long-term planning of graduates’ professional activities, which makes it necessary to set such an approach to educational process that will result in graduates’ developing the ability to define their own values, find resources to implement their goals, organize professional activities and reflect on them. The implementation of such an idea is possible through tutoring, which has the potential to facilitate the creation and development of the individual educational trajectory.

Materials and Methods. The study is based on a theoretical analysis and interpretation of the pedagogical literature on the topic under consideration, the methods of synthesis, analogy, systematization in order to summarize and compare the data.

Results. The need to meet modern standards and requirements has stimulated the introduction of project work in the curricular practice plans at Samara State Technical University. In this regard, tutoring is an important part of the university teaching and learning process, designed to improve students’ academic performance and enable them to achieve their professional goals. The tutoring experience was initially gained while working with the project team to create a virtual reality program for foreign language learning (2016-2019). Tutor support is considered as a pedagogical condition aimed at updating and creating the integrity of the educational content through an individual trajectory, taking into account the personal characteristics and needs of the learner. It is considered as a basic strategy for any model of learning, student guidance, individualization and control. Currently the project work is carried out on the basis of the following educational tracks – “Leader School”, “Technological Entrepreneurship” and “Higher Scientific School”, focused on the development of students’ project and research competencies, which can be fixed as their own competence growth.

Discussion and Conclusions. The essence of tutoring as an effective practice of educational process individualization is revealed. The role of interactive position of a teacher in the implementation of tutoring practice is noted. It is concluded that since the tutor's task is to help the student with the optimal choice of resources for constructing his own educational trajectory, the practice of such interaction should be applied in universities to form a flexible approach for students to solve problems in future professional sphere. A large rate of independence during the learning process allows students to engage in goal-setting, self-improvement, reflection, so these components will not cause difficulties in their further professional life.

Introduction. In connection with the development of integration and globalization processes in many spheres of human life, the problem of expanding interstate and interpersonal contacts becomes relevant. These circumstances are also extrapolated to the plane of the education system, where there is currently a change in the traditional knowledge paradigm of competence. At the same time, the image of the modern student is also changing. Today, young people are in demand who can freely enter into contacts, communicate with representatives of other cultures, while being aware of their cultural identity. This problem is mega-relevant for primary school students, since they have much less resources to overcome emerging difficulties than older schoolchildren and students, which they could use to overcome communication barriers that arise under the influence of age-related changes due to mental instability, lack of lexical and ethnocultural knowledge, dominant offline pressure of social networks and other provocative communication factors. The listed difficulties of communication in both native and foreign languages contribute to the formation of risk factors for reducing the educational motivation of students and affect academic success in general. Therefore, it is objectively necessary to talk about the formation of communicative-compensatory competence among students of the basic school, which contributes to the implementation of strategic moves leading to a successful and constructive dialogue with any communication partner, and about finding ways to intensify this process.

Materials and Methods. The goal was achieved using such methods of scientific and pedagogical research as analysis of thematic literature, comparative and system analysis, expert survey, questioning, conducting experiments, and the author's own observations.

Results. The author's interpretations of such leading categories of research as communicative-compensatory competence are given, considered in a two-vector perspective - communicative and compensatory; horizontally facilitative interaction between the teacher and students. The authors of the article analyzed the feasibility of implementing this interaction for the formation of the studied competence and empirically proved the effectiveness of its functioning. The main form of horizontal-facilitative interaction is the cooperation of a teacher and students, built on democratic principles, focused on a common result, which is equally understood by all participants in communicative interaction. The formation of communicative-compensatory competence is impossible within the framework of the classical model of the educational process, where the teacher occupies a dominant or frontal position. In the process of experimental work on the formation of the communicative and compensatory competence of general school students, within the framework of horizontal facilitation interaction, such innovative methods and techniques as the flipped class model were used in the Tolles Diktat linguistic dictation project, participation in an online forum, creation comics, approbation of a linguistic twister; acquaintance with compensatory strategies through the implementation of the project "Compensatory Dictionary"; performing trainings to consolidate linguistic memory and update vocabulary in the form of animated situational role-playing games, Memory, literary correlation analysis, etc. The results of experimental work and their analysis testify to the effectiveness of the implementation of horizontal-facilitative interaction between the teacher and students of the general school in terms of the formation of the studied competence.

Discussion and Conclusions. An analysis of the concept of “communicative-compensatory competence”, the features of the process of its formation allows us to conclude the following: the functioning of the horizontally facilitative interaction between the teacher and students ensures the effective formation of the studied competence. The next step we see is the development of a program of pedagogical support for the process of formation of the studied competence of high school students.

Introduction. Education is a strategic resource for sustainable development, as it forms a new culture of society, sets new guidelines. The low qualification of teachers in the field of digital culture is a hindering process in the digital economy. It is the university that should comprehensively solve the problems of training a future teacher, taking into account the methodology and implementation of practical activities in the direction of the formation of the digital culture of the teacher. The purpose of our research is to generalize the use of the opportunities of mass open online courses in the continuous development of a teacher's digital culture, starting from the first year of study at a pedagogical university. To achieve this goal, we have chosen a methodology for calculating online course assessment indicators proposed by Kirkpatrick and Jack Phillips.

Materials and Methods. The analysis of psychological and pedagogical literature on the problem of the formation of the digital culture of the future teacher made it possible to determine its relevance for the modern development of digital society. One of their tools for its formation, the authors propose the use of open online courses within the framework of the organization of mixed education at the university.

Results. In the course of the study, we identified the initial level of digital culture of students of 3-4 courses of the faculties of mathematics, physics, computer science and primary school teacher training South Ural State Humanitarian Pedagogical University. The topics of mass open online courses were determined on the basis of the identified level of digital culture and personal needs of students in such courses, which made it possible to form the content of an individual educational trajectory. The survey of students who took part in our study revealed the willingness of students to use the opportunities of mass open online courses in their academic and further professional activities for the development of digital culture.

Discussion and Conclusion. In the course of this study, indicators for evaluating online courses based on the Kirkpatrick and Philips methodology were identified, recommendations were given to eliminate emerging risks when taking mass open online courses. In conclusion, it is concluded that mass open online courses can be used as a means of developing a teacher's digital culture.

Introduction. The relevance of designing the event-positional methodology of personalized additional professional education of teachers in the conditions of a pedagogical university is determined by the following aspects of the modern educational situation: the practical need for the development of additional professional programs of a new type; the need to overcome the backlog of requirements for the modernization of the main professional educational programs for future teachers from the new requirements of professional standards to their professional activities in an educational organization; the growing importance of the idea of education as a national priority; the demand for new norms of positional and professional self-determination of the teacher.

Aim. The purpose of the article is to identify the methodological vector of the deployment of special theoretical and design-scientific works on the creation of a model for the formation and implementation of a personalized strategy for the development of a teacher in the process of additional professional education and the cultivation of a special culture of new pedagogical professionalism, which is determined by the presence of abilities for self-education, and thereby for self-development.

Materials and Methods. The basis of the scientific search was the synthesis of fundamental provisions on a personalized model of the development of a teacher's reflexive abilities for self-transformation; on new goal-setting, which provides an opportunity for a teacher to learn how to design an educational situation in the dynamics of its development, combining elements of theory and practice to obtain a holistic, new knowledge; on the development of resource anthropological potential and development management; about new andragogic formats and technologies for creating professional communities and managing the personal development of teachers.

Results. A thesaurus of event-positional methodology and a methodological scheme for building a new practice of continuous advanced pedagogical education have been developed, acting as a normative-prognostic and practice-oriented basis and a value- meanings reference point for personalized additional professional education of teachers. The trial implementation of the developed methodological scheme within the framework of scientific and methodological support of the activities of project teams of educational organizations - co-executors of the network project of training mentors for the development of the federal innovation platform of the Ministry of Science and Higher Education allowed us to establish the fundamental laws of positional self-determination as an educational result of managing the personalized development of teachers in conditions of additional professional education.

Discussion and Conclusions. The scientific novelty of the research results is characterized by its focus on creating a prospective model of personalized additional professional education, the principles, conditions and mechanisms of which are directly focused on the inclusion of teachers in the processes of self-education and self-development with the help of targeted design of productive action technology that determines the mechanisms of activity development and assignment of norms of self-realization and the construction of a new educational reality, in which the person himself is both the subject and the object of transformations and transformations. The event-positional methodology makes it possible to build a unified, continuous and variable system of targeted additional professional education in the conditions of a pedagogical university on the basis of personalized educational tracks designed taking into account the specific needs of a pedagogical worker in the continuous updating of their professional knowledge and the acquisition of new professional skills determined through diagnostic procedures, based on the priority of the practiceoriented (applied) component of the educational process and the use of the possibilities of the digital educational environment.

Introduction. Security psychology is a relatively young, but rather rapidly developing branch of psychological knowledge, for which the problem of improving empirical research methods is relevant. The development of the problems of security psychology has already been accompanied by the involvement of certain tools, but its use is still fragmentary, experimental and exploratory in nature. Meanwhile, the development of any field of knowledge is impossible without methods and techniques that have confirmed their research reliability. This article is focused on filling the gap in security psychology regarding the possibility of using empirical data collection tools in it. The purpose of the research presented in it was a theoretical analysis of the possibilities of using various research methods in security psychology.

Materials and Methods. The method of theoretical analysis of relevant research papers, methods of systematization, generalization and classification of scientific approaches to the organization of research, the method of scientific extrapolation, the method of scientific forecasting were used.

Results. The impossibility of studying a significant part of the phenomena relevant to the problems of security psychology, synchronously with their occurrence and course, as well as the lack of unity of the author's approaches to understanding the essence of the basic category of "psychological security" for it, explained by the complexity of the original phenomenon, is revealed. In security psychology, ex-post-facto research prevails, and psychological security is studied by identifying its conditions and features of the projection of danger/security on the psyche of the subject. Methods of observation, introspection, experiment, survey and testing in security psychology not only retain the classic advantages and limitations for psychological research, acquiring the specifics of use.

Discussion and Conclusions. For security psychology, it is most preferable to use the possibilities of projective materials and methods of experimental psychosemantics and psycholinguistics. Further improvement of the scientific tools of security psychology should be based on the development of its methodology, adaptation to the problems of classical methods for psychology and the involvement of methods used by related disciplines.

Introduction. Modern information technologies are now very important part of the development of children and adolescents. The process of child socialization is associated with the risks of colliding with manifestations of aggression on the Internet and the development of computer addiction. The article reveals the issues of the relationship of these risks with the characteristics of the cognitive development of adolescents.

Materials and Methods. The empirical study was conducted to study the relationship between the cognitive characteristics of adolescents and indicators of Internet addiction, cyber aggression and cyber victimization. The sample included 105 teenagers aged 13-17. The following methods were used: “Intelligence Structure Test” (IST) by R. Amthauer, the Raven’s Advanced Progressive Matrices Test, Chen Internet Addiction Scale (CIAS), the Hall’s Emotional Quotient Test, Russianlanguage analogue of the questionnaire “Cyberbullying and Online Aggression Survey” (J.W.Patchin, S.Hinduja).

Results. The study revealed negative correlations between indicators of problematic Internet use and characteristics of the cognitive sphere. There are differences in the severity of key symptoms of Internet addiction in adolescents with different levels of intelligence. Indicators of emotional intelligence are negatively correlated with almost all indicators of computer addiction, cyberaggression and cybervictimism.

Discussion and Conclusions. The results of the study indicate that reduced indicators of general and emotional intelligence create the basis for the formation of Internet addiction and increase the vulnerability of adolescents to manifestations of cyberbullying.

Introduction. The personal subjective attitude to different aspects of a human’s life is one of the key components of his mental organization, because it’s a link between the objective manifestations of the psyche and the individual’s internal personal position. The basis of personal subjective attitude is social conditions and relationships of the individuum with society. Despite this, the personal position in relation to these conditions is individual and may not coincide with objectively manifested behavior. The problem is more important when the individual rates his own personal qualities, where the level of personal subjective attitude can change to the different human characteristics, that he shows in behavior. The personal value sphere may be one of these characteristics. The problem is relevant in university student research, because the period of professional education is significant in personal development. The article presents the research of the differences in the personal subjective attitude level to significant values of university students.

Materials and Methods. The purpose of the research is to find and study the differences in the personal subjective attitude to significant values of university students. The sample is 59 students of first course at the age of 17-21, 24 men and 35 women. To spot significant values we use a Schwarz's Method for studying personality values, and to identify the level of the personal subjective attitude to significant values, according to results of Schwarz’s Method, we constructed narrative situations.

Results. For university students the significant values were: «Hedonism», «Benevolence» and «Self-Direction», which corresponds to relationships in which they are involved. The comparison of the personal subjective attitude level shows the statistically significant differences between all values (p < 0,001).

Discussion and Conclusions. Value «Benevolence» shows highest personal subjective attitude level and «Hedonism» shows the lowest one. That shows heterogeneity in the personal subjective attitude level to significant values of university students.

Introduction. At present, the causes and methods of manifestation of aggression in children with hearing impairment are considered as an insufficiently studied problem, and the available studies are contradictory: the unified principles, methods and techniques for diagnosing and correcting aggressive behavior in children are insufficiently developed and substantiated. Severe emotional states, including aggression, are a fairly common occurrence in older preschool children with hearing impairment, when they realize their difference from their normal hearing peers. Household methods of dealing with aggression do not always help, often exacerbate the problem. Preventive and corrective work should be based on the means available for understanding by children of preschool age. Fairy tale therapy has effective methods and techniques in correctional and developmental work with children with hearing impairment in work with manifestations of aggression.

Materials and Methods. Review and critical analysis of scientific literature. Empirical research methods: study of medical records, experiment. Method of mathematical processing of research results.

Results. Methods for diagnosing aggressive behavior and methods for its correction in preschool children with hearing impairment are analyzed. The initial level of manifestation of aggression in children of senior preschool age with hearing impairment was revealed. A program and methodological recommendations for the correction of aggressive behavior in senior preschool children with hearing impairment by means of fairy tale therapy in the conditions of a preschool educational organization have been developed. During the analysis of the results of the study of children in the experimental and control groups, a decrease in the indicators of the manifestation of aggressive behavior was observed, which confirms the effectiveness of the developed program.

Discussion and Conclusions. The implementation of the program for the correction of aggressive behavior in children of senior preschool age with hearing impairments by means of fairy tale therapy should be carried out in the conditions of a preschool educational organization and boarding schools, when methods and techniques for preventing and correcting aggressive behavior of children based on fairy tales are included in the correctional and developmental lesson. taking into account in the process of its implementation the structure of hearing impairment, the psychological characteristics of preschool children with hearing impairment.

Introduction. The article provides an analysis of the role of socio-psychological capital in different types of debt behavior: borrowing and lending, as well as fulfilling debt obligations.

Materials and Methods. The study was carried out with the participation of 2 samples: N=1971 (45.0% males, from 18 to 54 years old, M=25.9; SD=5.6) and N=3022 (50.5% males; from 18 to 84 years, M=40.6; SD=11.8). Based on collected data, the respondents were divided into borrowers and non-borrowers, debtors and payers, lenders and non-lenders. Quantitative indicators of bonding and bridging social capital; social, institutional and generalized trust; global identity and identification with Russia were assessed. Data processing was done in SPSS 23.0.

Results. Borrowers have a higher level of generalized and social trust and a higher level of global and civic identity than non-borrowers. Payers have a higher level of generalized and social trust, and trust in credit institutions than debtors. Lenders have higher level of all types of trust and a more pronounced global and civic identity than non-lenders. People with contrasting variants of different types of debt behavior do not differ in strong and weak social ties.

Discussion and Conclusions. The results obtained are compared with the data of domestic and foreign publications. The conducted study contributes to the development of the concept of sociopsychological capital, supplementing it with data on the different level of trust and identity in people with different debt behavior.

Introduction. Psychological well-being is the most important resource and condition for the development of human potential, which determines the relevance of studying the psychological well-being of gifted children and adolescents, including cross-cultural analysis of this phenomenon. The article presents the comparative analysis of the psychological well-being of Chinese and Russian adolescents who study at specialized educational programs for academically gifted school students.

Materials and Methods. The sample consisted of 177 15-years-old adolescents (45.8% female) from China and Russia (62 adolescents enrolled in specialized educational programs for academically gifted schoolchildren, and 115 adolescents enrolled in general education programs). The empirical data were collected with the use of K. Riff Scale of Psychological Well-being (adopted in Russian and Chinese) and a questionnaire for assessing the adolescents’ attitude to their giftedness (only for samples of gifted adolescents).

Results. The profiles of psychological well-being of Chinese and Russian academically gifted adolescents have no statistically significant differences, but there is significant differences between the profiles of the comparison groups in the parameters "personal growth" (F=3.16) and "self-acceptance" (F=3.21), higher indicators for both parameters were found in the Russian comparison group. At the same time, Chinese academically gifted adolescents outperform their peers from the comparison group in the parameters "goals in life", "personal growth", "autonomy", "positive relationships" and in the total indicator of psychological well-being (4.27≤F≤9.19), academically gifted adolescents from Russia – only in the parameter "autonomy" (F=4.28). In the sample of Russian academically gifted adolescents, the attitude to their giftedness is not related to psychological well-being, in the sample of gifted adolescents from China it is related to the total indicator of well-being, as well as components of personal growth and self-acceptance (0.40≤r≤0.44).

Discussion and Conclusions. The results are discussed in the context of the analysis of culturally determined differences in the social situation of personality development for Chinese and Russian adolescent.

Introduction. The relevance of the study is due to the depth and breadth of the concept of "mentality" in psychology. Based on this, the empirical study of mentality presents certain difficulties. In our study, we proceed from the understanding that mentality is a superstructure that determines the existential meaning of phenomena, processes that distinguish the psychological makeup of a particular society. The research is aimed at studying the yakut mentality through the prism of family relations. It is assumed that the family, as the primary institution of socialization, is the most important mechanism ensuring the continuity of traditional cultural values and the stability of mentality in a changing world.

Materials and Methods. The article describes the results of a clinical interview conducted within the framework of psychological counseling. The advantages of a clinical interview in the study of the deep, qualitative features of the mentality of the people are revealed. The study was conducted in Yakutia from 2018 to 2021. The sample size is 99 people. The age of respondents is from 54 to 82 years. Of these, 87 are women, 12 are men.

Results. The results of psychological consultations are presented in the form of detailed texts and tables reflecting the quantitative results of content analysis. Clinical interview protocols are analyzed using microsemantic analysis and content analysis.

Discussion and Conclusions. It is revealed that the traditional values of the sakha people are preserved in the yakut mentality: respect for elders, family as an extended family. Modern yakut families adhere to the norms of the traditional yakut family: child-centrism, parenting in the children's system, the active participation of grandparents in the upbringing of children, the choice of an informal head of the family not by gender, but by personal characteristics. The participation of several generations in the upbringing of children, the expansion of family resources at the expense of the genus are mechanisms that ensure the continuity of mentality in the yakut culture.

Introduction. The relevance of studying the socio-psychological characteristics of modern children and adolescents is associated with the processes of globalization, informatization, digitalization of modern society in relation to the education system in general and the personality of a modern schoolboy in particular. In this article, an attempt is made to present a socio-psychological portrait of a modern schoolboy, to determine the role of a teacher in the digital educational environment, as well as the possibilities of his professional and personal growth in the conditions of digitalization by analyzing and systematizing the results of theoretical and experimental research on the problem.

Materials and Methods. This article uses an analytical approach to the consideration of modern domestic and foreign studies, which allows to identify the positive and negative sides of the digitalization of the modern education system. We focused on scientific articles, monographs, teaching aids, dissertation studies containing the results of theoretical and experimental studies of various aspects of this problem.

Results. As the analysis of the literature has shown, the studies of foreign authors widely cover this problem from the perspective of the "theory of generations", while domestic research is largely based on the methodology of domestic psychology. In the Russian psychological literature, a number of studies are devoted to the study of the socio-psychological characteristics of modern adolescents, in particular, the system of value orientations, attitudes to educational activities, socialization, including using social networks, adaptability to the conditions of the educational environment, but such studies are insufficient due to the complexity of the studied issues and the constantly changing conditions of the social life of a modern student.

Discussion and Conclusions. The discussion of issues related to the socio-psychological characteristics of a modern schoolboy in the conditions of digitalization of the system of national education invariably rests on the need to find forms, methods, means of organizing effective school education and assumes that teachers of the general education system have a minimum of psychological knowledge about age and individual psychological patterns of the development of the psyche of a younger schoolboy and a teenager, the formation of his personality.

Introduction. The article is devoted to the theoretical understanding of the problem of subjectivity in psychological knowledge, through the knowledge of the substantive characteristics of this concept and the establishment of their functional role. The problem of subjectivity has long been interested in both philosophers and psychologists of various schools. Dealing with the problems of pedagogical psychology, there is a stable relationship between the results of training and the development of the subjectivity of students.

Materials and Methods. In the preparation and implementation of scientific research, a theoretical analysis of domestic and foreign literature, the study of scientific articles and publications on the topic was used; synthesis and systematization of the results of domestic and foreign studies; content analysis.

Results. The article summarizes theoretical ideas about the phenomenon of subjectivity in domestic and foreign psychology, revealed its systemic content and functional characteristics, as well as the criteria for their selection. Theoretical generalizations allowed the author to formulate a definition of the definition of subjectivity in relation to the goals and objectives of the study.

Discussion and Conclusions. As the category "subject" is differentiated, it is noticed that this concept is used to describe various areas - on the one hand, and the centralization of the concept – on the other hand. In the first case, such expressions as "subject of activity," "subject of communication," "subject of knowledge," etc. are known.

In the second case, a certain globalization of the category occurs, which allows you to characterize multiple areas of human life, the phrase "subject of life" is used here. Subjective experience, as opposed to objective, provides for the use of the subject as a tool of cognition. Subjectivity arises at a certain stage of personality development as a new systemic quality of personality that can change the specifics of human behavior. Subjectivity performs an organizational function in the

construction of its activities and life relations. The function of assigning human and cultural functions. The function of realizing the maturity of the "I-concept" of the personality, providing self-identification of the personality. The function of developing and implementing life strategies. Function of personality self-development. Function of motivational hardness of personality. Function of responsibility for their activities.

Introduction. To date, the study of the problems of professional psychological selection remains the most relevant due to the special importance of its practical application in the professional system of each organization. The short time of the formation of his system in our country shows that it needs constant improvement and clarification, since it is impossible to talk about the successful professionalization of a person in professional activity without studying the basis of the formation of his personality before being included in this activity. The practice of conducting professional psychological selection shows that the correct implementation of its activities contributes to the qualitative formation of the personnel component of the organization and allows timely prevention of many negative manifestations in the course of professional activity. In this article, based on theoretical and empirical analysis, the essence, practical significance and basic conditions for the success of the implementation of professional psychological selection measures are considered.

Materials and Methods. The methodological basis of the study in the article is the theoretical provisions and methodological principles of psychodiagnostic research (V.A. Bodrov, K.M. Gurevich, A.G. Karayani, E.A. Klimov, A.G. Maklakov, P.M. Rubinstein, S.N. Sorokoumova and etc.), as well as analytical materials containing the main provisions of the implementation of professional psychological selection measures.

Results. The author identified and substantiated a phased system for implementing professional psychological selection measures, as well as the main conditions governing the success of his measures.

Discussion and Conclusion. Professional psychological selection is a multifaceted and complex process that allows you to study the professional psychological suitability of a person and predict the success of his implementation in professional activity. Nevertheless, the effectiveness of its system depends on the professional interests of the organization's leaders and specialists directly carrying out professional psychological selection activities.It is important to understand that professional psychological selection is not a dogma, but a certain tool (technology) for the distribution of public labor in society, the results of which, in many ways, can determine the belonging of the personnel component of any organization.

Introduction. Solving the problems of identifying and explaining the functioning of intelligence in the structure of personality involves at least two aspects: the first is aimed at its development and functioning, the second is aimed at establishing the mechanisms for the development of intelligence, manifested in the personality-subject mental reality. The author, consistently solving the problems of analyzing the mental mechanisms of the development of intelligence, identifies those, and also comes to the conclusion about which of them performs the syncretic function and the function of integration.

Materials and Methods. To solve the problems defined in the article as the main methodology, the authors use systematic, activity-oriented, complex and axiological approaches focused on the analysis of intelligence and the features of its functioning. As the main research methods, theoretical (hypothetical-deductive method, conceptualization), general logical (analysis and synthesis, deduction and induction, comparison and analogy) and empirical (expert survey, observation, analysis of independent characteristics and results of activity) methods of scientific research are used.

Results. Applying the methodology of systematic research for a consistent theoretical analysis of the real mental properties of a person and their manifestation in activity, the author comes to the conclusion that the main psychological mechanisms for the development of the intelligence of a future officer are adaptation, cultivation, internalization, exteriorization, intellectualization, existentialization. They are closely related to the social mechanisms of the formation of subjectivity, which include socialization, education, aestheticization, creativity and inclusion in joint activities. It has been established that a syncretic function in the development of the intelligence of a future officer in the structure of the psyche is performed by the mechanism of cultivation, ensuring the unity of the functioning of these processes in the mental reality of the subject.

Discussion and Conclusions. The establishment of the mechanisms for the development of the intelligence of a future officer, their essence and structure, as well as the features of their functioning and interaction with other mental processes, allows us to comprehensively understand the process of development of the personality and subjectivity of a cadet in a military educational organization of higher education. The results of the study can be used in scientific research and in educational activities.

Introduction. This article aims to compare two seemingly different patterns of attitude towards such a significant figure as a teacher. Considering it was the Greeks who have established the entire prototype for such a relationship in our culture it seems interesting to look at the development and meaning of such a relationship within their context.

Materials and Methods. Based on the texts from The Library of Greek Mythology by Apollodorus and other sources that draw attention to some aspects of upbringing described already in the ancient myths, as well as on the basis of Plato's dialogues dedicated to the character of Socrates, this study compares two lines of such relationship, one derived from the story of the mythological hero Heracles and his relationship with his teachers, and that of the teacher of all Athens – Socrates and his students. This study is based on such methods as comparison, juxtaposition, interpretation, and generalization, as well as the psychoanalytic approach developed by Z. Freud and J. Lacan.

Results. Acknowledging certain parallels in how the relationships mentioned earlier end, this study draws attention to the fact that a person must take the path of self-transformation with a considerable degree of necessity to learn something new. A noteworthy aspect in this process is the role of what is commonly referred to as “love”.

Discussion and Conclusions. The figure of Socrates is central to this study in two ways. He is interesting to us not only as a philosopher who is in love with wisdom and discussion but also as one who educates, with all the dynamics of relationships that follow. As the author of the dialogues about Socrates, Plato reveals his views on love deriving from his grief about the loss of his teacher. His reflections represent the work of sorrow, and the dialogues that immortalize him in history seem to be its natural fruits.