Introduction. Consideration of the problem of improving the system of scientific and methodological support for teaching staff and management personnel and the integration of universities into the development of regional models of interaction with subjects of scientific and methodological activity within the framework of the formation of a single educational space. The purpose of the article is to study the features of interaction and directions in the development of cooperation between scientific and methodological centers for supporting teaching staff with subjects of scientific and methodological activity in improving the conditions that ensure the professional development of teaching staff within the framework of the formation of a single space.
Materials and Methods. In accordance with the purpose of the study, theoretical methods were used, including structural and functional analysis in the study of literary sources, regulations governing the field of education; methods for systematizing and summarizing data from reporting materials of scientific and methodological centers, as well as empirical methods based on the study and generalization of the experience of the activities of scientific and methodological centers in 2022 - 2023. based on the results of a questionnaire survey.
Results. The generalized results of the activities of scientific and methodological centers for supporting teaching staff in 2022 – 2023 are presented. in ensuring the professional development of teaching staff within the framework of the formation of a single space. An analysis of the obtained data was carried out on the issue of improving the conditions for scientific and methodological support of teaching staff with the participation of universities, as well as key areas for the development of interaction between scientific and methodological centers for supporting teaching staff with subjects of scientific and methodological activity in the education system at the federal, regional and municipal levels.
Discussion and Conclusions. The study made it possible to specify measures that promote a more efficient use of the resources of scientific and methodological centers for supporting teaching staff as part of a unified federal system of scientific and methodological support for teaching staff.

Introduction. The article discusses the basic concepts of problem learning and gives their characteristics from the standpoint of preparing future teachers for research activities when performing final qualification work, reveals the features of an evidence-based approach to training, analyzes the stages of formation of research competencies of future teachers. The structure and content of educational results of future teachers in the field of research activities are determined, indicators of assessment of the representation of the methodological apparatus in the final qualification work of graduates in the field of training "Pedagogical Education" are given.
Materials and Methods. The research is based on systematic, activity-based, competence-based and interdisciplinary approaches to the training of future teachers, which allowed us to describe the set of research skills that can and should be formed in future teachers as part of their professional training for research activities. During the research, the following types of analytical and synthetic activities were carried out: analysis of existing normative documents in the field of training future teachers, analysis of scientific publications related to the peculiarities of problem-based and evidence-based learning, with issues of formation of research activities, analysis of requirements for the completion of final qualifying works, analysis of modular curricula; selection of the content of academic disciplines aimed at the formation of research competencies of future teachers; The methods of formalization and generalization were used in describing educational results.
Results. The main provisions defining the structure and content of research skills of future teachers underlying the implementation of research activities in the field of education are highlighted. The module "Research and design activities in the field of education" is proposed, the structure of which determines the end-to-end trajectory of the formation of research competencies, the content of the module in the form of educational disciplines is presented. The features of the description of educational results on the proposal of the methodological apparatus, which are built on the basis of coordination of competencies from the Federal State Educational Standard of Higher Education, and labor actions from the Professional Standard of the teacher, are disclosed. The procedure for assessing the achievement of educational results on the presentation of the main components of the methodological apparatus in the final qualification work is provided.
Discussion and Conclusions. The article compares various stages of the formation of research competencies, discusses the modules presented in the training plans for future teachers, and justifies the need to include in the WCR assessment system a criterion on the presentation of the methodological apparatus of the study. The perspective of further research is given in the form of building a holistic system for assessing the quality of training of graduates based on an assessment of the achievement of educational results when graduates perform WCR.

Materials and Methods. The research is based on systematic, activity-based, competence-based and interdisciplinary approaches to the training of future teachers, which allowed us to describe the set of research skills that can and should be formed in future teachers as part of their professional training for research activities. During the research, the following types of analytical and synthetic activities were carried out: analysis of existing normative documents in the field of training future teachers, analysis of scientific publications related to the peculiarities of problem-based and evidence-based learning, with issues of formation of research activities, analysis of requirements for the completion of final qualifying works, analysis of modular curricula; selection of the content of academic disciplines aimed at the formation of research competencies of future teachers; The methods of formalization and generalization were used in describing educational results.
Results. The main provisions defining the structure and content of research skills of future teachers underlying the implementation of research activities in the field of education are highlighted. The module "Research and design activities in the field of education" is proposed, the structure of which determines the end-to-end trajectory of the formation of research competencies, the content of the module in the form of educational disciplines is presented. The features of the description of educational results on the proposal of the methodological apparatus, which are built on the basis of coordination of competencies from the Federal State Educational Standard of Higher Education, and labor actions from the Professional Standard of the teacher, are disclosed. The procedure for assessing the achievement of educational results on the presentation of the main components of the methodological apparatus in the final qualification work is provided.
Discussion and Conclusions. The article compares various stages of the formation of research competencies, discusses the modules presented in the training plans for future teachers, and justifies the need to include in the WCR assessment system a criterion on the presentation of the methodological apparatus of the study. The perspective of further research is given in the form of building a holistic system for assessing the quality of training of graduates based on an assessment of the achievement of educational results when graduates perform WCR.

Introduction. The article is the result of analyzing complex dual-core concept of “Sacredness and Morality” in the discourse of educational text on pedagogy. Aim and objectives. The purpose of this study is to develop a model of the concept for pedagogical discourse, including its basic conceptual features.
Materials and Methods. Conceptological analysis made it possible to develop a system of conceptual features for each of the nuclear concepts.
Results. The structure of the concept has five conceptual features characteristic of both nuclear concepts: ideality, complexity, achievability, social and individual conditionality. The resulting model was applied to the textbooks on pedagogy of pre-Revolution, Soviet and post-Soviet periods. In all cases, it established incomplete relationship with the original linguistic form. In preRevolution period, concept structure did not expose two cores, sacredness concept had a complex structure and is individually conditioned, possibility of its full implementation was rather denied, verbal signs of its dependence on social attitudes were not found in the text, and sign of ideality was not fully realized. The implementation of concept in the textbook of mid-twentieth century looked too idealized. The construction of an absolutely new communist morality made it possible to present current understanding of the concept in “broad strokes”, to express the neophytes’ conviction in reality of embodying standard of a true communist through the means of Soviet education. The model proposed by modern authors did not implement core of morality in general. The textbook returns to one of original ideas about sacredness, but with significant differences. Firstly, it equalized all religious ideas and excluded dominance of one confession in education process. Secondly, it perceived weak social conditioning as a shortcoming that must have been eliminated.
Discussion and Conclusions. Analysis of the factors limiting full concept representation lead to recommendations for their elimination. We propose to consider modern request for sacred and moral education in light of normal evolution of the concept underlying it. Despite the words order in nominating phrase, morality core is interpretive and fundamental for a correct understanding of sacredness. For effective work on needs of moral education, we recommend organizing practical work consistently, with progressive and gradual formation of first moral values, and then sacred ones. The basic principles of such work should be those conceptual features that are regularly and fully implemented in each of concept cores.

Introduction. Machine learning methods and elements of artificial intelligence are used to analyze random data, processes and signals. The study of relevant tools is already included in the various levels curricula. The purpose of the study is to demonstrate, using examples available to students of various specialties, that the error analysis of machine learning methods in solving specific tasks can be the basis in the educational process for the skills formation of using artificial intelligence elements.
Materials and Methods. For processing random signals and data, widely available software is used: Microsoft Excel for preparing training and test samples, the Deductor analytical platform for implementing machine learning algorithms. As an example, quasi-harmonic signals with random parameters are processed for technical specialties, and the results of psycho diagnostics are used to process multidimensional random data.
Results. As a typical solution of approximation technical problems, direct propagation neural network errors in using to determine random signal parameters are analyzed. As a solution of classification problems, multidimensional random data with different dimensions were processed using neural networks and the "decision tree" method. The advantages of the combined use of these two machine learning methods are analyzed. These examples and their analysis were tested in classes with university students in the disciplines of "Digital Signal Processing" and "Fundamentals of Statistics".
Discussion and Conclusions. The statistical features of the obtained results, the possibilities of reducing the training sample and selective analysis of multidimensional random data are discussed. It is shown that an adequate assessment of the machine learning methods errors can significantly expand the possibilities of their application, and can be the basis for the formation of skills for their use.

Introduction. The relevance of the study of project activities in higher education is related to the role that this form of educational activity plays at the present stage of education development. Interdisciplinary studies emerging at the intersection of sociology, political science, anthropology, philosophy and economics are promising. This article raises the problem of the contribution of the experience, reflections and mediation of a teacher of a pedagogical university to the project method, on the one hand, and the requirements that apply to the competence of student researchers– on the other. The concept of autonomy of student research activity is proposed as a key idea for the transformation of the directions of the modern Russian educational space.
Materials and methods. The materials are based on a study conducted by teachers and students of the Stavropol Pedagogical Institute, a branch in the city of Yessentuki in the period from 2015 to 2022 as part of a research project designed at the same institute. Seven research projects were completed: four with certified teachers, three with students who received a history teacher's diploma, and twenty introductory pedagogical projects. In the process of working on projects, coordination activities were regularly carried out aimed at analyzing the work already done and planning the next stages. The frequency of variables in the method was tested with the participation of teachers, young researchers and students enrolled in historical and social studies programs of the Stavropol State Pedagogical Institute, a branch in the city of Yessentuki.
Results. The conducted research made it possible to identify the key positions of the researcher in decision-making, to identify the main starting points of the scientific hypothesis in the process of forming goals and objectives, to describe a set of methodological developments and ideas in the implementation of project activities within the framework of a pedagogical university, the problems of human inclusion in the collective social consciousness in the space of a modern city.
Discussion and conclusions. It was concluded that experience contributes to reflection, and reflection contributes to building knowledge and changing paradigms.

Introduction. The article examines the problem of the formation of a socio-cultural environment in rural areas with the direct participation of rural schools and non-profit organizations (NGOs) in this process. The current situation of education in rural areas is assessed using traditional methods of assessing educational organizations and, accordingly, the approaches applied to the education system in rural areas lead to the need to develop certain areas of rural school activity and socio-economic components of life and activity of the settlement, that is, rural and rural school development programs are implemented on the basis of traditional assessment. In this regard, in the new socio-economic and political conditions of the development of education and the socio-economic sector in rural areas, there is a need to understand the current requirements for the education system in rural areas of Russia and consider existing support measures from NGOs. The purpose of the article is to substantiate the need for the use of socio-cultural assessment of education
Materials and Methods. The main method of research is a content and contextual continuous analysis of the text of the works submitted to the contest "My little Homeland" in the nomination "Village of my dreams – village of the future" and applications of the winners of the Presidential Grants Fund competition in the grant direction "Support of projects in the field of science, education, enlightenment" using the method of socio-cultural assessment of educational organizations, developed and published by us earlier.
Results. Descriptors have been identified, the implementation of which will contribute to raising the level of criteria for the socio-cultural expediency of an educational institution in rural areas and, as a result, contribute to the formation of the necessary socio-cultural situation in rural areas. Working with descriptors will allow leveling or will contribute to improving the current socio-cultural and economic situation in rural areas of Russia. The analysis of the activities of the Presidential Grants Fund in the grant direction "Support of projects in the field of science, education, enlightenment" according to the results of the beginning of 2023 is made.
Discussion and Conclusions. The conducted research proved the operability of descriptors and criteria of socio-cultural assessment to identify the needs of educational organizations and residents in rural areas of Russia. In the course of the study, it was found that the current activities of the Presidential Grants Fund through the activities of NGOs contribute to the support of projects in the field of science, education, and enlightenment in rural areas of Russia to a small extent. This study may be useful to federal, regional and local government bodies, including education, for monitoring the current situation in rural areas of Russia and making appropriate administrative decisions.

Introduction. Trends in digitalization and convergence in education, the introduction of distance learning technologies affect both the education system and the educational process as its significant component. Traditional forms and methods of educational work, which were effective with previous generations of students, show low results with generation “Z”. In this regard, digital means of education, implemented within the framework of a digital educational system, become relevant, which would allow students to move from the position of an observer to the state of an active participant in the educational process. The development of a system of civic-patriotic education is becoming the most relevant and in demand in the university environment.
Materials and Methods. The research was carried out by analyzing scientific literature on the research problem, analyzing regulatory sources, summarizing our own practical experience on the problems of digital technologies for civic and patriotic education of youth.
Results. The article presents a description of the system of digital civic-patriotic education being developed at the South Ural State Humanitarian Pedagogical University. The developed system of digital civic-patriotic education will be implemented on the basis of the university website, taking into account the capabilities of the technology park of universal pedagogical competencies. The offices created in the technology park provide an opportunity for the implementation of various civil-patriotic activities.
Discussion and Conclusions. Currently, there is an urgent need in universities to conceptually substantiate and develop a digital education system that would contribute to the activation and interest of students in the process of education and self-education. The system of civic-patriotic education will be implemented taking into account the capabilities of the technology park equipment: VR technologies, robotics, 3D modeling, etc. The developed system of digital civicpatriotic education includes such digital educational technologies as: virtual excursions, video resources, social and civic-oriented projects, web quests, cultural and historical Internet portals, etc.

Introduction. The article outlines the current problem of mastering by students of pedagogical universities the value-semantic foundations of the content of education in the context of the ongoing modernization of pedagogical education. Particular attention should be paid to teachers of pedagogical universities, who are for students – future teachers – carriers of a professional value system and the main source of information about the value-semantic foundations of the content of pedagogical education. We identified the need to develop a methodology that allows us to quickly and objectively assess the level of teachers’ mastery of the value-semantic foundations of the content of pedagogical education.
Materials and Methods. The article presents the results of testing the author's methodology “Methodology for determining the features of the development of value-semantic foundations of the content of pedagogical education,” in which teachers from Yaroslavl State Pedagogical University named after K.D. Ushinsky. The purpose of the developed methodology is to identify the features of the development of the value-semantic foundations of the content of Russian pedagogical education. For meaningful validation of the developed methodology, the methodology “Diagnostics of the real structure of a person’s value orientation” by S.S. was used. Bubnova.
Results. The results of testing the author’s methodology presented in the article proved its validity and reliability. In the process of content validation of the methodology, a partial correspondence between the degree of implementation of the value-semantic foundations of the content of pedagogical education and the value orientations of the individual in the conditions of real life activity is noted. At the same time, it seems important to emphasize that value positions acting as priorities are characterized by fairly high consistency and comparability. The existing inconsistencies are recorded according to those value positions that occupy relatively low places in the hierarchy of teachers’ values and in our case can be considered as manifestations of the diversity of personal meanings and their combinations in the individual consciousness.
Discussion and Conclusions. The results of a pilot study of the author’s methodology using the analysis of correlations presented in the article confirm that the presented methodology can be used to study the development of the value-semantic foundations of the content of pedagogical education (on a sample of teachers at a pedagogical university).

Introduction. In positive psychology, psychological well-being is associated with personal resources that ensure creative processes and positive changes in a person’s life and activities. Considering agency as the main professional and personal resource of a teacher for positive transformations in modern education, we assume that agency acts as such a resource provided that the teacher perceives himself as a psychologically prosperous person. Psychological well-being in the study is considered within the framework of the PERMA model and represents the teacher’s self-representation of the main resources of positive functioning (positive emotions, involvement in relationship activities, meaning and achievement in activities) and his experience of happiness and life satisfaction. The purpose of the study is to study the characteristics of the psychological well-being of a modern teacher and the relationship between the components of well-being and the structure of the teacher’s agency.
Materials and Methods. The severity of the components of teachers’ subjectivity was studied using the “Structure of agency” questionnaire (E. N. Volkova, I. A. Seregina). To study psychological wellbeing, the Russian version of the PERMA-Profiler questionnaire was used (O. M. Isaeva, A. Yu. Akimova, E. N. Volkova). 447 people participated in the study, of which 376 people. (84.1 %) – women, 71 people. (15.9 %) – men. The average age of study participants was 37.2 years (standard deviation SD=12.5). Work experience – from 1 year to 47 years.
Results. The results of the study showed that the general level of well-being, as well as the values of the main components of well-being among modern teachers, is in the range of average values, however, all components of psychological well-being are expressed among teachers to a lesser extent than among representatives of other professional groups and in general among respondents of the Russian sample. Stratification variables that influence the psychological well-being of school teachers are the characteristics of age, work experience, and qualification category. The psychological wellbeing of teachers corresponds to older age, decreased work experience, and a low qualification category (or lack thereof). Psychologically well-off teachers are characterized by a balanced structure of agency, which presupposes uniform and high expression of all its components. Among the components of agency, psychological well-being is most determined by the teacher’s ability to make personal choice and the development of reflection.
Discussion and Conclusions. The teacher’s psychological well-being can be considered as a characteristic of his/her professional socialization connected with the level of students' well-being. The actual level of teacher’s psychological well-being is lower than in the general Russian sample and in the sample of other professional pedagogical groups - preschool teachers. The low level of the teacher's psychological well-being can hinder the teacher's professional development. The teacher's psychological well-being is correlated with the teacher’s agency, in particular, with the teacher's activity, choices and responsibility, reflection. A balanced structure of agency is correlated the psychological well-being of teachers and the understanding another person is expressed to a significant extent.

Introduction. Adolescence is characterized by qualitative changes in the value sphere that undergoes transformation into an autonomous and coordinated system. Value orientations of young people mutate faster and adjust to the altering socio-cultural conditions, thus reflecting the general trends of social value system transformation. Therefore it is important not only to study the content of adolescents’ value orientations but also to search for new methodological approaches to their investigation.
Materials and Methods. The author's methodology "Value orientations in proverbs and sayings" is used. It is focused on identifying respondents’ inclination towards socially significant or egoistic values. The study was conducted on a sample of students aged 16-19; the total number of respondents was 387 people (146 boys, 241 girls).
Results. Value orientations of adolescent students are largely formed and function as an individually configured system. The common vector of the value sphere in both boys and girls is directed to socially significant and socially approved values. This is especially clear with regard to "Study, work" and "Family, relatives" values reflecting the age-specific needs and interests of the surveyed. Still, there are significant differences in value orientations due to the gender of the respondents: young men are more inclined to the common cause values and their close circle (family, friends), whereas individualistic values, as well as those related to the external social and activity circle, are more attractive for girls. As for the general structure of value orientations, the categories "Money, wealth" and "Country, homeland" get mixed assessments.
Discussion and Conclusions. We showed the productivity of the proverb method used to explore value orientations of adolescent students. The consistency of the results obtained with the data of psychological and sociological studies indicates that they not only register a certain stage of formation of young people’s value system but also reflect the complexity of value self-determination in modern society.

Introduction. The work is devoted to the study of the peculiarities of the formation of competitiveness in the process of physical education classes. The psychological features of purposeful formation of competitiveness are considered. The positive relationship between specially organized motor actions and the formed competitiveness of students has been practically proved and theoretically substantiated.
Materials and Methods. To solve the research tasks, the semantic content of the basic concepts characterizing competitiveness was determined. The semantic analysis of the presented concepts was carried out according to the dictionary of the Russian language edited by A. P. Evgenieva. The definition of the semantic core of concepts was carried out by the content analysis method proposed by S. A. Gaponova. Semantic, basic units of textual information were identified. The semantic core, the fundamental feature of a text or concept, was determined.
Results. We have established that the semantic core of all manifestations of competitiveness, without exception, is overcoming. It is proved that overcoming various external (physical) and internal (mental) barriers is a necessary and sufficient condition for the formation of competitiveness. It is argued that specially organized motor activity makes it possible to purposefully form competitiveness.
Discussion and conclusions. The factors and conditions affecting the process of competitiveness formation are discussed. The basic feature of competitiveness has been established in previously conducted in-house scientific research. This process is analyzed from the perspective of the theory of the gradual formation of mental actions and concepts (P. Ya. Galperin), as well as the levels of movement control (N. A. Bernstein). The presented material is the theoretical basis for the creation of a methodology for the purposeful formation of competitiveness among students.

Introduction. Joint activity in child-parent relations contains a significant and poorly studied resource for the development of a younger student's personality. Unfavorable trends in the personal development of a younger student at the final stage of primary general education, such as a decrease in motivation for learning and self-esteem, increased anxiety, and social deficits significantly affect academic success, which determines the relevance and relevance of solving this problem. The purpose of the article is to present the results of scientific and theoretical substantiation and experimental approbation of the program of psychological and pedagogical support of joint activities in child-parent relations with a younger student as a factor in the development of his personality.
Materials and Methods. The study involved 99 primary school students aged 10-11 years, studying in the fourth grade (50 boys and 49 girls), as well as their parents aged 29 to 53 years (80 mothers and 19 fathers). As diagnostic tools, the following methods were used: the method of studying educational motivation by M. V. Matyukhina (modification by N. C. Badmaeva); the method of assessing school motivation by N. G. Luskanova; the scale of personal anxiety by A. M. Parishioners (form "A"); the method of measuring self-esteem by T. V. Dembo and S. V. Rubinstein (modification by A. M. Parishioners); methodology of sociometry by J. Moreno (modification by V. R. Schmidt); questionnaire for studying the structure of subjectivity by E. N. Volkova and I. A. Seregina (modification by M. A. Pyzhyanova).
Results. The article summarizes domestic and foreign studies on the problem of joint activity in child-parent relations as a factor in the development of a younger student's personality. The scientific and theoretical foundations, goals, objectives, content and stages of implementation, programs of psychological and pedagogical support for joint activities in child-parent relations with a younger student are determined. The results of the approbation of the author's program are obtained, indicating the optimization of the development of the main personal spheres of a younger student: motivational, emotional, spheres of self-awareness and subjectivity of personality.
Discussion and Conclusions. As a result of the testing of the program, patterns of dynamics of indicators of the main personal spheres of a younger student in the conditions of psychological and pedagogical support of joint activities in child-parent relations with a younger student were revealed. The analysis made it possible to reveal the mechanisms of the influence of parental interaction in the process of positive joint activity with a child on the development of his personality.

Introduction. Numerous scientific studies show a tendency for the spread of social phobia among students, which is explained by factors of uncertainty, global risk, a sharp change in the conditions of higher education, as well as, mainly, the personal characteristics of students. However, family determination plays an important role in its formation, which has not been sufficiently studied. Attached to their parents, but feeling insignificant in the family, boys and girls are not sufficiently prepared to accept new challenges outside the family - their social anxiety can increase to the level of social phobia. The purpose of the study was to identify the features of the family determination of social phobia in students, determined by their proximity to their parents and importance in the parental family.
Materials and Methods. The sample was made up of students of the II and III courses of Moscow universities (125 boys and 125 girls) who had not previously been married at the time of the survey. The methods of socio-psychological diagnostics were used: "Family sociogram" by E. G. Eidemiller and O. V. Cheremisin; questionnaire of social anxiety and social phobia by O. A. Sagalakova and D. V. Truevtsev (STiSF). In the course of the study, group differentiation was carried out: according to the level of social anxiety, 2 groups were distinguished (students with and without social phobia); according to family status, 4 groups (close to the father, close to the mother, equally close to both parents, "alienated" from the parental family). Empirical data were subjected to mathematical and statistical processing based on the MS Office Excel package, IBM SPSS Statistics 23. Intergroup differences were determined by the Student's t-criterion; correlation analysis was performed by Pearson's r-criterion.
Results. In the combined sample, about 29% of students were found with low indicators of the general level of social phobia, about 27% with elevated indicators and about 44% with a high general level of STIS. The overall level indicator was 47.8 points, which corresponds to an increased level of social anxiety with a tendency to high. In the sample of students with social phobia, a smaller percentage of those close to their father and a large percentage close to their mother, as well as equally close to both parents, were found compared with the sample of students without social phobia. Sociophobic students have a significantly lower status in the parental family, but no intergroup differences in indicators of proximity to their father or mother were found (in both groups there are many students who are close to each parent and alienated from them). The absence of close links between indicators of students' closeness to parents, their importance in the parental family and indicators of social phobia in the combined sample and the sample of students with social phobia was noted, however, their significant correlations were revealed in the sample of students without social phobia.
Discussion and Conclusions. The position of students with social phobia in the parental family is high in proximity to both parents, but low in importance in the family, whereas the position of students with a low level of STIS is characterized by a moderate degree of importance in the family and a low equal degree of proximity to both parents. The occurrence of social phobia is less likely in students who have an equal low degree of closeness to both parents and moderate (within 6-7 points) with a tendency to a high degree of importance in the family.

Introduction. The system of personal value orientations is considered the main determinant of the processes of socio-psychological adaptation. The value structure has a significant impact on both the development and formation of a personality, as well as on the regulation of its self-awareness, cognitive and emotional sphere and behavior. In adolescence, the maximum stress of adaptation processes occurs and the most pronounced intolerance to negative environmental influences is manifested. In this regard, the analysis of value-intentional mechanisms and strategies of sociopsychological adaptation at this age seems extremely relevant.
Materials and Methods. The study involved 300 boys and girls of early adolescence, who, using a refined technique, had Schwartz and the K. Rogers and R. Diamond questionnaire "Sociopsychological adaptation" assessed the system of value orientations and the level of adaptation. Statistical processing of the materials included the calculation of the Mann-Whitney U-test and discriminant analysis (step-by-step Wilkes method).
Results. The system of value orientations (includes 19 parameters) and the level of social adaptation of adolescents are studied. The comparison of value and adaptation parameters in boys and girls was carried out. Using statistical procedures, respondents with high and low levels of adaptability were identified. The comparison of value indicators was carried out both between respondents with different degrees of adaptation, and between adolescents of different genders. Canonical functions with a high discriminative ability for boys and girls are calculated, which allow using axiological variables to divide the respondents according to their degree of social adaptation.
Discussion and Conclusions. It is shown that the effectiveness of the processes of social adaptation of adolescents improves as the degree of differentiation of value orientations increases, manifested by an increase in the "spread" of their positions in the "field" of value consciousness. It is established that the most important factor in the successful social adaptation of adolescents is the dominance of the main group-centered value orientations and the diminution of the role of egocentric intentions. The ambivalence of the influence of hedonistic intention on adaptation has been revealed, the increasing importance of which, in combination with the development of groupcentered values, contributes to successful social adaptation, and in combination with the increasing role of other egocentric values, becomes a factor of low tolerance to social frustration. The maladaptive influence of the value orientations "reputation" (in boys) and "independence" (in girls) on the processes of social adaptation has been established. The axiological criteria are calculated.