The article is devoted to the problem of upbringing schoolchildren, which is relevant for modern education, which is considered in the context of the thesis formulated by L. S. Vygotsky: the cultural development of the child leads us to the issues of upbringing. The essence of the mutual conditionality of culture and education, which “allows” the learning process to influence the upbringing of schoolchildren, is discussed. Attention is drawn to the fact that the school psychological service as a psychological support of the educational process is an integral education that combines scientific, applied and practical aspects, and that education issues are largely related to its applied aspects.

The article deals with topical issues of training specialists in the field of cyberpsychology. The article analyzes the history and current state of the designated problem in various countries. There is an expansion of the requirements for the teaching staff leading the training of this category of specialists, determined by the relationship of cyber-psychology with various branches of scientific knowledge. Attention is focused on the insufficient number of textbooks and teaching aids, as well as the speed of “aging” of the information presented in them. The expediency of highlighting the psychological features of cyber-socialization of personality as a promising direction of research in the field under consideration is indicated.

The article presents the results of the study of crisis situations described by people who have experienced crisis states and coped with them. Based on the descriptions of crisis situations, the types of crisis states, their causes, components and signs will be highlighted.

Various approaches to the study of loneliness in psychology are discussed, among which the cultural-historical approach is highlighted. The concepts of loneliness and solitude are correlated. The forms of representation of the problem of loneliness in the works of F. M. Dostoevsky, T. Mann, A. P. Chekhov, M. Vrubel, I. Levitan are analyzed.

The analysis of biographical materials, interviews and memoirs of students and employees of Academician of the Russian Academy of Education A. A. Bodalev and director of school No. 22 in Kuibyshev (Samara) V. D. Ostrovsky is carried out. The general, special and singular at the main stages of life and in the personality characteristics of both Teachers— the creators of author’s schools are singled out, memories of them are presented.

The diversity and versatility of the creativity of the classic Russian psychologist V. P. Zinchenko also implicitly includes a number of works that can be attributed to the genre of historical-psychological research. The peculiarity of these studies in the works of V. P. Zinchenko is their compliance with the fundamental demands of life and problems of modern for V. P. Zinchenko psychology, also remaining relevant today. In his series of personological works entitled “To My Teachers and Honored Interlocutors,” the author singles out A.A. Ukhtomsky as the very first and his scientific heritage, which is highly valued by the author for its significance for modern domestic and, more broadly, world psychological science. An important feature of the personological approach in relevant studies by V.P. Zinchenko is, in our opinion, the resonance of the creative manifestations, character and actions of the person chosen for analysis — the author’s own intentions of the personality.

The article briefly analyzes the life path in science and the professional activities of the prominent educational psychologist N. V. Kuzmina. She is the founder of such an innovative field of human science as acmeology for the development of professionalism of adult specialists. She implemented this innovative discipline based on the study of the work of such main subjects of the education system as a kindergarten teacher, a school teacher, a master of industrial training, a teacher and a university dean. The article is the first to analyze, from the standpoint of subject-activity and institutional-personological approaches, the outstanding role of N. V. Kuzmina in studying the development of abilities, pedagogical talent and talent of teachers in the education system. The decisive creative contribution of N.V. Kuzmina and her scientific school to the creation of the foundations and development of acmeology technologies in modern human science is shown.

The article discusses the relationship between the index of general psychological wellbeing, its components and individual psychological personality traits that make up a personal resource. It has been established that a high level of psychological well-being is achieved through the manifestation of such human qualities as self-efficacy, self-control, resilience, a positive attitude towards others and positive attitude towards oneself, the presence of a goal in life. The well-being of students is directly related to tolerance for uncertainty. The higher the well-being, the more young people prefer uncertainty, change, the desire for novelty and solving complex problems.

The study is devoted to the study of the influence of students’ attendance of synchronous online classes on academic performance. The author conducted a survey of students, which assessed the attendance of webinars, interest in the subject, the level of satisfaction with the educational process and the educational results obtained. Various factors that can influence the level of motivation of students to study in an online format are also considered. It is revealed that there is a direct relationship between attendance, academic success, and satisfaction with the educational process. The research has practical significance for methodologists, teachers, and heads of educational organizations in the context of designing distance learning programs and developing strategies for motivating students.

The article reviews the views of various authors on the relationship between anxiety and self-awareness in ontogeny. An interpretation of the influence of the features of the development of self-consciousness on the level of anxiety in children from the standpoint of culturalhistorical psychology is proposed.

Modern civilization is experiencing an era of uncertainty, which covers all spheres of life of the society of any state. Currently, one of the topical areas of research has become the study of the impact of global risks on the vital activity of mankind. This paper investigates the relationship of value orientations and temporal focus of modern youth in the conditions of global risks. The theoretical part of the paper analyzes the available research on the topic of the paper. The second part of the paper presents the results of the empirical study of the relationship between value orientations and temporal focus of university students, which confirm the theoretical conclusions. The obtained data of the empirical study will allow us to further study the dynamics of the relationship between value orientations and psychological time of the individual, under the influence of external factors.

The article showed the essential side of V. P. Zinchenko’s scientific activity — the creation and support of new directions in science. The role of V. P. Zinchenko in the creation of domestic ergonomics as an independent science and the invitation of E. G. Yudin to participate in its creation, the importance of V. P. Zinchenko’s leadership of F. E. Vasilyuk’s dissertation research for the creation of understanding psychotherapy by him, support for B. G. Meshcheryakov’s work on the logical and semantic analysis of L. S. Vygotsky’s cultural and historical theory are considered. The importance of V. P. Zinchenko’s initiative for the creation of a manual on ergonomics of the Comecon countries and its significant role in the scientific career of the author of the article is shown.

The article presents a study of the development of professionally important personal qualities of undergraduate students of the psychological and pedagogical direction in the conditions of emergency remote teaching (ERT). A study with the participation of 140 master’s students (70 in 2018– 2019, 70 in 2020–2021) and using the Emotional Response Scale of A. Mehrabyan and N. Epstein, the test of communication skills of L. Mikhelson, methods of professional identity research (MIPI) and personal identity (MILES) L. B. Schneider confirmed the assumption that empathy develops intensively at the beginning of training, both in full-time and in distance learning, but the development of communicative competence is difficult compared to full-time training. In contrast to the conditions of full-time study, with emergency remote teaching, the status of diffuse professional identity is common for students of both courses, and the achieved professional identity is much less common than for full-time students. Among first-year students, the most common is the status of diffuse personal identity, among second-year students-the status of a moratorium. The limitations of the obtained conclusions are discussed and the prospects for further research are shown.

The article discusses features of theatrical activity. The influence of involvement in theatrical activity on the psychological characteristics of students, their emotional intelligence and psychological well-being is investigated. With the help of Pearson’s correlation analysis, the relationship of the parameters of emotional intelligence with the scales of psychological well-being, as well as the relationship of the above parameters with the frequency of theater attendance, were found. Additionally, changes in the emotional states on different stages of the show trial and intragroup relationships dynamics were studied.

In recent decades, the state educational policy in Russia has changed markedly. A unified state exam has been introduced in secondary schools. The training of specialists in universities was replaced by bachelor’s and master’s degrees, destroying Soviet educational programs. A significant part of face-to-face forms of meaningful interactions have been replaced by information technologies and distance learning. All these transformations are often justified by references to the theory of cultural and historical development of higher mental functions and the psychological theory of activity. At the same time, the results of “optimization” in educational institutions of the country come into direct contradiction with these theoretical approaches and correspond to naive hypotheses that “the brain inside the brain generates the psyche with the help of the brain, based on the processing of information coming through the senses”.

In educational organizations, along with normotypic peers, certain categories of students with special educational needs receive education: disabled children, children with disabilities, gifted children, children with deviant behavior, children from socially vulnerable groups (children from orphanages, children from migrant families, bilingual children). Inclusive education — ensuring equal access to education for all students, taking into account the diversity of special educational needs and individual opportunities. An inclusive educational space is a place where all students are provided with conditions for personal development, self determination and socialization based on the values, rules and norms of Russian society. The article defines the main approaches to educational work with children with special educational needs in inclusive education, identifies the psychological and pedagogical features of children with special educational needs and defines the main approaches to educational work with this category of children.

В статье анализируются значимые вехи истории изучения в российской педагогической психологии образовательной среды развития учащихся, выделяются ее основные модели, а также показано их значение для оптимизации учебно-воспитательного процесса формирования мышления и личности в современном образовательном пространстве.

The article reveals the State demographic and family policy of the Republic of Sakha (Yakutia), provides regulatory legal acts of the Russian Federation and the Republic of S(Y) on family policy. The authors of the article examine the demographic and social and pedagogical features of the educational potential of the family. The works of researchers who have studied the national characteristics of the family culture of the peoples of the North-East of Russia are analyzed.

The article describes and analyzes the most important stages of the pedagogical and scientific activity of the academician and vice-president of the Russian Academy of Education, chairman of the expert council of the Higher Attestation Commission on psychology and pedagogy, David Iosifovich Feldshtein (1929–2015). The emphasis is on his pedagogical and organizational skills, as well as his studies of developmental psychology, considered in a cultural and historical context.

The article presents the results of a study of the features of professional burnout of teachers involved in the educational and educational process of children and adolescents with disabilities undergoing rehabilitation. According to the results of the diagnosis of professional burnout among teachers working with children with disabilities of different ages, an increased risk of the formation of professional burnout was established and harbingers of inadequate selective emotional response and reduction of professional responsibilities were noted.