The article presents an analysis of domestic research devoted to the problem of the development of transfessionalism for engineering specialists. The acceleration of scientific and technological progress, the introduction of innovative technologies lead to a process of constant need to increase professional knowledge, the development of new competencies, often from completely different professional fields. Therefore, it is important to understand the mechanism that ensures the development of transfessional — occupational mobility as a significant personal characteristic that ensures the projective management of one’s professional development and transformation of the professional environment. Occupational mobility acts as a mechanism of transition from the level of a professional (a specialist with competencies within one profession) to the level of a transprofessional (a specialist with competencies in a number of related professions), and subsequently — a transfessional (an expert of a supra-professional level synthesizing competencies of completely different professions in his professional activity) The article discusses the theoretical aspects of understanding the phenomenon of professional mobility and its essential characteristics. Considerable attention is paid to research aimed at studying the psychological prerequisites for the development of occupational mobility, and prospects for further study of this phenomenon are outlined.

This article presents the results of experimental research on the study of the interconnection between the indicators of socio-psychological adaptation and the level of professional self-actualization of Russian-speaking migrants using Germany as an example. The article substantiates the relevance and necessity of creating comprehensive measures of psychological support for migrants in the process of their professional self-realization. In particular, we present the results of theoretical analysis of contemporary scientific literature on these problems as well as analysis of the results of psychological support of professional self-realisation of migrants based on the author‘s model, which includes methods of cognitive behavioural therapy, projective techniques and coaching technologies.

The article presents the results of an empirical study conducted at a military university with cadets of the first and fourth courses (40 people). The control group consisted of students of the humanities university — young men of the same age (40 people). The study was conducted using the Resilience Test of D. A. Leontiev and E. I. Rasskazova, the Scale of Existence of A. Langle and K. Orgler, the methodology “dominant motivation” by I. Y. Kulagina and V. N. Kolutsky. It is shown that the indicators of resilience, meaningfulness of life and spiritual and moral motivation are more expressed in cadets, compared to students. Features of mature value-sense and motivational sphere are considered in modern conditions as professionally important qualities of future officers.

The article presents the problem of psychological readiness for innovation activity in conditions of instability, uncertainty, complexity and ambiguity. The motivational, cognitive and personal components of psychological readiness for innovation are described. An approach to the description of the phenomenon of psychological readiness for innovation in the VUCA environment through the integrative resources of the individual as a subject of activity — innovative potential and self-regulation is presented. The structural components of innovation potential and personality-style characteristics of self-regulation in the VUCA environment are analyzed.

The article presents the results of a theoretical analysis of the problem of psychological prevention of destructive communication among young people in conditions of social transitivity. It is shown that young people are the most vulnerable to the influence of challenges to transitivity as a social group. Identification of the mechanisms of transformation of youth communications and markers of their destructiveness will present the situation of the current moment and will allow us to determine the points of application of psychological technologies in the prevention of this destructiveness. An analysis of the concepts of destructive communication and its prevention in the field of language disciplines and deviantology was carried out. A theoretical model for the prevention of destructive communication among young people is proposed, taking into account the negative and positive effects of the influence of social transitivity.

This article talks about the impact of digital educational technologies on the psychological state of students. The positive and negative impact of digital technologies on the psychological state of students is analyzed, and practical recommendations are offered on the use of digital educational technologies, taking into account the psychological characteristics of students.

The article presents the results of the empirical research on the prevention of burnouts syndrome among employees of the information technology industry (IT). Paper examines the connection between the personality traits like a type of reflection, empathy, and burnout in IT worker. The study was conducted based on a company specializing in the development, testing and implementation of high-load systems and software products. The relevance of the problem and justification of the preventive measures to correct the level of emotional burnout is supplemented by the results of primary diagnosis using the methods of diagnosis of the level of emotional burnout centuries V. V. Boyko. According to the theoretical analysis and primary diagnostics, the psychological training was developed and tested to correct the level of emotional burnout of employees in the information technology industry. The results of the effectiveness of the developed program are presented.

The article is devoted to the study of the psychological characteristics of the choice by applicants of higher educational institutions with distance learning programs (using distance learning technologies). The conclusions are formulated as to why people enroll in distance learning programs, whether the environment influences decision-making, which main motivators are involved in the selection process, and which key aspects consumers of educational services pay attention to. The results obtained help to identify the key elements that influence applicants regarding the form of education and provide a basis for further research in the field of educational psychology.

The purpose of the study is to analyze the development of students psychological resources in university students having different levels of self-activation under conditions of digital inclusive learning environment. 222 students (118 — without disability and 104 — with disability) participated in the study: 144 students (75 — without disability and 69 — with disability) at the first stage (2019), 78 students (43 — without disability, 35 — with disability) at the second stage (2020). To identify the psychological resources of students in digital inclusive learning, the following methods were used: Hardiness survey; Subjective vitality scale; Satisfaction with life scale (SWLS); Noetic orientations test. To identify the motivational resources the Academic motivation Scale was used. To identify the resource which triggers the entire activation system of students’ personality, a Self-activation Scale was used. The results obtained indicated: 1) the uniform distribution of students with and without disabilities in clusters with different levels of self-activation at two stages; 2) the absence of significant differences between students with disabilities and without in life satisfaction, vitality, and hardiness at two stages; 3) the steady tendency to smooth out the differences between students with and without disabilities in noetic orientations and other personality resources from the first to the second stage of study.

The success of student learning at university depends on the psychological well-being of students, the concept of which has not been sufficiently studied. The purpose of the work was to study the relationship between psychological factors of well-being of 1–2 year university students based on the use of tests: Psychological Well-Being Scale by C. Ryff; Test of life-meaning orientations; Vitality test; Tolerance of Uncertainty Questionnaire. Significant relationships between testing indicators were established: between the personal well-being of students and the factors of life-meaning orientation, resilience, control, presence of life goals and meaningfulness. Students with high well-being showed greater resilience and a positive attitude towards others and themselves, and had a positive attitude towards completing difficult tasks. a new approach to considering psychological well-being in the form of a benevolent attitude in life is proposed.

The article presents the results of the study of psychological well-being of adolescents living in the northern region and being in the new educational conditions of the “school of stages”. The study involved 82 adolescents (15–16 years old). The main emphasis is placed on various aspects of psychological well-being and self-assessment of mental states. It is found that there is a close negative relationship between psychological well-being and mental states of adolescents: anxiety, frustration, rigidity, aggression, and dispositional optimism. It was found that in classes of psycho-pedagogical and social and humanitarian profiles well-being indicators are expressed lower than in the general education class, which can be a target for psychological and pedagogical impact in order to improve adaptation, increase psycho-emotional state and improve well-being indicators.

Well-being is one of the criteria for the psychological health of an athlete’s personality. Therefore, in this study, the degree of manifestation of the components of the psychological well-being of athletes in different periods of sports activity was studied. For this purpose, the scale of K. Riff’s psychological well-being was used (in the adaptation of T. D. Shevelenkova and T. P. Fesenko). The maximum total indicators of psychological well-being were revealed in the inter-competitive period. Personal growth has the highest level of manifestation.

The attitude of young people to family history is considered as an element of their worldview. The dynamics of interest in studying the history of one’s family, identified using the original “Family History” method, shows that at different stages of growing up (16–18 and 19–22 years) a “Positive image of the family” is formed. The factor illustrates the process of separation of young people from the parental family and can act as one of the indicators of the internal position of an adult. The motive for studying family history reflects the process of self-identification of a maturing individual. Differences between boys and girls aged 19–22 in showing interest in family history are seen as a result of the influence of traditional gender expectations from society, which require women to have their own family. These expectations actualize girls’ readiness to evaluate their personal contribution to family history, as well as the desire to grow up faster compared to boys.

The article raises the problem of the development of cultural-historical psychology in the direction of an evolutionary-activity approach. The concepts of essence and existence are compared with the concepts of norm and pathology, the concepts of development with the concepts of evolution. It is proved that the main psychological mechanisms of personality development and the evolution of the psyche are competition (comparison), “double reflection”, personogenesis, noogenesis and personal disintegration.

This article discusses the theoretical and practical aspects of the development of social skills among students in a digital educational environment, analyzes the factors influencing the development of social skills.

The article substantiates the relevance of the development of strategies for overcoming stress and the development of hardiness. The psychological concept of life is considered, which is defined as a person’s relationship with himself and the world. The content of the “copingstrategy” is clarified, its difference from reactive response to stress. The own definition of the concept of “hardiness (life resilience)” within the framework of the author’s method of psychological assistance “System formation of the life path” is given. The natural strategy for the development of hardiness is revealed. A description of the author’s psychotechnics is given: “Conscious self-regulation in overcoming negative emotions” and “Strengthening the strategy of hardiness (life resilience)”.

The article discusses the rehabilitation possibilities of studying technical disciplines designed based on innovative educational technologies for the rehabilitation of students with hearing disabilities. The educational and rehabilitation possibilities of course design in the discipline “Machine parts”, the design of which is based on the principles of developmental learning, are analyzed. The possibilities of innovative educational technology for the formation of an internal position of a future engineer and overcoming cognitive deficits of students with hearing disabilities (in auditory and speech development, conceptual thinking, planning speech function) are shown.

The article discusses the need to reflect the challenge of uncertainty in the context of the role of art in human life. The importance of art for understanding and accepting a person himself, as well as the fateful stages of his life, is considered. A comparative analysis of the dramaturgy of A. Chekhov and B. Brecht is carried out, which reveals two opposite positions in the assessment of turning historical events (reflexive understanding and categorical condemnation) and emphasizes the importance of a reflexive assessment of what is happening and a value definition of oneself in it.

The article presents the educational environment of a modern pedagogical university as a resource for students to realize the need to master certain competencies that make up the readiness of a future teacher for professional activities in an inclusive environment. A brief analysis of individual scientific positions in the field of studying the educational environment and the parameters of the teacher’s readiness to work in this environment is presented.

The article is devoted to the role of initiation in the formation of meaningful characteristics of the readiness of future journalists for professional activity. As part of studying at the university, it is necessary to start introducing students to the profession as early as possible, so that by the time they enter their first internship they will have gained experience working in a team and can create high-quality content in a given time. Currently, the content characteristics of readiness for professional activity and the peculiarities of its formation at different stages of study at the university remain insufficiently studied. During the study, the methodology of A. P. Chernyavskaya “Professional readiness” and the statistical method “Student’s T-criterion” for dependent samples were used as diagnostic tools. The empirical data obtained show that the inclusion of initiation technology in educational and extracurricular activities makes it possible to achieve positive dynamics of the parameters of students’ readiness for professional activity at different stages of study at the university, provides immersion in the future profession, accelerates the process of socialization. Its potential can be used in career guidance and in the course of forming the readiness of students in other areas of preparation for professional activity.