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 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.

This article presents the results of a study aimed at studying the influence of gamification on the level of self-efficacy in the context of corporate training. Two groups of subjects participated in the experiment: an experimental group consisting of 102 363 participants who were trained in digital format using game elements, and a control group consisting of 44 523 participants who were trained in digital format without game elements. The results of the study showed an increase in the level of self-efficacy in both groups of subjects after training. The experimental and control groups demonstrated a similar effect in increasing the level of selfefficacy. This result indicates that the introduction of game elements into corporate training does not significantly affect the level of self-efficacy, however, it can minimize the negative attitude of employees to longer and more complex training programs in electronic format.

The article is devoted to the issues of improving the professional training of students in military educational institutions based on the identification, generalization and systematization of the criteria for the effectiveness of the application of the problem-activity approach to the training of cadets and students in a higher military school.

The article provides a justification for the need for phased design of the electronic educational environment of a military university at three qualitative stages corresponding to the qualitative stages of the cadet’s training: reproductive, productive, postproductive. The identified didactic conditions for the effectiveness of designing electronic educational resources in a higher military school are disclosed.

The article presents the results of a study on the relationship between the psychological climate in the team and motivation for success among the employees of the career center and the HR department of the company “DOM.RF”. The study revealed differences between the indicators of interns and permanent employees and demonstrated a direct relationship between the favorability of the psychological climate and a high level of staff motivation.

A theoretical analysis of organizational, cultural-institutional, and personal factors of innovative behavior was carried out. Personal factors are considered in detail, which include characteristics of motivation, individual tolerance to uncertainty and personal creativity, assertiveness, self-efficiency, optimism, and long-term goal setting. Authors had shown that the importance of personal factors that determine innovative behavior is determined by its types. It is noted that the multidisciplinary character of innovative personnel behaviour requires the integration of efforts of people with different abilities, the distribution of functions in accordance with the each person’s reflection of its team role, adequate for it types of innovative activity.

Value-target orientations regulate the development of a life position and life programs, the creation of an image of the future, and the prospects for personal development. Biological, psychological and social processes of personality development determine the choice of areas of study, specialties and the success of education in higher educational institutions. The article examines the formation of value-target orientations of students studying under agreements on targeted training. The effectiveness of targeted training is not only the solution of personnel issues, but also the provision of “social lifts” for young people and the prevention of the outflow of young people to work abroad. The task of universities is to get a 100 % result of a professionally and personally formed student who is ready to engage in professional activities at state enterprises. Diagnostics of the value-target orientations of the individual in relation to the professional self-determination of students under the agreement on targeted training was carried out through the questionnaire “Professional self-determination of students”. Questions to students in the questionnaire were divided into several areas in order to analyze learning outcomes, social and psychological support for students, satisfaction with training and information support. Adolescence, conditions and quality of formation of a specialist are factors influencing his professional and civic orientation.

The article discusses various scientific approaches to the study of the phenomenon of feedback in communication. The analysis of studies on the problems of the effectiveness of feedback, the role of various factors and individual characteristics in the adoption of feedback is carried out. The results of an empirical study of the level of sensitivity to feedback, as well as respondents’ ideas about the conditions for the adoption of fixed assets, are presented. Prospects for further research to identify social and psychological factors of readiness to accept feedback are outlined.