Features of the self-attitude of student youth have been identified: self-acceptance and perception as authoritative, sociable and energetic, sympathy and acceptance of students by others as sociable and serious; a level above the average psychological profile of the value of oneself and the love of the world; average level of selfishness; below average psychological profile of a good servant but a bad master; low level of psychological profile of detachment with distrust. The following were established: a noticeable connection between the psychological profile of the value of oneself and the love of the world and the perception of students around them as sociable and serious, and the students’ perception of themselves as authoritative, sociable and energetic, and self-love.

In the modern world, social networks play a key role in the formation of a personal brand and professional self-presentation. However, there is a shortage of research on features in self-presentation behavior that could contribute to professional growth and professional self-realization in older women. The article is devoted to the analysis of the features of selfpresentation in social networks of women of three generations: X, Y and Z. The study was conducted on the basis of a survey of 108 women. An analysis of their online activity showed that the most competent, from the point of view of experience, group of the able-bodied population, belonging to the generation of women X, uses the available resource least of all to promote professional and public self-presentation on the social network.

The article shows the relevance of research on the social intelligence of children and adolescents in inclusive education. In an empirical study involving 51 fourth graders from inclusive education classes, 57 from regular classes, 48 ninth graders from inclusive education classes and 53 from regular classes, J. Guilford’s subtests 2 and 3 of the social intelligence test were applied. It is shown that students of inclusive classes have lower indicators of the verbally mediated factor of social intelligence, responsible for a subtle analysis of the context of the social situation. The directions of further research on this problem are discussed.

The article presents the results of a comparative historical study of the age and sociocultural characteristics of professional attitudes among modern and young students and their peers in the late 20th century. It is shown that the personal attitude to the situation of professional choice of modern high school and college students is characterized by high self-esteem and selfconfidence, unlike their peers of the 1980s. which were less determined and more dependent on external factors. Gender changes in attitudes towards the situation of professional choice have been identified.

The article is devoted to the technology of developing productive thinking as an alternative to clip thinking in the process of group viewing of paintings by the method of facilitated discussion, which includes a special sequence of presenting open questions to the participants of the discussion and the technique of paraphrase. The stages and mechanisms of development of such type of productive thinking as visual thinking within the framework of the author’s technology “From Image to Thought” are emphasized.

The article presents the results of a study of such aspects of attitude to the future as the ratio of the present and the psychological future in a temporary perspective, optimism about the future, the attitude to the controllability of future life and preference for future age. The specifics of the attitude to the future were determined by comparing the indicators of adolescents studying in grades 6–8 and young students. In addition to age characteristics, individual typical features are described at the level of adolescence, when comparing groups of adolescents engaged and not engaged in creative activities.

The national historical specificity of the Russian mentality is revealed in the article by studying in the texts of A. P. Chekhov such a significant constructs of being as happiness and sadness. Based on sixteen different texts it was found that for the russian mentality which was reflected in the works of Chekhov it’s typical to demonstrate sadness openly and to minimize the joyous state. However, this difference isn’t statistically important which means it corresponds to the equilibrium state of a normal culture. It was revealed that the characters in Chekhov’s works are rather sensual, are likely to be glad and sad without any particular reason for that. But their attitude to sadness is more stereotyped whereas the feeling of joy, happiness often make them irritable. According to the perception of Chekhov’s characters of “happy” and “unhappy” things, the mentality has the dual nature, these are attractive and repulsive.

The article describes the perception of the world in a cultural-historical context as a certain image of the world obtained by recoding perceived signals and secondary (semiotic) data. On these grounds, a study of the image of the world of the mono-ethnic group of Russian respondents was carried out. It has been established that the characteristics of the image of the world reflect the main ways of world perception and typical features of the Russian mentality, and the choice of the basic values for it is associated with the adoption by the mono-ethnic group of the native (Russian) culture.

The results of the study of the features of educational influences used by parents and teachers in interactions with high school students are presented. Based on the analysis of the features of prescriptions and argumentation outlined in the works of V. K. Vilyunas as part of educational influences, a questionnaire was developed to identify the structural and content features of interactions between adults and children. The questionnaire was used in a study conducted among schoolchildren in grades 9–11. The hypothesis was confirmed that there are differences both in the structural organization of educational influences and in their content, which parents (fathers and mothers) and teachers (“typical” and “beloved”) prefer to use in interactions with boys and girls.

The article describes the results of a study of students’ ideas about whether the coronavirus pandemic is a difficult life situation for them. The authors present the results of a study of the level of situational and personal anxiety experienced by students in a difficult life situation, as well as the preferred strategies for overcoming life’s difficulties. It was found out that most of the participants named self-determination, personal relationships and workload as the most pressing problems. The coronavirus pandemic was noted as an urgent problem only by a few people out of the total number of respondents, which allows us to conclude that students do not consider it as a difficult life situation.

The article describes positive and negative indicators of professional self-attitude of teachers with low, medium and high levels of reflexivity. Professional self-attitude and reflexivity are considered as one of the key determinants of meaningful self-regulation of the teacher’s personality. In groups of teachers with low, medium and high levels of reflexivity, the overall indicator of positivity of professional self-attitude and levels of reflexivity are included in one cluster. An increase in the overall indicator of positivity of professional self-attitude reduces the level of reflexivity of teachers. Actualization of types of reflexivity (retrospective reflection of activity and consideration of future activity) in teachers is accompanied by a decrease in self-accusation and self-abasement in the profession.

The article presents the genesis of the concept of reflection. The prerequisites for the formation of this concept in the works of Aristotle and Nicholas of Cusa and the actual stages of development of this concept in the philosophy of modern times differ. The concepts of reflection 1.0 are characterized in the works of Locke, 2.0 in the works of thinkers of German classical philosophy (Kant and Hegel), 3.0 in the research of G. P. Shchedrovitsky. Two understandings of reflection are separated: understood as a mechanism of development of the individual, belonging to his personality, and as a process leading to another integrity. The idea of moral reflection is introduced.

The article analyzes the main meanings of the concept of model (fundamental theoretical schemes, experimental plans, representations of data by means of mathematical statistics) in modern science in general and in psychology in particular, as well as modeling functions. It is shown that in pedagogical psychology and educational sciences, along with the above, the concept of a model has other meanings (the concept of education or vocational training, educational and social practice, a system of psychological assistance, etc.). The didactic functions of models in education are shown.

The article discusses the possibilities and functions of laughter in overcoming such challenges of modern times as uncertainty, transitivity, complexity. The analysis of psychological, philosophical, and cultural concepts of the nature of the laughter is carried out. Examples of the image of the ambivalent nature of laughter in literature, drama and fine arts are considered.

Senior preschoolers’ ideas about conflict resolution were compared with their actual behavior. We used an interview with a child based on cards depicting conflict situations, and questionnaire for teachers. The study involved 20 boys and 20 girls aged 5–6 years and 8 kindergarten teachers. It has been shown that the most common type of conflict resolution offered by children of both sexes is a compromise, with girls offering it more often than boys. The option of using force was the least frequently suggested option. Meanwhile, teachers indicated it as quite frequent in real life. In general, the children’s responses correlated little with the teachers’ observations. This allowed us to conclude that children’s ideas about “correct” behavior are not often realized in their actions.

Schulte tables are a traditional method for assessing attention and mental performance in children and adolescents. An updated version of the evaluation of data from the Schulte table methodology is proposed, along with the usual efficiency, mental stability and workability, the authors introduce an assessment of new parameters for the time of searching for numbers: fluctuation (the ratio of the sum of differences in absolute value between successive tables to the total cumulative time) and delta (the difference between the minimum and maximum time). The purpose of the work is to present new ways of processing results from Schulte tables and compare them with previously proven ones. The second basic purpose of publication is to normative data. Presented are survey data of 239 children and adolescents of the practical norm aged from 7 to 17 years (average age 11.9 years), students of secondary schools in Moscow and other cities of the Russian Federation, divided by age into groups 7–8 years, 9–10 years, 11–12 years old, 13–15 years old and 16–17 years old. Among them are 109 boys and 129 girls. The following main results were obtained: dynamic indicators of attention (ALL characteristics) are influenced by age characteristics, and not by gender differences; the influence of gender on work efficiency was found in the age range of 9–10 years. The indicators “Workability” and “Mental Stability” are approximately the same in all groups. Standards for all selected analysis parameters for 5 age groups of examined children and adolescents are presented as a practical norm.

The problem of constructing methodological tools and an extremely limited number of methods for locus of control studying in older preschoolers is discussed. It determines the shortage of studies of locus of control characteristics at the age of preschoolers. The locus of control is considered to be a universal personal characteristic in relationships, actions, activities. Over the half-century period of locus of control studying its influence on many structures of personal development has been determined, including its connection with motivational, cognitive, communicative and other social components of personality. This knowledge indicates the important functional role of the locus of control both in the general structure of personality and in the dynamics of a person’s age-related development, starting from the moment of its manifestation in older preschool age. Therefore, studies of locus of control in older preschoolers are of particular value. This paper presents the review of psychological tools and techniques, existing in the psychological practice world, designed for the locus of control studying in older preschoolers. The main characteristics of these techniques, criteria and approaches to their development are considered as well as an adaptive version of the Stanford scale questionnaire for locus of control studying “SPIES” is presented for the first time in author’s translation. The questionnaire “SPIES” is unknown to a wide range of Russian psychologists, but it is considered as rather perspective for working with older preschoolers.

The article describes the special conditions for the organization of education and upbringing of children with disabilities in a modern school, reveals the negative trends of inclusive education of some categories of children with disabilities, describes the level of their educational opportunities and the potential of correctional differentiated learning for effective socialization and education of children with disabilities.

В статье анализируется процесс развития представлений о себе, своем творчестве и своей судьбе трех художников, принадлежавших различным историческим эпохам (А. Дюрера, В. Ван Гога и А. Зверева), на примере трех автопортретов каждого из них. При этом временная динамика образа «Я» в автопортретах рассматривается как путь самопознания творческой личности.