A theoretical analysis of psychological literature on the relationship of socioal and demographic factors of age and work experience with the phenomenon of “emotional burnout” of education workers is carried out. Theoretical studies have shown an ambiguous relationship of these factors with the phenomenon of “emotional burnout”.

The article presents the results of an empirical study of the relationship between indicators of civic identity and consumers’ preference. In order to test the hypothesis, a correlation analysis (Spearman’s rank correlation coefficient) was performed, as well as a comparison of independent samples using the nonparametric Mann — Whitney coefficient were conducted. The sample consisted of 129 people aged 18 to 65 years: 47 men and 82 women. The results of the study confirmed the existence of a relationship/correlation. Based on the results it can be assumed that the higher the level of civic identity, the higher the preference for domestically produced goods.

В статье содержатся результаты эмпирического исследования взаимосвязи агрессивных установок подростков с тяжелыми нарушениями речи и их индивидуально-типологических особенностей. В исследовании приняли участие 35 обучающихся 8–10-х классов специальной (коррекционной) школы-интерната для детей с тяжелыми нарушениями речи. В соответствии с теорией В. И. Лубовского об общих и специфических закономерностях нарушенного развития предполагалось, что подростки с тяжелыми нарушениями речи характеризуются наличием агрессивных и враждебных реакций, однако под влиянием индивидуально-типологических особенностей они проявляются либо в агрессивно-демонстративном, либо в защитно-агрессивном поведении. Исследование осуществлялось с помощью комплекса психодиагностических методик, направленных на выявление индивидуально-типологических особенностей личности подростков и специфики их агрессивных проявлений. Исследованы агрессивные тенденции подростков, их агрессивные поведенческие проявления, агрессивные и враждебные реакции, степень выраженности агрессивности как черты их личности, а также индивидуально-психологические особенности, диагностируемые с помощью индивидуально-типологического детского опросника Л. Н. Собчик и личностного опросника Р. Кеттелла. В результате исследования выявлено, что подростки с тяжелыми нарушениями речи характеризуются ощущением неполноценности и чувством ущербности, повышенной возбудимостью 206 на слабые раздражители; для них характерны двигательная неугомонность, рассеянность, недостаточная концентрация внимания. Однако в группе подростков с высоким уровнем агрессивных установок такие особенности проявляются в повышенной возбудимости и агрессивности, подозрительности и враждебности, а в группе подростков со средним и низким уровнями агрессивных установок — тревожности, неуверенности в себе и защитном поведении.

The article presents the results of an empirical study of the level of involvement of employees of helping professions on the example of employment centers of the Republic of Bashkortostan. The interrelation of the level of involvement with career orientations, the level of spiral dynamics, professional self-attitude, as well as the characteristics of emotionality in the employment of new employees is investigated. The study was conducted based on the state autonomous educational institution of additional professional education of the Republic of Bashkortostan “Training Center of the State Employment Service”. The relevance of the study is confirmed by the fact that today budget organizations and institutions, like no other, face the most serious problem of staff turnover, therefore, maintaining the level of staff involvement based on the use of coaching technologies is of paramount importance, especially in a turbulent period.

The article presents the results of a study of cognitive styles “utility/field dependence” and “reflexivity/impulsivity” in older preschoolers. The interrelation of cognitive styles with nonverbal and verbal intelligence in the senior preschool age is described.

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.

A theoretical analysis of the scientific literature of the relationship between the personal characteristics of employees in the field of education and emotional burnout is carried out.

The article is devoted to the study of the relationship between teacher’s locus of control and the demonstration of students’ indirect aggression to the teachers. The study involved 5 189 teachers living in nine regions of Russia. The results showed significant negative correlations between the teachers’ level of locus of control and their experience of encountering indirect aggression from students. Regression analysis showed that teachers’ locus of control can predict their encounter with indirect student aggression. An assessment of the predictive power of different locus of control subscales in relation to types of indirect aggression showed that the most significant predictor was the index of general internality.

The study aimed to test the hypothesis that students of a Belarusian university enrolled in distance learning programs with the use of distance educational technologies demonstrate higher levels of intrinsic motivation as well as a correlation between motivation and academic achievement compared to students in traditional face-to-face programs. The study included 114 students from the 2nd and 3rd year, attending face-to-face (N = 40) and distance learning programs (N = 74). The methods used included the “Academic Motivation Scale”, as well as the grade point average, and the Carol S. Dweck questionnaire to assess academic achievement. The findings showed that distance learning students exhibited a higher level of intrinsic academic motivation, while face-to-face students demonstrated a stronger presence of external motivation. Motivation among distance learning students was also found to be more strongly correlated with indicators of academic achievement.

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 reveals features of professional identity of modern young customer service managers. The results of an empirical study are presented, which was attended by young customer service managers (N = 52), representatives of other professions who do not work with clients in daily direct interaction (accountants, IT specialists, economists) (N = 52) aged 23–35 years (average age — 29,7 years). Significant differences in professional identity between managers and representatives of other professions have not been identified. Customer service managers found 15 positive and 2 negative correlations between professional identity and personal characteristics. Representatives of professions that are not associated with permanent work with people have identified only 4 significant such relationships. The article is intended for psychologists and customer service managers.

Questions have long been used by teachers and tutors as an instructional tool to assess students’ knowledge, improve understanding, and stimulate critical thinking. Well-thought questions lead to new ideas, spark discussion, and promote comprehensive learning about a subject. Poorly designed questions can lower performance, create confusion, intimidate students, and limit creative thinking. Teachers tend to ask lower-order convergent questions, which are based on students’ actual recall of prior knowledge, but do not ask higher-order divergent questions, which promote deep thinking and require students to analyze and evaluate concepts. The article summarizes the taxonomy (that is, the teaching of the principles and practice of classifying and systematizing complex, hierarchically related entities) of questions, suggests strategies for formulating effective questions, and explores practical considerations for increasing student engagement and developing critical thinking. Similar concepts can be applied in the classroom and in experiential learning environments. Relationship between development of critical thinking skills and targeted application of effective questioning methods in educational organizations is examined. Having carefully studied various forms of training and their obvious impact on students’ ability to think critically, we have summarized the experience of composing questions that play a significant role in the development of analytical and evaluative cognitive abilities. The study delves into the complex elements of question formulation, including factors such as complexity, relevance, and relevance to a particular situation.

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 presents the results of an empirical study of the features of the relationship between students’ value orientations and their existential identity in the context of life choices. It is shown that the leading value orientations of students of different genders and ages and their preferred existential roles in their interaction act as factors in choosing a particular life strategy.

This article introduces various scientific approaches to the concept of “personal identity”, reveals its essence, identifies the types and statuses of personal identity. The concept of existential fullness of personality is revealed, indicating its criteria. As a result of empirical research, the hypothesis was confirmed, which is of practical value in studying the psychological mechanisms of the formation of students` life orientations.

The article presents the results of a study to determine the conditions for the effective involvement of older adolescents and young people in search activities as a means of their social hardening. The implementation of the program for the inclusion of minors in this socially significant activity expands the range of formed readiness to solve life tasks, problems, expands the educational potential of the extracurricular process and acts as a means capable of objectively contributing to reducing risks in the youth environment.

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 presented work examines the basic concepts of virtual reality, which is especially relevant at the present time, and also presents the results of an instrumental study of the influence of virtual reality on the psycho-emotional state of a person. No work has been carried out in the declared aspect, therefore this work can be considered exclusive.

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.