Background. Confi dent language profi ciency in Russian language is the key to successful schooling. However, teachers note a general decline in Russian language performance among students. One of the most critical factors opposing this trend may be the development of regulatory competencies, particularly conscious self-regulation in achieving goals and in executive functions.

Objective. Th e aim is to reveal the role conscious self-regulation plays in the system of predictors of successful mastering Russian language by secondary school students, diff ering in gender and age.

Design. Sample included students of schools in Moscow and Moscow region aged 13–15 years (N = 286): seventh graders (N = 147) and ninth graders (N = 139). Methods applied in the study included V.I. Morosanova’s questionnaire “Th e style of self-regulation of learning activity (SRPLAQ-M 52)”; Eriksen’s task to assess the suppression of irrelevant stimuli, the letter-digit task to assess attention switching, the N-Back task to assess the renewal of working memory. We used two tasks developed by E.D. Bozhovich to diagnose language competencies. Questionnaires were fi lled out in group format in the classroom under the experimenter’s supervision; computer testing was held in a computer classroom on another day.

Results. Th e results of the study showed that self-regulation and intelligence are universal resources for achieving educational goals. High academic performance amongboys mostly depends on the development of conscious self-regulation and the ability to manage their attention. Planning educational goals, the general level of self-regulation, and the accuracy of updating working memory are signifi cant for girls’ academic performance. By the time students start high school, the system of predictors for academic performance in Russian is undergoing qualitative changes. Th e system is “curtailed”, with only those elements that ensure success in passing state exams remaining relevant.

Conclusion. Th e study revealed the invariant structure of the relationships between the predictors of success in Russian language. Th is structure is implemented as a model, constructed around the relationship of conscious self-regulation and its primary neurocognitive basis represented by executive functions. Th is complex regulatory component is a crucial predictor of success in Russian in adolescence. Th e annual assessment is determined primarily by self-regulation, while executive functions mainly contribute to the development of language competencies.

Background. Th e urge to solve practical problems of overcoming family and demographic crisis, of increasing the authority of parenthood in modern society evokes the relevance of research on socio-psychological factors determining the development of marriage and family concepts in the framework of information socialization of young people.

Objective. Current research aims to analyze the characteristics of the concept about motherhood among young men and women who diff er in the structure of moral orientation of personality.

Design. An empirical study involved 490 students (126 young men, 364 young women). It was conducted with the use of a set of psychological assessment methods: “Th e Moral Self-Determination” by A.E. Vorobieva, A.B. Kupreychenko, a modifi ed version of the semantic diff erential method by I.L. Solomin, projective techniques “Incomplete Sentences”, the questionnaire “Role Expectations and Claims in Marriage” by A.N. Volkova. On the basis of the correlational analysis with the subsequent ranking the hierarchy of content characteristics in the concept of motherhood among young men and women diff ering in the moral structure of the personality was determined.

Results. It has been shown that moral structure of personality is a signifi cant diff erentiating factor in the development of concepts about motherhood among young men and women. Th e image of the ideal mother is distinguished by cognitive distortions among young women with egocentric (negative attitude towards joint family recreation: r = –0.46 at p = 0.009) and group-centered (setting for low activity in taking up household responsibilities in the family: r = –0.425 at p = 0.012) orientations.

Conclusion. Th e materials of the conducted research indicate the need for changes in the concepts of marriage and family and for promotion of a positive moral position among students. Th e development of a humanistic and worldcreating orientation of the personality will contribute to the development of complete, adequate and harmonious ideas about the concepts of parenthood in modern young men and women.

Background. The relevance of the study is determined by the limited and sometimes contradictory studies of the views of preschoolers about the elderly. Stereotypes, prejudices and discrimination against older people can manifest themselves in children at an early age. However, the nature of the formation and the factors influencing this phenomenon are not well known.

Objective. The aim of the study was to study the features of the image of an old person in a children’s sample, depending on the (in) ability to communicate with their grandparents. Research hypothesis: preschoolers with a lack of communication with the older generation will demonstrate a rather neutral image of an old person, and the presence of an emotional component will be expressed in the constructor of the image of children with a sufficient level of communication with their grandparents.

Design. The research involved 67 child-parent dyads: 67 preschoolers aged 5 to 6.8 years (56.7% girls and 43.3% boys); 67 parents (85.1% of mothers and 14.9% of fathers) aged 23 to 59. As research methods to study the representations (image) of an old person in the childrens sample, the projective method of the drawing test was used. “Directed associative experiment “ method and questioning were used in the parental sample. The questionnaire included questions aimed at studying the relationship of the grandparents with the child and the opinions of parents about the problem and (non) participation of grandparents in raising grandchildren.

Results. In the childrens sample, the image of an old person is rather stereotypically neutral, but at the same time has certain specific features. The importance of the quality of communication between a child and his grandparents was shown, which determines the emotional coloring of the perception of the forming image of old people and old age in general. For children who experienced “lack of communication” with their ancestors, the image of an old person is personalized with “strangers” or “nobody’s old men.” In the parental sample the presented associations demonstrate a view of the “negative and positive” image of an old person through the prism of (non) preservation of vital competence, functional well-being, and a dynamic health / illness system. A neutral image is represented by respondents as a variant of entering the new status of a retiree and grandparent. No mutual influence was found between parental and childish views.

Conclusions. A child of preschool age can demonstrate his own unique view of an old person, which is not at all identical to the views of his parents, those around him and social stereotypes. The experience of a constructive relationship between grandparents and grandchildren can serve as a reliable basis for constructing a positive image of an old person and old age in general by young children. The prospect of further research can be the study of the problem of psychological culture and the readiness of an elderly person to dialogue with a child; problems of organizing effective “combining old and small” programs, mutually enriching the dialogue of generations.

Background. Neuropsychological diagnostics and rehabilitation are among the fundamental practical tasks facing a clinical psychologist. Today, rehabilitation goes beyond the usual framework in which it was 40–50 years ago. The course of the disease, stressful influences radically change the physical, psychological and social functioning of a person. It is the functioning of a person (and not the state of his functions) in new, often limiting living conditions that becomes an object in the modern rehabilitation system, which is a joint activity of the patient, his relatives and specialists of the multidisciplinary rehabilitation team.

Objective: analysis and generalization of the diagnostic and rehabilitation experience accumulated in neuropsychological rehabilitation;identification of quality criteria for neuropsychological diagnostics and rehabilitation of patients with memory impairments in case of brain damage, which should be followed by a practicing psychologist in the process of rehabilitation work.

Results. Based on the analysis of applied research and practical guidelines, the recommended diagnostic tools for detecting memory impairments are presentedand the main directions and effective methods of rehabilitation work in amnestic syndrome are highlighted. It is shown that different degrees of severity of a amnestic defect requires the choice of an appropriate direction of work in the process of neuropsychological rehabilitation: the formation of new mnestic means; the organization of “suggestive and reminiscent” environments and new strategies for behavior in this environment; general (non-specific) principles of restorative learning.

Conclusions. The presented material can serve as a “support” in the practical work of a clinical psychologist with patients with memory impairments and brain lesions.The text outlines the main directions of diagnostic and rehabilitation work which a practicing psychologist must be aware of.

Background. Currently, there is an increase in the popularity of the volunteer movement among young people. The motivational basis of volunteer activity plays an important role in the analysis of the level of volunteer involvement, readiness for constant participation in helping behavior.

Objective of the research: studying the characteristics of motivation among young people to participate in volunteering as well as analyzing the ideas about digital volunteering.

Design. The study involved 47 full-time studentsof Moscow colleges 18 to 23 years old (M = 20.1, SD = 2.3). We used a questionnaire for analyzing volunteering motivation(VFI). The questionnaire aimed at studying the volunteer activity of respondents and understanding the content of volunteer activity in different areas wasused as well as a diagnostic tool.

The VFI questionnaire was usedfor the first time in a Russian sample. The translation was done independently by three experts. Aftercoordinatingtheirversions, a reverse translation was made into the original language, followed by a comparison of the original version with the resulting double translation.

Results. The results obtained made it possible to identify 3 groups of motivational preferences in the field of volunteering for young people. The group of “active volunteers” is characterized by a high significance of most of the possible motives for helping behavior. The largest group in terms of number was the group of “pragmatists” volunteers focused on “volunteering as a career opportunity” and “volunteering as a source of development”. A group with a low level of understanding of possible options for volunteer activity was also identified – a group of “passive volunteers”. The nature of the relationship between real behavior and awareness of motivation can be two-way – on the one hand, the presence of motivation can stimulate participation in volunteering, and on the other hand, the experience of participation can help reflect the personal meaning of the process for oneself. The living experience of helping behavior determines the emphasis on “the absence of live direct interaction” as a lack of digital volunteering, especially among active volunteers and pragmatic volunteers. A certain inconsistency in ideas about the merits and limitations of digital volunteering was revealed – from assessing the capabilities of the digital form as broader, to assessing the space of self-realization in the distant online form as much narrower than in the offline form.

Conclusions. The priority types of motivation are highlighted. Volunteering allows you to realize value attitudes, and is also viewed as a source of competence development. At the same time, the use of volunteer activity as a way to protect and compensate for psychological experiences is the least in demand. The concept of digital volunteering is rather vague – general characteristics of the distant form of helping behavior are indicated with a pronounced low level of awareness of volunteer structures in the Internet.

Background Planning a professional career as an important step of professional self-determination at the stage of entering adulthood can be considered as the projection of a life path by a person in the conditions of the transitivity of modern society.

Objective: to identify the personal factors of building a professional career by students during the period of entering adulthood. Tasks: 1) identifying the types of building a professional career; 2) identifying the features of motivation for professional development depending on the type of professional career; 3) analysis of the relationship between the type of professional career and the status of professional identity; 4) study of the relationship between the time perspective and the type of professional career; 5) study of the connection between life-meaning orientations as an indicator of the meaningfulness of life and the type of professional career.

Design. The sample of the study consisted of 167 students enrolled in universities in Moscow and Penza, aged 17 to 22. We used the author’s methodology of the questionnaire “Life plans – family and professional careers” (FPC); the questionnaire of the time perspective by F. Zimbardo; D. Marcia method of determining the status of identity in the profession (modified by V.R. Orestova and O.A. Karabanova); methodology of life-meaning orientations (D.A. Leontiev).

Results. The following 4 types of professional careers that are different in the nature of their motivation have been identified: “the conscious construction of a professional career in the unity with the individual's life plans”; “focus on a professional career”; “uncertainty of a professional career” and “uncertainty of professional choice”. It is shown that the type of professional career is associated with the status of a person's professional identity. The status of the achieved identity is consistent with the conscious construction of a professional career; the status of a pre-decision is consistent with a focus on a professional career; a moratorium is consistent with uncertainty in professional choice. It was found that high indicators of the meaningfulness of life are characteristic of the conscious building of a professional career and a focus on a career. The time perspective of the respondents who belong to the type of conscious construction of a professional career is distinguished by a more positive perception of the past and an aspiration to the future.

Conclusions. The relationship between the type of professional career and the status of identity is that the status of achieved identity corresponds to a mature type of professional career; pre-decision corresponds to the focus on a professional career, and a moratorium corresponds to uncertainty in professional choice. The type of professional career as a project of a life path determines the way a person reflects on the meaningfulness of life.

Relevance. The introduction of quarantine measures related to the COVID-19 pandemic in the spring of 2020 has dramatically changed the format of social life leaving an imprint on social interactions within large and small groups. Moving school and college students to the distance education format and the employees of many enterprises to the remote format of work has brought changes both at the level of relationships within school teams and at the level of family relationships.

The objective of the study is to determine the external and internal factors of mutual understanding between parents and children during the period of isolation. 

Design. The sample consisted of 214 parents of schoolchildren living in the cities of the Central Federal District, mainly in the Kaluga Region. The survey was conducted online in April-May 2020 and used Google Forms. External stress factors (housing conditions, financial problems, the sufficiency of computer technology and the quality of Internet connection for remote work / study for all family members) as well as the degree of mutual understanding were studied using a questionnaire. To assess internal factors TIPI-RU, “SHPANA” (PANAS), Brief Cope questionnaires and a questionnaire of behavior style in conflict were used. 

Based on the results of the study a model for the indirect influence of external stressors (financial problems, the sufficiency of computer technology and the quality of Internet connection) on the mutual understanding of children and parents was developed. This influence is mediated by affective states, coping strategies and the style of behavior of parents in conflict. Such personal qualities of the parents as conscientiousness and emotional stability are also important. Mutual understanding between parents and children is facilitated by a positive emotional attitude of parents, their use of coping strategies such as positive reappraisal, planning, humor, acceptance, as well as styles of behavior in a conflict aimed at reconciliation and compromise.

Conclusions. The results of the study showed the need for a differentiated and individual approach to the study of the psychological reactions of the population to the situation of a pandemic and quarantine. Many families perceived the current situation as an opportunity to devote more time to communication and self-development, to the development of children and relationships. The results obtained may reflect the regional specifics – the study was carried out in cities with a less stringent (compared to Moscow) isolation regime during the quarantine period.

Background. One of theoretical approaches towards developmental tasks in adolescence is the study of personal autonomy. The modern fast-paced world expects adolescents to be independent and proactive.

The Objective is to study the overall state of the issue and to highlight the mostly discussed theoretical approaches to personal autonomy, to provide the reader with the detailed review of the approaches to personal autonomy from the view-point of autonomy conflict resolution.

Design. The analysis of various approaches to personal autonomy identified developmental sources of autonomy within intra- and in interpersonal ways. The paper discusses theoretical approaches to adolescent’s personal autonomy that considers conflict as a mechanism of development. The paper presents a model of psychological readiness to resolve autonomy conflicts that may disclose how conflicts are triggered and how they could be resolved within intra- and in interpersonal way.

Results. An analysis of classical and modern research has shown that personal autonomy is appropriated by adolescents through their resolution of conflicts in various areas of the psychological space. Based on the provisions of a number of theoretical approaches, it has been revealed that the core matter of conflicts is the contradiction “external control vs one's own will” and the contradiction “dependence vs independence”. The author proposes studying personal autonomy by drawing insights form psychological readiness of autonomy conflicts resolution using locus of control scale and also through the measurement of actual conflicts of autonomy and assertion as conflict resolution style using existential experience.

The author's vision of the personal autonomy of adolescents is based on the study of psychological readiness to resolve autonomy conflicts at the dispositional level. Conflict as a mechanism of development is a developmental crisis stage where contradictions could be removed. Diversity of classical and modern studies show that the autonomy is developed in adolescents through the resolution of conflicts in different spheres of psychological space. The social cognitive domain theory of J.G.Smetana and the theory of psychological sovereignty (S.K.Nartova-Bochaver) are discussed in detail. According to the theories under consideration, personal autonomy reveals in adolescents to a different degree and at different levels. In some domains, they are more independent, while they do not manifest independence in other psychological domains.

Conclusion. The approach to adolescents’ personal autonomy as autonomy conflict resolution in different psychological domains is described. Autonomy conflict resolution can be controlled or prohibited by close relatives, e.g. parents. The model of psychological readiness of autonomy conflict resolution may disclose how autonomy conflicts are triggered by and be resolved within intra- and in interpersonal way. The contradictions may be removed through autonomy conflict resolution.

Background. The issue of Internet addiction is being actively discussed in foreign and Russian psychology in two recent decades. However, experts have not developed a common opinion on the concept of ‘Internet addiction’. Therefore different terms are used to refer to disharmonious relationships in the ‘man-Internet’ system: ‘problematic Internet use’, «’excessive Internet use’, ‘compulsive Internet use’, etc. Psychologists show more agreement in the description of symptoms of Internet addiction. Generalization of these features makes it possible to develop tools for psychological assessment of Internet addiction.

Objective is to identify the components of problematic Internet use in adolescence using the questionnaire developed by the authors of this paper, and to describe the relationship of the components of problematic Internet use with using various Internet services.

Design. Based on the analysis of the psychological literature, the symptoms of problematic Internet use were identified. The selected symptoms constituted the content of the questionnaire. Correlation and factor analysis revealed components of problematic Internet use. Relationships between problematic Internet use and using different Internet services were studied.

The sample of the study consisted of 150 people aged 16 to 23 years: 64 high school students and 86 university undergraduates. The data was collected throughout the period from October, 2017 to November, 2017.

Results. The study of symptoms and manifestations of problematic Internet use in high school students and university students allowed to develop a scale of problematic Internet use bringing together five components (super-value of Internet activity, frustration of vital needs, anticipation of accessing the Internet, reducing monitoring time and reducing the significance of events outside the network). The features of using Internet services depending on gender and age are described. Correlations of problematic Internet use with types of activity in a network are established. The most closely components of problematic Internet use are connected with use of communicative (social) services.

Conclusion. The study of problematic Internet use and its components allows us to offer a five-component model of problematic Internet use and describe the relationship of problematic Internet use with Internet services and applications using.

Background. The issue of antisocial behaviour and adolescent aggressiveness are usually studied from the perspective of family psychological well-being. Social and economic inequality of contemporary families are important factors of cultural and historical context of the of modern adolescents’ developmental situation.

Objective. The paper provides an attempt of articulating the theoretical basis of adolescents’ aggression, i.e. family SES analysis. The paper is also dedicated to the research of differences in adolescents’ aggression indicators within gender- and family SES- groups spectrum.

Design. The research was conducted as an online survey in the public schools of Russian Federation. The present sample consisted of 883 respondents (59% were females, 41% were males). The average age was 16 years. Adolescents’ aggression was assessed by the short version of Buss-Durkey Inventory. Statistical analysis methods included Kruskall-Wallis test, T-test, Mann-Whitney test and factor analysis (maximum likelihood).

Results. The study revealed that differences in aggression indicators are mainly reflected in the subjective aspects of aggression (resentment and guilt), and also a general indicator of aggression depending on the socio-economic status of the family. Different levels of preparedness for physical aggression are shown by respondents from families in which only the father or only the mother works. Both females and males are prone to various manifestations of aggressiveness. Differences in indicators of aggression in the context of cultural capital and the socio-economic status of the family are reflected mainly in the subjective aspects of aggression.

Conclusion. Statistically speaking, the differences obtained are quite significant, but from an absolute point of view they are extremely small. The indicators of socio-economic well-being of a family are related to adolescent aggression indirectly, with psychological characteristics being the key point. Specific features of the relationship between parents and the child, features of educational practices preferred by parents, features of family organization, etc. Economic well-being appear only a condition that facilitates or, conversely, complicates the implementation of educational practices adopted in the family. The major role belongs to the activity of both parents and children. A further research is required to verify the latter.

Background. The paper deals with understanding success in terms of generation value gap, transitivity and high social uncertainty as a component of self-determination of an individual acquires particular relevance, determining the vector of a person’s personal development.

The Objective of this research is to study the ideas of modern adolescents about success linked with self-esteem and assessment of their own success in significant spheres of life, i.e. education career and interpersonal relations. The study is based on the assumption that the notions of success as self-development will be associated with a higher level of self-esteem and assessment of success in adolescents.

Design. The study involved 500 adolescents (291 girls and 209 young men), students of the 10th and 11th grades of schools and gymnasiums (average age 16 years), Moscow, Russia. To study the ideas of adolescents about success, Adolescent Representations of Success (ARS) questionnaire was developed. To study the self-esteem of adolescents, the method of Dembo-Rubinstein was used in the modification A.M. Prihozhan, as well as a purposefully designed questionnaire to study indirect evaluation of success.

Results Three models of success that characterize the attitude of adolescents to the success are identified: success as social recognition, success as fulfillment of external social requirements, and success as self-development and self-actualization. The differences in the self-esteem of adolescents with different ideas about success are revealed.

Conclusion. The research confirmed the hypothesis and showed that varying perception of success in adolescents is closely related to self-esteem and evaluation of their own success. Understanding success as self-development and self-actualization is associated with a higher level of self-esteem and assessment of own success which promotes psychological well-being in general. Adolescents who share a model of success as fulfillment of external social requirements associate success with achieving goals with overcoming obstacles and satisfaction with results and place value on luck. For adolescents who are focused on the model of success as social recognition it is typical to place value on their personal authority among the peers, thus having high assessment rates of their success as a whole.

Background. The necessity of youth policy development is caused by negative social tendencies not only in Russia but all over the world. Control of social behavior may be one of the guidelines in its development and determining problem areas.

Objective. The objective of the paper is to study social representations about «the contemporary hero» in students of the psychology and teacher-training specialty. The main issue of the research is the difference of social representations about «the contemporary hero» in students of different specialties and different values.

Design. The methods include the author's questionnaire for revealing social representations that consists of incomplete sentences, open and associated questions, and also the technique for identifying Schwartz’s values. The sample consists of 96 students representing 4 careers (physical training, psychology, defectology, elementary education).

Research Results. The results of the study show that within the given groups insignificant statistical distinctions on values are revealed. However, character and discrepancy of values are different within the 4 groups under consideration. In the groups with inconsistent structure of values social representations are also inconsistent: the students have no example for identity, they cannot identify names of particular persons to the hero image, definition of the hero and the specified persons do not coincide. In contrast, within the group of harmonious structure of values specified persons, exemplary models for imitation coincide with that definition of “the contemporary hero”. The most harmonious structure of values and less inconsistent social representations about «the contemporary hero» are revealed in Physical Training students, whose most inconsistent values and social representations are revealed in the group of Psychology students.

Conclusion. Stereotypical interiorized social representations about “«the contemporary hero” are dominant in the student, which does not allow them to transfer that image to the future subordinates. The major part of the students do not see examples for imitation and for identification among celebrities. Researches on a more vast sample will allow to specify the data to develop recommendations for updating the youth policy in this field.

Background. The widely discussed issue of developing creative thinking in childhood is the massive decline in creativity in many children in countries according to Torrance Tests of Creative Thinking (TTCT). The methodological restrictions of the test approach and descriptive methods make it difficult to find an answer to the question of different aspects of creativity development in childhood, so this problem does not receive sufficient consideration in modern developmental psychology.

The Objective of the theoretical and analytical research is to study the status quo and modern approaches to the issue of child's creative thinking, to substantiate the methodology of the "gradual development" trend that reveals the line of functional development of logical and creative actions in the development of human psyche, the discussion of applied issues related to overcoming the crisis situations when dealing with creativity in modern children.

Design. The theoretical-analytical research consistently substantiates the methodology of "gradual development" as a system of objective requirements for the mental process ("ideal form") and conditions ensuring the fulfillment of these requirements (appropriation of the tool of activity in the orienting function); the idea of ​​functional development of the child's psyche is revealed. The restrictions of the psychometric test method in resolving the problem of creativity development in children throughout the 20th century and at the present time are discussed.

Research Results. The analysis of the "gradual development" methodology showed how the conditions for mediation and growth of productivity indicators in the solution of the divergent tasks of the Picture Construction Test (Torrance, 1966) in preschool children is approaching the pre-established "ideal form". In the course of the task management, the qualitatively different types of child behaviour of enhancing the properties of their actions are identified: proactivity, reflexivity, control. The results showed that qualitative discrepancies in the productivity types of solving various tasks by preschool children are significantly associated with their intellectual level.

Conclusion. The prospects of ​​the functional and age development of the child's psyche is shown to explore the theoretical and applied problems of the development of creative thinking in ontogeny. The application of the P.Ya. Galperin’s concept of orientation to non-standard (divergent) problems allowed to consider the most renowned tests of creative talent proposed by E.P. Torrance in identifying the creative potential of a normally developing child.

Background. Early career choice is a developmental task at the adolescent age (D.B. Elkonin, I.S. Kon, D.I. Feldstein). Diversified educational system in Russia makes it objectively possible to implement various trajectories of professional development in the transition from childhood to adulthood (L.A. Golovei, O.A. Karabanova, N.S. Pryazhnikov). The paper is devoted to the study of parental involvement in career choice in the context of the modernization of the Russian educational system. The scheme of Personal Career Plan (PCP) is a substantive procedural model of career choice (N.S. Pryazhnikov). The adolescent PCP development is studied as a process that is realized through the interaction between the adolescents and their parents and is understood as the co-adjustment process (G.V. Burmenskaya) of the efforts of adolescent and parents in solving the task of building the PCP. The collaboration of parents and adolescents is determined by child-parent relationship (CPR), development of personal autonomy, autonomy of adolescent in CPR. There is lack of research devoted to the study of parent-child relationship at the stage of the career choice, types of parental involvement in the adolescent’s PCP g.

Objective. The objective of the research is to study the correlation between parental involvement in career choice by adolescents and emotional autonomy in CPR in adolescence (according to adolescents).

Design. The paper presents the results of the authors’ empirical research parental involvement (according to adolescents). The study was conducted in 2016-2017 and represents a part of a broader research of the conditions and factors for PCP in the Russian adolescents. The sample included 167 adolescents of Moscow high schools from 14 to 18 y.o. The techniques included modified “Parent Career Behavior Checklist” (Keller, Whiston, 2008), and modified “Emotional Autonomy scale” (EAS) (Steinberg, 1986) (author’s adaptation).

Findings. The obtained data allowed to conclude that the parental involvement in career choice is quite possible. Five groups of adolescents with different level of parental (mothers’ and fathers’) support in career choice (according to adolescents) were distinguished. The results confirm the correlation of adolescent’s emotional autonomy in CPR and the features of parental involvement in career choice (acoording to adolescents).

Conclusion. The hypothesis of the correlation of the parental involvement and the emotional autonomy in CPR was confirmed. The nonlinear character of the relationship between parental involvement and emotional autonomy of adolescents in the CPR has been revealed. 

Background. The research of the student attitude to the system of supplementary education is of  paramount importance as it is the system of supplementary education where the adolescent tries to implement specific "cultural tests" that allow him/her to obtain an inverse social reaction regarding his/her personal success (success as a subject of activity).

The Objectives of the research are as follows: 1. Determining the influence of age, social demographic factors on the involvement of adolescents in the system of supplementary education is the objective of the research. 2. Defining the motives determining the occupations of students of the secondary and high schools in the circles, studios, sections. 3. Studying the influence of the student involement in the system of supplementary education on their studies.

Research Progress. The paper presents the results of the research carried out by the Center for the Sociology of Education of the IEM RAE in October-November, 2017. The sample includes 11,803 school students of 7-11^th grades of the Leningrad region, Russia. Questions concerning the student involvement in the system of supplementary education, paid vs free school classes in various circles, studios, sections, preferences of certain areas of supplementary education, variety of motives that make students get interested in different types of extra classes are discussed. The influence of extra classes on the studying activities (academic success, student status in the classroom, peculiarities of motives involved).

Research Results. In the system of supplementary education, every second student of the secondary and high school is engaged. The educational status and financial position of the student's parents influence his/her involvement in the system of supplementary education. The influence of macro-indicators (settlement factor) is marked as preference in the field of studies and also within the payment strategy of the educational services provided. Among the main motives for attending classes there are the following ones: broadening the horizons, assessing the abilities and opportunities.

Conclusion. The most important motive that causes adolescent interest in various types of jobs and occupations in the system of supplementary education is to catch up with the lack of knowledge obtained in school. The student’s involvement in the system of supplementary education also sets a positive vector for his/her development as subject of the studying activity. 

Background. The issue of secondary failures in adopting children without parental care requires more attention to the preliminary psychological work with candidates for adoptive parents, in particular, to assessing motivation for child adoption. The paper examines the possible risks and limitations of the diagnostic approach associated with "functional" and "dysfunctional" motives, justifies the advantages of targeting the tasks of accompanying and counseling families.

The Objective of the paper is to describe a new method for studying the expectations and attitudes of parents based on the technique of repertory grids, identifying empirically valid criteria for interpreting the results and demonstrating the application methods on the case analysis.

Research Progress. Parents from 20 families with adopted children and parents from 18 families from the control group filled in the rank repertory grids and assessed children's photographs, and also members of their family according to certain constructs. The grids were quantitatively and qualitatively analyzed.

Research Results. The data are presented on the distribution of quantitative indices (indicators of the complexity of correlation links, relevance of constructs to the issue of child adoption, predominance of dissimilar categories of constructs), with lower and upper quartiles to groups the subjects according to high and low indices. Based on the case analysis, a holistic approach to interpretation is illustrated, combining the evaluation of quantitative characteristics and qualitative data analysis.

Conclusion. Using the technique of repertory grids allows to assess the parent dominant expectations of interacting with the child, their flexibility, relevance and control of experiences related to child's adoption, and also the existence of distorted attitudes toward existing children. The interview form allows to use the method for joint targets of problem-oriented therapy, clarifies realistic expectations and percieved decision-making.

Background. Connected with the changes that have taken place in the labour market in the last decades, psychologists are faced with the scientific and practical task of improving vocational guidance work with high school students using new programs to develop their personal and professional identity.

Objective. Based on the epigenetic theory of development the objective is to generalize and systematize the theoretical and empirical studies of personal and professional identity in adolescents aged 15–16, establish new empirical facts, verify the results already obtained and develop practical recommendations for improving vocational guidance counseling for high school students.

Design. Some features of the relationship between personal and professional identity of high school students aged 15–16 were studied. First of all, the relationship of personal identity with age was studied. In the course of the research, such methods as studying personal identity of D. Marcia modified by V.R. Orestova and O.A. Karabanova and methods of professional identity of A.A. Azbel and A.G. Gretsov were used. The methods were disseminated among 158 respondents, and the questionnaires filled by 132 respondents turned out to be suitable for processing.

Research Results. Several hypotheses were put forward: 1. The level of personal identity development is significantly associated with the age of high school students. 16-year-old 10th-graders outnumber 15-year-old 9th-graders. Between the age groups, significant differences were identified (p = 0.048), so the hypothesis is confirmed. 2. The majority of 15-year-old 9th-graders (63.3%) and 16-year-old 10th-graders (62.2%) who go to Moscow schools have a status of a moratorium. The hypothesis is confirmed. 3. For the age of 15-16 years, the dynamics of professional identity is absent. The hypothesis is confirmed. The differences between adolescents of 15 and 16 years in this parameter are not statistically significant (p = 0.993). 4. The level of personal and professional identity development is higher in females than in males. The hypothesis was not confirmed as the differences between females and males are not significant (p = 0.122), (p = 0.928).

Conclusion. As a result of generalization of theoretical and empirical data, an author's approach to improving vocational guidance work with high school students is proposed.

Background. The interest in childhood as a period of human life and in children as  members of society is determined by negative transformations of the sociocultural development  observed in the period starting with 70-80s of the 20^th century to the present day.

The Objective of the paper is to describe the pilot research for optimizing parenting motivation as part of personal education. The basic hypothesis of the research is the assumption about the objective dependence of parenting motivation on the system of value orientations and attitudes of the subject, including the perceived necessity for the child upbringing.

Progress Report. The first stage of the research includes the analysis of foreign and domestic scientists’ works of in the field of psychology of parenting, which allowed to shape the research hypothesis and to design the experimental part. The second stage is the implementation of the experimental research program. Respondents of the research were represented by males and females aged 16 to 22 years.

Research Results. The quantitative and qualitative analysis of the experimental data carried out at the third stage showed that 73 per cent of the respondents pointed to the family as the most important value. The central motivation for child birth in the majority of respondents (84 per cent) is receiving baby love.

Conclusion. The conducted research showed that parenting motivation is well-developed in the respondents. The hypothesis about the distinctive features of parenting motivation at the stages of early and late adolescence, and also the hypothesis of the gender specificity of parenting motivation have also been confirmed. Similarly, the qualitative analysis of the experimental data that has been performed in the research reveals the maximum intensity of the emotional component of parenting motivation. The cognitive component that objectively determines the stability of motivation is weakly expressed. To develop the parenting motivation as part of personal education  the program aimed at harmonizing the development process of both emotional and cognitive component of parenting motivation was organized.

Background. The topic of the psychological consequences of mass disasters for children and adolescents (victims of natural and man-made disasters, military conflicts, terrorism), and also the corresponding risks, threats to their mental development is insufficiently covered in modern psychology. Difficulties in carrying out research cause their quite a small number in relation to the children's population.

The Objective of the analytical theoretical research is 1. to study the general state of the issue and the most discussed modern models of experiencing mass disasters and its impact on the psychological well-being of children and adolescents who are victims and witnesses of mass natural cataclysms, socio-anthropogenic and technogenic catastrophes; 2. to conduct cultural and historical analysis of the issue; 3. to handle central discussion issues regarding the prevention of destructive psychological reactions in the younger generation.

Progress Report. In the theoretical and analytical research, an array of ideas about the psychological consequences of mass disasters for the younger generation is consistently considered from the early historic periods up to modern days. A critical analysis of the main methodologies that lie in the basis of most modern research is presented, and finally, the paper considers the possibilities of systematic cultural and historical analysis in the framework of the issue stated in the title, including the prevention of destructive psychological reactions.

Research Results. The analysis has revealed the partiality and diversity of research models, the often inconsistent conclusions drawn on the basis of their research development; discussion on issues of preventive intervention.

Conclusion. The integrative possibilities of cultural and historical analysis are shown, including the methodology of the research carried out earlier, the possibilities of designing preventive measures that increase the psychological stability of children and adolescents to the traumatic consequences of extreme situations. The essence of the proposed approach is the cultural and historical understanding of internal and external causes and mechanisms of various posttraumatic stress disorder (PTSD), the nature of care and work with them, and also in the possibilities of diagnosing "weaknesses", premises for the development of such disorders in the conditions of a society.

Background. The issue of upbringing is becoming increasingly important due to the development and growing-up of modern children and adolescents in the so-called digital age. The characteristic features of child development in the kindergarten and in the primary and secondary school within the information society make pose a challenge to the psychological service.

Objective. The key to the situation can be found in the context of the priority directions of psychology of upbringing and education, and also by establishing scientific and practical support of the directions. The paper is to thoroughly consider psychologists’ and educators’ work in the education system in the current situation. The goals and objectives of their work are specified in regard with the significant changes that have been recently observed in the Information Society.

Design. The acute and sometimes contradictory issues of the upbringing have been severely paralyzed. The ever-lasting goals of educating children and developing their personality such as emotional and spiritual development, mastering the accumulated bag of cultural achievements, the development of moral feelings, abilities for full communication, etc. are singled out.

Research Results. Modern education reflects the needs of the information society and has to focus more on the issues of schoolchildren's progress, the development of their intellectual sphere, and the preparation for the passing of the State Exam. Much less attention is paid to education. Practical psychology being an important assistant of the educational system is much influenced by the latter and is not actually prepared solve the urgent task of educating children.

Conclusion. The solutions to the problems of education should not only be found at the level of highly professional interdisciplinary integration of the educational, psychological, social and other sciences and practices, but also at the level of the contemporary interaction of various sciences and forms of social consciousness , i.e. culture, art, media (television, radio, Internet), law, morality, religion.