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Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students' attitudes to distance learning. The purpose of this research is to study the features of the subjective attitude of schoolchildren and students to distance learning. This research involved 140 secondary school students (average age M = 10.7, SD = 7.2 (66.3% men)) and 30 university students (average age M = 22.5, SD = 2.4 (20% men)). The methods used were a questionnaire, Chi-square test and Criterion [phi]. Fisher angular transformation. The study showed that schoolchildren do not intend to continue studying in the distance form if they choose, with a generally positive attitude towards distance learning. The self-assessment of motivation to study in a distance format has not changed, both among schoolchildren and students. Students are more likely to have a positive attitude to distance learning than schoolchildren. The variety of choices of advantages and disadvantages of distance learning is greater among students than among schoolchildren. The perspective of this study is thus to study the factors that determine the positive and negative attitudes to distance learning.

The article examines the features of the formation of various scales of emotional intelligence in gifted high school students with different educational profiles. Emotional intelligence is considered as one of the types of intelligence in the cognitive development of a student’s personality. The study sample consisted of 138 senior schoolchildren from classes with various educational profiles: physics and mathematics - 26 people, social sciences and humanities - 34 people, biological and chemical studies - 22 people, IT technology and engineering - 32 people, architecture and art - 24 people . The research methods were survey method, diagnostic techniques, statistical methods. Based on the results of the study, the educational profiles of senior schoolchildren were identified, and the features of the development of emotional intelligence scales characteristic of each profile were highlighted. The findings can be used in pedagogical practice for psychological support of the education of schoolchildren in secondary schools and colleges.

The development of digital reality sets the task of studying the thinking styles and strategies of working with information of higher school students. The style of thinking is understood by the authors as a kind of combination of thinking functions aimed at the perception, analysis and processing of information. The aim of the research is to study the features of students' thinking styles and strategies of their informational behaviour in the context of Internet interaction. The study was carried out using the author's questionnaire 'Style of thinking', the methodology 'Strategies of informational behaviour' (Abakumova, Grishina, and Zvezdina 2022). The sample included 115 students of both genders aged 18–21 years. The study was conducted on the basis of Kalmyk State University (Elista, Kalmykia, Russia). Groups of students with dominant styles of thinking were identified. It was shown that the severity and ratio of informational behaviour strategies differs among students with different dominant thinking styles. Significant relationships between the styles of thinking and strategies of informational behaviour of students were revealed. Thinking styles and strategies of information behaviour of students have significant relationships. [ABSTRACT FROM AUTHOR]

The article examines the features of the relationship between the learning style and Internet-dependent behavior of students of humanities. The purpose of the article was to study the peculiarities of the teaching style of stu-dents with different levels of Internet-dependent behavior. The study used Chen's CMAS technique, D.Kolb's method of "Determining the learning style". The authors analyzed the problem of Internet involvement, identified the features of the development of the learning style and the level of development of Internet-dependent behavior. The relationship between the characteristics of learning styles and Internet-dependent behavior at the student age was investigated. The sample consisted of 97 students of humanities. The authors have shown that there are significant differences between the learning style and the development of Internet-dependent behavior. In particular, it was found that students with different levels of involvement in Internet communication have certain patterns in the structural organization of cognition styles.

The article examines the differences and interrelationships of value and life-meaning orientations in adolescents with different levels of information awareness. The information awareness of adolescents is considered as the leading factor determining the features of the interpretation of information. The study sample consisted of 70 adolescents aged 15 to 17 years, 40 of them girls and 30 boys. The study was conducted on the basis of secondary schools in Rostov-on-Don. The research methods were the survey method, diagnostic methods, and statistical methods. According to the results of the study, the levels of information awareness of adolescents were identified, differences in terminal and instrumental value orientations among adolescents with different levels of information awareness, as well as the relationship of values with the level of information awareness were revealed. The conclusions can be used in the development of thematic correctional and developmental programs for working with adolescent students.

Athletic motivation is actively studied in the sports psychology. The study of the juniors' motivation is crucial for exploring the reasons to quit the sport, the fac-tors that reduce an athlete's productivity, the principles of building support pro-grams for young athletes. The purpose of the study was to study the basic needs satisfaction and the hierarchy of young athlete conscious motives. The study involved juniors, in the amount of 133 people aged 13-16 years (M=15.1; SD=1.6; 59.4% men). The following methods were used: the essay "Why I came into sports", "Method of paired comparisons" by V.V. Skvortsov (modified by I.A. Akindinova), as well as statistical methods (descriptive statistics, W - Kendall, Chi-squared test, Kruskal-Wallis H - test). Personal, professional and status conscious motives were found out to form a complex motivation for sports activities. Conscious motives for sports activities differ among juniors in various sports. The least satisfied needs are those for acceptance needs and self-expression. The type of sport does not determine the satisfaction of the junior needs. The prospect of the study is to create a model of motivation for a young athlete. The results can be used in the activities of sports institutions. [ABSTRACT FROM AUTHOR]

The article examines the relationship between the level of formation of verbal and logical operations and learning difficulties in primary school children. Thinking is considered as a key component of the cognitive development of the student’s personality. The study sample consisted of 71 primary school children aged 7 to 12 years, including 55 boys and 16 girls. The research methods were the survey method, diagnostic methods, and statistical methods. According to the results of the study, the levels of imaginative and logical thinking and learning difficulties in younger schoolchildren are identified, and their interrelationships are highlighted. The conclusions can be used in pedagogical practice for effective psychological and pedagogical support and training of children with special educational needs in general education schools.

This article is devoted to the study of the characteristics of socio-psychological adaptation of high school students with different levels of Internet addiction. The paper examines the phenomenon of Internet addiction as a variation of behavioral addiction in the context of information security. The study involved 120 high school students from municipal educational institutions in Moscow. Two diagnostic methods were used: Chen Internet Addiction Scale - CIAS adapted by V.L. Malygina, K.A. Feklisova; Test of Personal Adjustment by Carl R. Rogers, Rosalind F. Dymond (adapted by A.K. Osnitsky). As a result of the conducted empirical research, significant differences in the components of socio-psychological adaptation of schoolchildren with different levels of Internet addiction have been shown; it has also been proved that Internet addiction acts as a predictor of adaptation of high school students.

The article discusses the features of creativity and personal traits of employees of design organizations. Project activities are understood as project implementation activities in which the main components are the project team and the project. The following methods were used: Mednik’s test “Diagnostics of verbal creativity” (adapted by A. N. Voronin), a questionnaire for determining the types of thinking and the level of creativity according to the method of J. Bruner, and a 16-factor questionnaire by R. Cattell. The study involved 125 employees of project consulting organizations. The results describe the relationship between different personal factors and verbal creativity in employees with different types of thinking. The reliability of the data is confirmed by the use of a set of methods of mathematical statistics.

The article is devoted to the research of features of economic mentality of managers of the companies, representatives of different generations (X, Y) in interrelation with popular methodologies of project management. We studied the components of the economic mentality of managers (N=660). We used: the technique of measuring economic behavior (Lebedeva, Tatarko), the technique of measuring life meanings (Kotlyakov), technique of values (Schwartz), technique of measuring mentality (Pishchik). The group of managers of generation «X» shows the importance of the values of security, social respect and support for traditions; altruistic, existential, cognitive meanings, self-realization, there is no motive for financial economy. Rational, alarming, saving types of economic behavior prevail. One can successfully apply the methods of project management: Agile, Muda, Kanban. The group of managers of generation «Y» showed: spirituality, the value of achievement, selfdetermination, social power; the meanings of hedonism, self-realization, status, family; alarming, negative and therapeutic types of economic behavior. Project management methods can be successfully applied here: Scrum, Waterfall, Six Sigma. Focusing on the selected types of economic mentality of managers will improve the relationship between managers, participants in various projects, and will also allow you to more effectively select them in the project team.

The article discusses the features of perceptual attitudes in the process of cognition of employees of the organization. Evaluation is understood as a manifestation of the evaluative component of thinking about another, and the perceptual attitude as a person's predisposition to perceive, act and evaluate the subject of interpersonal interaction in a certain way. The features of understanding evaluations in modern psychology are revealed, and the role of the evaluation component in thinking about another person is shown. The article presents socio-demographic professional factors that influence the formation of both employee and employee evaluations by the Manager. The main results of the study are described, indicating that the nature of self-esteem (overestimated or underestimated self-esteem) and the perceptual attitudes of the Manager determine the General trend of employee reflection. The identified trends and features of interpersonal cognition, the preservation of which is provided by setting mechanisms, reflect the attitude to individual qualities that managers have formed in the process of joint activities in terms of their significance for the implementation of the goals of the activity. However, changes in the goals of activities also lead to changes in the direction and nature of assessments from the outside.

The article examines the interrelations between socio-psychological attitudes in the motivational sphere and change readiness of students of the liberal arts profile university. Change readiness is understood as an important component of innovative activity. Also, attitudes in the motivational sphere were identified as predictors of change readiness. The following methods were used: O.F. Potemkina’s diagnostics of socio-psychological attitudes of personality and PCRS methodology - "Personal change readiness in the context of "expectation" phenomenon study (Rollnick, Heather, Gold, Hall). The study involved 80 university students, aged 18 to 23. The results describe the interrelations between different socio-psychological attitudes and the components of change readiness, and also show which attitudes act as predictors of the integral indicator of change readiness. The reliability of the data is confirmed by the use of a set of mathematical statistics methods.

Both theory and practise agree that, in order to achieve numerous advantages of interactive teaching, it is crucial that teachers and students have experience in interactive work and posses some social competencies. Interactive teaching are ineffective when teachers lack pedagogical knowledge and experiences and when students unaccustomed to interaction in class. That is why this paper presents the most important experiences in interactive teaching practise in a university environment, shows examples of good practice and points out the most common challenges that teachers may face. Teaching techniques that enable a smooth flow of interaction and enable better effects in the field of learning are offered. The paper recommends techniques of “breaking the ice”, building trust, and the gradual introduction of interaction from working in pairs, from smaller to larger groups. The paper further recommends student grouping techniques, which serve as a mechanism for improving the quality of interaction and finally present ideas and experiences for guiding simulations and role plays as one of the most effective interactive methods.

The article presents an analysis of the results of an empirical study aimed at studying the ability to detect contradictions by younger students and the role of frustration and creativity in this process. Two groups of school children took part in the study: from a specialized English school that were identified as linguistically gifted (27 people, Rostov-on-Don), and from a municipal comprehensive school (27 people, Novocherkassk). In the study the following methods were used: V.E. Klochko aimed at determining the ability to detect contradictions, a brief test of creativity of E.P. Torrens and a children’s version of the Rosenzweig technique. The study obtained results demonstrating among linguistically gifted elementary school students: higher results in the development of the ability to detect contradictions, as well as the presence of pronounced differences in the development of measures of individual adaptation to their social environment (OSK), the dominance of self-protective reactions (ED), impunitive (M) and extrapunitive (E). A correlated interrelation was found between the ability to detect contradictions, originality, directionality of frustration reactions (M), (I) and the degree of social adaptation (GCR).

The digital educational environment is not new in the modern world, but in the context of the COVID-19 pandemic, the transition to online learning has become necessary and fast. This offered the possibility to study various characteristics of objects and subjects in the digital educational environment. During the pandemic, universities worldwide were forced to switch to online learning, creating a global educational experiment with results to be comprehended and theoretically reflected upon. The significance of this scientific reflection is important for understanding the characteristics and factors that influence student satisfaction with online learning, as well as for anticipating possible ways to improve its effectiveness. This research aimed to study the characteristics of satisfaction with online learning during the COVID-19 pandemic in connection with the elements of the Community of Inquiry (CoI) online learning model. The study involved 808 students (M = 22.5, SD = 2.4 (53.3% men)) from 6 countries (Serbia—30.8%, Bosnia and Herzegovina—8.5%, Croatia—8.9%, Romania—21.8%, Russia—25.2%, Slovenija—4.7%). A total of 808 students responded to a questionnaire measuring the levels of cognitive, social, and teaching presence in distance learning. Satisfaction with online learning has been shown to positively correlate with cognitive, social and teaching presence, and overall CoI presence. The results of the Kruskal-Wallis test showed that satisfaction with online learning does not differ among students with different levels of academic performance; however, the subjective assessment of the element of social presence "Tools and platforms for online learning allow students to work with each other" is significantly higher among students with low academic performance. Satisfaction with online learning and the elements of the CoI model is different in study groups with varying degrees of online learning presence, as well as different in students whose training included different elements of online learning. The conclusions obtained in this study will make it possible to organize the digital educational environment more effectively by managing the elements of the CoI model. [ABSTRACT FROM AUTHOR]