The article examines the impact of valuable factors on professional determination — motives for choosing a profession and life-meaning orientations. The relationship between the motives of professional determination and the value orientations of senior schoolchildren has been studied. a correlation analysis was carried out between motives and life-meaning orientations using the Spearman correlation coefficient.

Communicative competence is important for young people, as it influences their academic achievements and plays a significant role in adapting to the team and society. In addition, it affects the emotional well-being of an individual, which can be considered as a prerequisite for effective actions in the present and a resource for future success. The development of communication skills is one of the main tasks of education in any community, since the preparation of the younger generation for successful socialization and integration is the most important task of modern pedagogy. The formation of personal communication skills is closely related to the process of socialization and is a key aspect of the formation of the life position of young people. Both in domestic and foreign pedagogy, much attention is paid to the development of communication skills and socialization. They are considered as important problems related to the successful integration of young people into society, based on humanistic ideas in the field of education.

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.

In the structure of the social situation of the development of schoolchildren in education, the external side (the school situation) and the internal side (the internal position of the student) are highlighted. In the study with the participation of 27 students of the eighth, 63 — ninth and 19 — tenth grades, the questionnaires “School situation” V. K. Zaretsky, A. B. Kholmogorova, “Inner position of the student” by D. V. Lubovsky and the questionnaire of sociopsychological adaptation by K. Rogers and R. Diamond were used. The features of the social situation of development in the education of schoolchildren of the 8th, 9th and 10th grades are revealed, the relationships of indicators of the school situation, the internal position of schoolchildren and socio-psychological adaptation are analyzed.

The article is devoted to the study of the social-psychological needs and professional orientation of high school students in the learning process. The results of the study cover the period 2012–2019. We studied practical forms of social-psychological readiness of students in grades 9–10. By the method of statistical processing of calculations, they were convinced of the correct choice of the profession of the senior classes in the learning process.

The study aims to analyze the specifics of coping behavior of mathematically gifted upper class school students during the period of increased educational and emotional stress in connection with graduation. The study involved 98 high school students aged 15-18 from Moscow. The questionnaires “Adolescent Coping Scale” (ACS) by E. Frydenberg and R. Lewis adapted by T. L. Kryukova, the questionnaire “Communicative and Organizational Inclination” by V. V. Sinyavsky, V. A. Fedorishin were used. It was found that the coping behavior profile of mathematically gifted high school students is more favorable. Correlations between the scales of coping strategies and communicative and organizational inclinations of all upper high school students groups were revealed. The results highlight the importance of developing productive and social coping strategies.

The theoretical foundations of the study of the worldview of modern high school students are analyzed. The definition of a person’s worldview according to B. G. Meshcheryakov is taken as a basis, the main aspects of the study of the worldview of high school students are highlighted — the mentality and its prerequisites in family history, the content characteristics of the worldview and, above all, views on the relationship of a person with the surrounding world in connection with the ideas of high school students about themselves, the scientific nature of the worldview. Methodical methods of worldview research are outlined.

The study of the communicative abilities of high school students (on two samples: n = 145 and n = 62) shows that depending on the level of communicative development (the ability to autonomy in communication) and the type of communicative environment (educational, family, friendly), they will be characterized by different types of communicative (agent-environmental) interactions.

The purpose of the article is to highlight the results of a study of factors determining the resilience of an individual in high school age. Attention is focused on the problem of the modern educational process, which places high demands on the psyche of high school students, and resilience as a phenomenon that contributes to the successful overcoming of difficulties and adaptation to the requirements. The author used the method of theoretical analysis of scientific sources, psychodiagnostic testing, mathematical and statistical data processing (Pearson correlation coefficient). The results of a correlation analysis are described, in which the emotional sphere and value orientations are considered as factors of resilience.

The peculiarities of the influence of sports on the development of communicative competence of high school students are studied. A comparative analysis of the features of the communicative competence of students involved in various sports, general physical training and not involved in sports sections is carried out. Recommendations for teachers and educational psychologists on the development of communicative competence of high school students are formulated.