“Moral experimentation” is presented in the article as a gradual preparation of high school students and students for possible moral selections and actions through the modeling of complex ethical situations in activating methods. Such modeling, in contrast to real ethical difficulties, allows, on the one hand, to detachedly see a difficult situation and one’s behavior in it, and on the other hand, helps to better and deeper feel those internal and external “barriers” that often prevent a person from behaving more decently. Psychological and pedagogical conditions are considered, when game and discussion procedures are more suitable for modeling moral choices, and when these procedures should be abandoned.

The article is a continuation of the presentation of the first experience (precedent) of instrumental provision of objective (standardized) assessment of personal education results established by federal state educational standards of general education — based on the use of automated technology developed under the guidance of the author of the article, designed to monitor performance of schools in aspect of these results as socially oriented soft skills (universal competencies). The following are presented: a system of criteria for evaluating personal results of education (on the example of basic general education), which determines the content of assessment using this technology; characteristics of objective assessment methods and specific assessment methods that implement them, which are part of the technology.

The article presents the first experience (precedent) of instrumental provision of standardized assessment of personal education results established by federal state educational standards of general education, based on the use of automated technology developed under the guidance of the author of the article, designed to monitor the performance of schools in the aspect of these results as socially-oriented soft skills (universal competencies). The scientific substantiation of this technology is given — systematic means of objective and comprehensive assessment of personal education results as the most methodically difficult type of educational results to evaluate; a structured list of basic quality requirements for assessment tools that this technology corresponds to, as well as the basic principles and know-how implemented in it, collectively providing a reliable non-personalized assessment the specified results, saving time and resources for the assessment.

In the first part of the article, the theoretical justification of the research problem is presented, the typology of barriers in communication is analyzed, the specifics of emotional and psychological barriers affecting the effectiveness of communicative activity and selfattitude of adolescents are revealed. Considering egocentrism as a special personal formation that determines the self-consciousness of a teenager, the need to study characteristics of the components of self-attitude, the level of egocentrism and the subjective internal state of tension in communication — a psychological barrier in communication is justified. The second part of the article will present the results of an empirical study.

The article presents the results of a study of self-attitude, manifestations of personal egocentrism and their connection with the emotional and psychological barriers of communication among adolescents. Based on empirical studies, conclusions have been drawn about the direct positive relationship of the indicator of global self-attitude with the attitude towards others, other multiple bilateral positive relationships have been established, as well as a negative significant relationship between the indicator of the presence of emotional barriers in communication with global self-attitude, autosympathy, self-acceptance and selfunderstanding.

The problem of constructing methodological tools and an extremely limited number of methods for locus of control studying in older preschoolers is discussed. It determines the shortage of studies of locus of control characteristics at the age of preschoolers. The locus of control is considered to be a universal personal characteristic in relationships, actions, activities. Over the half-century period of locus of control studying its influence on many structures of personal development has been determined, including its connection with motivational, cognitive, communicative and other social components of personality. This knowledge indicates the important functional role of the locus of control both in the general structure of personality and in the dynamics of a person’s age-related development, starting from the moment of its manifestation in older preschool age. Therefore, studies of locus of control in older preschoolers are of particular value. This paper presents the review of psychological tools and techniques, existing in the psychological practice world, designed for the locus of control studying in older preschoolers. The main characteristics of these techniques, criteria and approaches to their development are considered as well as an adaptive version of the Stanford scale questionnaire for locus of control studying “SPIES” is presented for the first time in author’s translation. The questionnaire “SPIES” is unknown to a wide range of Russian psychologists, but it is considered as rather perspective for working with older preschoolers.

The article presents the problem of pedagogical support for a future teacher in educational activities, and notes the features of the process of pedagogical support in the field of popularization of science. The authors reveal the essence of the concepts of “pedagogical support”, “individual educational routes”, show a set of specific tasks that reflect the specifics of the content of pedagogical support, and consider the problems and risks of pedagogical support for a future teacher in the field of popularization of science.