The article presents the results of the Identity Resilience Index (IRI) technique adaptation in Russian-speaking sample (N = 175) in 2023. IRI measures the degree of identity resilience as a cumulative assessment of the respondent’s self-esteem, self-efficacy, continuity and uniqueness. Factor analysis made it possible to clarify the internal IRI structure: 4 scales were identified. Cronbach’s alpha coefficients for all scales range from 0,915 to 0,883, which indicates good internal consistency. Internal and external validation checks were carried out. IRI scales demonstrated many positive and negative correlations with the scales of other techniques. The Russian version of the Identity Resilience Index can become a reliable and valid tool for determining the level of person’s identity resilience.

The article presents the results of a comparative historical study of the role of institutional factors of education in the content of the social situation of the development of Soviet and modern primary school students. As an objective component of the social situation of the development of schoolchildren, the laws on education corresponding to the historical period regulating the relationship between family and school were considered. The parameters of the subjective component of the social situation of development were motivational preferences, self-esteem and the level of claims, anxiety of younger schoolchildren. It is shown that the modality of institutional factors has a significant impact both on the educational environment itself and on the child’s attitude to the new system of social relations for him.

Self-esteem is an unreliable outcome of educational progress, according to some studies. Among the main disadvantages of self-assessment, the authors name the progressiveness of the social expediency factor and the lack of objectivity of the data compared to knowledge tests. However, there is evidence which show that a trained evaluator can effectively use selfassessment as a tool for assessing educational impact. The ability to adequately self-assess is an important quality of any specialist. Self-assessment can be an effective tool for analyzing the progress of students in the implementation of distance learning programs. In this case, not only the target qualities themselves (knowledge, skills, competencies), but also the skill of their critical assessment can act as evaluation criteria.

The author of the article considers the problem of gaining the meaning of life through the development of sanogenic reflection, presents research data on the relationship of indicators of protective reflection with indicators of life meaningfulness, the level of depression, indicators of self-esteem, self-esteem, subjective happiness of students of the Art and Graphic Faculty of Moscow State University. The analysis of the obtained results is given.

Formative assessment is a pedagogical technology based on feedback from an expert and teacher self-assessment so that the certified teacher himself determines further steps to improve his own results. It is called formative, because it involves not only self-assessment of the professional achievements of the certified teacher, but also their deep self-analysis in order to identify professional deficits and determine the individual trajectory of professional self-development. Formative assessment needs to be learned, which is why the article describes a structural and functional model for implementing the technology of formative assessment in the process of certification of teachers, consisting of three components: target, activity and result.

The article deals with the pedagogical interaction between the subjects of the educational process, which is a special form of relationship between the participants in the educational process and provides for the mutual enrichment of their intellectual and emotional activity. An important task of optimizing pedagogical interaction is to resolve emerging contradictions and difficulties in the process of its implementation.

The article presents the results of an empirical study conducted with 12-year-old adolescent girls studying in the 6th grade. When analyzing the self-esteem of adolescent girls, emphasis was placed on the parameters of self-esteem, reflecting the external attractiveness, significant at this age for building a system of interpersonal relationships with peers. We used self-esteem scales T. Dembo — S. Y. Rubinstein and body satisfaction BAS (Avalos). The relationship of body satisfaction with self-esteem of beauty, happiness and self-confidence was shown.

The article is devoted to the study of the actual and modern problem of professional self-determination of high school students. As a criterion for professional orientation, selfassessment of suitability was chosen: character traits, abilities and inclinations, physical data and health status of high school students when choosing a profession. The method of comparative analysis was used to study self-assessment of suitability and professional orientation in the period from 2012–2019.

The article presents the results of an empirical study conducted with 8 and 10 year old children studying in 2nd and 4th grades. 60 pupils took part in the study. The obtained data reflect the content parameters of junior school children’s perceptions of their future life and themselves as adults. It is shown that prognostic self-assessment practically does not change from 2nd to 4th grade.