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Student age is sensitive for the formation of a worldview and life goals, awareness of responsibility for one's life. The search for answers to these questions contributes to the formation of an adequate assessment of reality, understanding and awareness of the meaning of life. The purpose of the article is to determine the features of meaningful life orientations among female students of different ages. The study was conducted on a sample of female students (n=69) aged 18 to 24 years. Leontiev's SJO test was used as diagnostic tools. The primary data of the study were processed using the methods of mathematical statistics. The study showed that the structural components of meaningful life orientations in different age groups have different levels of severity. The research materials can be used in the work of the psychological service of an educational organization in order to develop the value-semantic sphere of modern youth. [ABSTRACT FROM AUTHOR]

Hardiness is one of the qualities that allow students to adequately respond to changes and develop, i.e. to be more effective in modern conditions of learning in higher education. The purpose of the study is to test and substantiate the connection between resilience and maladaptive schemas in students of different ages. Studying of the correlation between resilience and maladaptive schemas among students of different ages has been conducted on a sample of Tula State Lev Tolstoy Pedagogical University students, aged 18 to 24, in the number of 67 people. As diagnostic material, the study uses Maddi's Hardiness Survey; Young Schema Questionnaire "YSQ-S3R". Methods of mathematical statistics include Pearson correlation coefficient (PCC); principal component analysis (PCA). Correlation analysis has revealed the presence of strong inverse correlations between the resilience with maladaptive schemas "Vulnerability to Harm or Illness" and "Mistrust", "Subjugation", "Failure", "Unrelenting Standards", "Dependence/Incompetence" and "Defectiveness". The studying has shown that hardiness is a dynamic process caused by the age-psychological characteristics of an individual. This is evidenced by differences in the structure of hardiness in different age groups, as well as an increase in the level of hardiness from youth to youth. Understanding the detailed content of the process of becoming hardiness contributes to the purposefulness of developmental and psychoprophylactic work. [ABSTRACT FROM AUTHOR]