The article analyzes the scientific and organizational activity of one of the leading specialists in this field, Honorary Academician of the Russian Academy of Sciences, Chairman of the Moscow Branch of the Russian Psychological Society (RPO) D. B. Bogoyavlenskaya against the background of the evolution of the study of thinking, abilities, giftedness, creativity in Russian human studies. The relevance of the article is determined by the need to study the history of the Russian psychology of creativity and determine the contribution to its development of D. B. Bogoyavlenskaya with the participants of the scientific school of diagnostics of abilities and development of giftedness and creativity created by her. The novelty of the article lies in the fact that for the first time in the institutional and personological plan, the periodization of D. B. Bogoyavlenskaya’s life creation was constructed and a system—holistic analysis of the logic of the development of her cognitive research and scientific and social activities was carried out according to the 30-year leadership of the Moscow Branch of the RPO, the Laboratory of Psychodiagnostics of Creative Abilities of the Psychological Institute of RAO and Inter.

The article presents some results of research aimed at studying transformations in the design component of teacher’s professional activity within the framework of flipped classroom and station rotation models of blended learning as well as correlating the identified transformations with students’ learning motivation. This paper focuses on the key changes in the educational process caused by the use of the indicated blended learning models and students’ attitude toward them. The author has found a positive effect on students’ learning motivation within flipped classroom and station rotation models.

The article deals with the issues of interaction between the teacher and students, reflecting their general image in the process of formation of the last passionary qualities. At the same time, the author proposes the organization and conduct of training sessions in the specialty only by the teacher who is necessarily a carrier of passionate energy. In order to actualize the problem of training specialists whose activities are associated with a risk to health, and physically hard work is often performed in adverse environmental conditions, it is proposed to consider the solution of the pedagogical problem on the example of the organization of the educational environment in the preparation of cynologists-figuranty in cynological units of the federal executive authorities of the Russian Federation.

The article deals with the development of stress resistance in the training of students of transport universities on high-tech training equipment. The research into the problem of students’ stress resistance, which is aimed at ensuring the successful achievement of learning objectives and is realized by means of shaping behaviors, is analyzed. The notion of stress resistance in training with high-tech training equipment is formulated. Possible positive and negative psychological reactions of trainees during training on high-tech simulators have been considered. The findings of stress tolerance self-assessment test. The conclusions are drawn up regarding the possibility of stress resistance development in the process of training on high-tech training equipment in combination with a complex of self-regulation exercises which is aimed at neuromuscular relaxation, reflexive thinking development and reduction of emotional tension.

The national education system modernization is associated with the various innovation inputs. The fast pace of taking place changes, the increasing complexity of tasks to ensure the education quality in its informatization and digitalization, the ever-increasing requirements for teachers’ professionalism and competence have led to the constant transformation of the teachers’ professional activity and various transforming of their functions, status and role positions, and used pedagogical tools. There are some aspects resulted the subject under consideration studying and analyzing to substantiate the author’s position on the possibilities and prospects of implementing the Subject-Subject education paradigm in interactive forms of joint creative activity due to each participant’s self-organization in the education process (teaching + learning).

The article is devoted to the role of initiation in the formation of meaningful characteristics of the readiness of future journalists for professional activity. As part of studying at the university, it is necessary to start introducing students to the profession as early as possible, so that by the time they enter their first internship they will have gained experience working in a team and can create high-quality content in a given time. Currently, the content characteristics of readiness for professional activity and the peculiarities of its formation at different stages of study at the university remain insufficiently studied. During the study, the methodology of A. P. Chernyavskaya “Professional readiness” and the statistical method “Student’s T-criterion” for dependent samples were used as diagnostic tools. The empirical data obtained show that the inclusion of initiation technology in educational and extracurricular activities makes it possible to achieve positive dynamics of the parameters of students’ readiness for professional activity at different stages of study at the university, provides immersion in the future profession, accelerates the process of socialization. Its potential can be used in career guidance and in the course of forming the readiness of students in other areas of preparation for professional activity.

The article characterizes the concept of self-organization, analyzes the views of modern scientists on the problem of self-organization of students. The idea of the relationship between the development of self-organization and will qualities of a person is substantiated. The data of an empirical study aimed at identifying the level of development of self-organization of educational and professional activities of students are given. The structure of self-organization is characterized, the identified relationships between will efforts and the general level of development of self-organization are analyzed. Conclusions are drawn about the insufficient level of development of self-organization of educational and professional activities of students, prospects for further work are outlined.

The article considers life-meaning orientations, which are due to the connection with the motivation of success of students who occupy a certain social position. We conducted a study among students of Sevastopol State University in the field of training 44.03.01 Pedagogical education, Physical culture profile with different levels of social activity. According to the results of the study, data were obtained that showed that the internal motivation for success is expressed at a low level in more than half of students 58 %, and at a high level — less than 30 % of students. External motivation for success, on the contrary, is presentedat a high level. Medium and low levels of external motivation for success are found almost equally among students with high and low social activity. The test results in the future will serve to create programs for the development of internal motivation and the locus of control — Life, for students who occupy an inactive social position.

The article reveals the conditions for the formation of psychological readiness of psychological students for professional activities in the working conditions of the Center for Social Adaptation and Psychological and Pedagogical Support (СSAP) of Bratsk State University. It is shown that the phenomenon of psychological readiness of students to work at the Central Administrative Academy can be considered from the standpoint of such components of its structure as motivational, cognitive, emotional-strong-willed and operational. It was revealed that work at the CSAP contributes to increasing the level of psychological readiness of psychological students for professional activities, and a specially developed and experimentally tested program for preparing students for work at the CSAP helps practitioners adapt to work in such a Center.