Герценовские чтения: психологические исследования в образовании
Сборник «Герценовские чтения: психологические исследования в образовании» – рецензируемое научное периодическое издание. Основное содержание сборника составляют статьи, принятые по результатам рецензирования к презентации на ежегодной международной конференции «Герценовские чтения: психологические исследования в образовании». Сборник издается с 2018 года и выходит с периодичностью один раз в год. Цель издания – привлечь внимание специалистов сферы образования к психологическим аспектам образовательного процесса. В числе авторов – наиболее авторитетные российские и зарубежные специалисты в области психологии обучения и воспитания, психологии учителя, психологического сопровождения образовательного процесса.
Psychological and psychophysiological determinants of the number of in vitro fertilization cycles in women
Infertility poses a major challenge to global public health, exerting a considerable psychological impact on millions of women. Although assisted reproductive technologies (ARTs), particularly in vitro fertilization (IVF), make a primary treatment option, the number of required cycles can vary, leading to substantial emotional and financial strain. Patient care optimization necessitates a better understanding of the factors affecting treatment duration. This work aims to identify psychological and psychophysiological predictors associated with the number of IVF cycles in women. A cross-sectional study was conducted involving 120 women undergoing IVF for infertility treatment. The dependent variable was the total number of previous IVF cycles. The independent variables encompassed psychological parameters, such as levels of stress, anxiety, depression, and reproductive motives, as well as psychophysiological markers, such as alpha rhythm frequency and amplitude, presence of irritative changes in the form of diffuse asynchronous beta activity, and working memory and inhibitory control values. The sample comprised female residents of the Kemerovo Region aged 34.45±4.25 years, among them 69 women with no previous IVF attempts and 51 undergoing repeated cycles. A negative binomial regression analysis revealed that several psychological and psychophysiological factors predicted the number of IVF cycles with statistical significance. The model demonstrated good data fit, confirming that the included predictors collectively explained the variability in the number of attempts (p < 0.001). The key predictors associated with an increased number of IVF cycles included: elevated alpha rhythm amplitude, higher alpha rhythm frequency, presence of irritative changes (diffuse asynchronous beta activity), higher levels of psycho-emotional distress, a greater number of omissions in the go/no-go task, and older age. Other demographic, clinical, psychological, and psychophysiological factors assessed showed no statistical significance. Our findings underscore the prognostic value of specific psychological states and psychophysiological patterns in determining the number of IVF cycles that women undergo. Identifying these predictors can facilitate the development of more personalized treatment strategies and targeted supportive interventions for women facing infertility treatment challenges.
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Digital factors as drivers of anxiety in Russian Generation Z
Analysis of international scholarship on anxiety in the context of digitalization reveals an imbalance between theory and practice. Simultaneously, Russian psychological science lacks sufficient psychodiagnostics tools to effectively study digital drivers of anxiety. Systematized international research adapted for the specifics of Russian society can provide a foundation for the development of appropriate psychometric techniques. The development of such tools is highly relevant, as it addresses a core need within psychological science to advance its methodological apparatus. The purpose of the reported study is to identify the digital factors involved in anxiety among Generation Z in Russia. Based on a theoretical analysis of international studies, three groups of digital anxiety factors were identified: digital devices, digital technologies, and digital space. To determine the specific contribution (significance and content) of each factor in the development of anxiety, we conducted seven interviews with representatives of Russian Generation Z. The study found an inextricable link between digital devices and digital space in the respondents’ perception of digital threats. While the respondents could conceptionally distinguish between these two notions at an abstract-logical level, the Internet was perceived primarily as a digital technology rather than as a digital space. The content of each group of digital anxiety factors was only partially elucidated. Analysis of respondents’ answers indicated that locus of control and the specific content of the digital space significantly influence the development of anxiety. The novelty of the study lies in its qualitative approach to investigating the digital factors of anxiety within the Russian Generation Z cohort.
The self-image and time perspective of modern youth
This article examines the formation of a positive self-image as a foundation for effective personal and professional self-determination of modern youth and as a resource for adequately responding to the challenges of the surrounding reality. In a rapidly changing world, young people need to adaptively and productively build their own time perspective by focusing on their resources, values, and potential opportunities. The study aims to identify the specific features of time perspective in relation to the characteristics of the self-image of modern young people. Materials and Methods. The features of self-image were studied using the ‘Who Am I?’ test by M. Kuhn and T. McPartland (as modified by T. V. Rumyantseva), while time perspective was assessed using the Zimbardo Time Perspective Inventory and the Possible Future Image method (V. N. Petrova). Empirical data were processed using SPSS Statistics 25 software, applying the Spearman correlation test, Mann–Whitney U-test, and multiple regression analysis. The sample consisted of 126 participants aged 18–23 years (46% male). Results. (1) The reflective, social, and active aspects of selfimage were the most pronounced among modern young people, indicating a desire for self-reflection in the search for personal identity, a need for self-realization, and an active involvement in communities that promote prosocial values and create conditions for self-discovery and self-realization. (2) Most modern young people demonstrated a balanced time perspective, dominated by a future-oriented focus and by indicators of a ‘positive past’ and a ‘hedonistic present’, which indicates a sense of purpose and a sense of place in the future, while also revealing a focus on pleasure that may increase the tendency towards risky behavior and reduce responsibility for one’s actions. (3) Significant correlations were found between self-image parameters and time perspective, contributing to the development of a positive attitude towards oneself and one’s resources, effective social integration, and an active subjective position.
Adaptation of the Copenhagen Burnout Inventory (CBI) into Russian: A search for an effective tool for assessing the negative consequences of professional activity
This article presents the Russian-language adaptation of the Copenhagen Burnout Inventory (CBI) (Borritz et al. 2006). The adaptation was necessitated by the evolving nature of the modern professional context, which requires a reliable instrument — applicable not only to helping professions — for assessing the negative consequences of professional activity and its relation to psychological well-being. In particular, the COVID-19 pandemic fundamentally transformed the work of university faculty, who faced new demands and the necessity to develop new competences during the transition to distance learning. These changes introduced additional sources of occupational stress for this group, impacting their mental health and well-being. The CBI is a brief and effective tool that enables rapid monitoring, including online, among university faculty. During the adaptation and validation process, the questionnaire was translated into Russian; its factor structure was assessed using exploratory and confirmatory factor analysis; its internal consistency was examined; and correlations were tested between the CBI scale scores and those of the Maslach Burnout Inventory (MBI) (Maslach et al. 1986) (Russian adaptation by Vodopyanova, Starchenkova 2001) and the Depression, Anxiety, Stress Scales (DASS-21) (Lovibond, Lovibond 1995) (Russian adaptation by Zolotareva 2021). A total of 687 respondents (49.1% male) aged 21 to 67 years (M = 43.2; SD = 10.86) participated in the validation of the Russian-language version of the CBI. The adaptation of the CBI was carried out in accordance with established guidelines using a sample of social workers and demonstrated the validity of the instrument for the Russian sample, supporting its use with the scoring keys provided by the original. The potential application of the inventory to assess burnout among university faculty is discussed.
A study of learned helplessness in future helping professionals: Trends and risks of development
The article investigates the manifestations and prerequisites for the formation of learned helplessness among psychology students. The study aims to determine the presence and degree of this condition and to develop a framework for the psychological support of future specialists, with the prospect of stabilizing their psychological state and ensuring the high-quality implementation of their future professional activities. Learned helplessness is conceptualized as a psychological state that forms under the influence of inescapable stressors, leading to the cessation of attempts to influence a situation, even when opportunities to do so become available. The empirical basis of the study consisted of data obtained through an original questionnaire, designed to reveal a four-component structure of learned helplessness, and The Young Schema Questionnaire. The research sample comprised 50 first-year psychology students. The study revealed states of learned helplessness of varying severity, ranging from the absence of signs to persistently pronounced symptomatology. This manifests in the emotional sphere through the presence of negative and asthenic emotions; in the motivational sphere through decreased academic interest; a lack of intrinsic motivation, and dependence on external stimuli; in the cognitive sphere through reduced creativity, an unwillingness to seek non-standard solutions, avoidance of complex tasks, and the use of template behavioral strategies; and in the volitional sphere through low persistence, procrastination, a lack of purposefulness, and difficulty exerting effort for routine actions. Analysis of the data identified several factors influencing the formation of individual components of learned helplessness, including: academic workload and the organization of the educational process, teaching quality and curriculum content, social and psychological atmosphere, external circumstances, living conditions, and personal factors. The majority of subjects demonstrated a symptom complex indicating a propensity for developing learned helplessness, underscoring the need for preventive measures at the stage of professional formation. The obtained results inform a strategy for the psychological support of students. This strategy is based on the psychological remediation of established signs of learned helplessness and the prevention of their formation in future professional activities through identification and reinforcement of adaptive coping strategies.
Assessing anxiety from a photograph of a stranger’s face by observers with different levels of professional expertise
The study explored the relationship between subjectivity and objectivity in assessing anxiety from a person’s face when perceiving a photographic portrait of a stranger. It aimed to determine the contribution of professional experience to the ability to objectively perceive the individual psychological characteristics of others, as well as the influence of the models’ facial characteristics on the observers’ assessment of the models’ anxiety. Two groups of respondents were compared: novice specialists aged 18–23 years without work experience or experience in personal therapy, and professional psychologists aged 22–52 years with experience in psychological counselling and personal therapy. It was assumed that these groups would differ in the relationship between the assessment of their own anxiety and the assessment of a stranger’s anxiety. Participants assessed anxiety in facial photographs on a 5-point scale, from 1 (no anxiety expressed) to 5 (high anxiety). A comparative analysis of facial characteristics was conducted between models with high and low anxiety scores, including analysis of facial stress features, asymmetry, reduced muscle tone, and specific facial indicators of different emotional modalities. Novice specialists tended to project their own anxiety when assessing a stranger’s anxiety, ignoring the facial features of the models. Professional psychologists demonstrated greater objectivity, basing their judgments on the models’ facial characteristics. The faces of models perceived as highly anxious were characterized by a greater proportion of facial stress features and a significantly lower proportion of specific indicators of basic emotions. Conversely, the faces of models perceived as low-anxious showed a lower proportion of stress features and a significantly higher proportion of emotion-specific indicators, predominantly those of joy. The findings suggest that the perception of individual psychological characteristics from a person’s face depends on the observer’s professional experience and level of personal development, which are underpinned by the corresponding mechanisms of perception that affect the ability to read objective information from the face.
The ‘Metaphors’ method for assessing motivational and meaning-related attitudes of future teachers toward interaction with parents
This article addresses the critical challenge of teacherparent relationships and the psychological readiness of future teachers for effective collaboration with parents in modern educational settings. While such partnership is recognized as a cornerstone of a unified educational environment, traditional diagnostic tools like surveys often fail to reveal the underlying attitudes of future educators. This gap can result in insufficient collaborative skills, increased conflict with parents, and professional burnout. To address this, we developed and piloted a projective technique, the ‘Metaphors’ method, designed to diagnose the motivational and meaning-related attitudes of future teachers. The method comprises four techniques: ‘Associative Portrait’, ‘Free Metaphors’, ‘Theatre Roles’, and ‘Unfinished Scenes’. This comprehensive approach assesses all components of attitudes: the cognitive (stereotypes and beliefs), the affective (emotional tone), and the behavioral (ready-made action scripts). Results are processed via content analysis to ensure objectivity. The study’s practical significance resides in the method’s utility for the precise diagnosis of problematic areas in teacher training and for developing targeted training and remediation programs. Its theoretical significance lies in its contribution to educational psychology through the integration of projective methods with content analysis and the clarification of the structure of motivational and meaning-related attitudes. The developed diagnostic tool overcomes the limitations of traditional methods in studying teacherparent interaction. It identifies implicit attitudinal components in future teachers through metaphorical associations and projections. By combining qualitative projective techniques with quantitative content analysis, the method ensures standardized and objective interpretation of the data. A pilot study with a sample of students (n=45) confirmed the diagnostic value of the method, identifying key attitude types. It was found that only 33% of respondents demonstrated an orientation toward partnership, while 66% exhibited attitudes that hinder effective interaction, such as anxiety, avoidance, and formalism. An algorithm for comprehensive analysis was developed to identify both congruent and contradictory attitudes.
motivational and meaning-related attitudes
Development of value orientations among student gamers
Modern video games have evolved beyond mere entertainment and leisure, forming the core of an entire cultural phenomenon. Originally developed within an academic environment, many video games were intended to demonstrate the educational and developmental capabilities of emerging technologies. Scholarly discourse views video games as interactive digital environments that create unique space for social communication and self-expression, while gamers are seen as members of these virtual worlds, who interact with game content and with each other, pursuing various goals and motivations. Contemporary video games represent vast digital realms governed by their own internal logic. The dozens of hours that players spend in them can influence their personalities and contribute to value orientations developed by student gamers. These value orientations act as behavior regulators at the volitional level, guiding individual behavior in a variety of situations — an aspect that is undoubtedly useful to educational practice. Game developers aim not only to populate virtual worlds with content but also to address contemporary issues within them, thereby engaging with topics that resonate with individuals on a personal level. Video games have ceased to be solely a form of entertainment, emerging as a powerful educational, cultural, and social phenomenon instead. We conducted a study on the value orientations developed by student gamers with passion for AAA games — titles that are not only technologically sophisticated but also socially significant, capable of raising pressing issues ranging from gender roles and ethics to cooperation and individual freedoms. In the first stage, participants completed a survey that identified four distinct groups of informants based on their preferred types of digital games. In the second stage, participants underwent testing using M. Rokeach’s methodology, which served as a basis for a comprehensive analysis of their value orientations. The data structuring and the comparative analysis revealed both general trends and unique development patterns of value orientations within each identified group.
Socio-psychological factors of students’ agreement with parental messages
The transformations affecting family and family relations in modern society highlight the relevance of studying how contemporary youth perceive the values and ideas transmitted by parents through parental messages. The article presents the results of a study examining the role of certain sociopsychological factors (such as gender, number of friendships, parental figure transmitting certain ideas and attitudes, themes and valence of parental messages) in the manifestation of agreement with parental messages among student youth. The study involved 49 students studying in universities of Uzbekistan (26 females; mean age 21.7 years). Parental messages, their content and valence, and agreement or disagreement with them were studied using a modified version of the projective technique ‘Mom always said... Dad always said...’ by R. Sherman and N. Fredman. The ’ self-designed questionnaire was used to collect socio-demographic data, information about the number of close friends, and other relevant variables. The findings showed that students had a fairly high degree of agreement with parental messages, with stronger agreement with mothers’ messages than with fathers’ messages (p ≤ 0.05), including on topics such as feelings (p ≤ 0.05), sex (p ≤ 0.01), and women (p ≤ 0.01). The valence of parental messages was found to mediate agreement or disagreement with parents’ opinions: positive messages were accepted and supported, while negative ones elicited differentiation between parental figures. Students tended to disagree with negative parental messages. The study also established the role of friendship relations: students with a greater number of close friends were less likely to agree with parental messages, including those with positive valence.
An analysis of self-perception in senior preschool boys and girls based on self-portraits
The article emphasizes the relevance and importance of studying self-perception as an element of selfawareness in modern preschoolers, considering the socio-economic changes, the transformation of the family institution, and the modernization of the education system. The study aims to identify gender-related features of self-perception in senior preschool children through the analysis of their self-portraits. The article reviews contemporary Russian and international research on self-knowledge and the formation of self-image and self-perception in senior preschoolers. Building upon this theoretical foundation, the article delineates the features of their self-perception. The article provides a review of diagnostic tools for identifying features of self-perception in preschool childhood. It also discusses results from a diagnostic study of self-perception — appearance, personality, and attitudes towards it — in boys and girls aged five to seven years attending senior and preparatory preschool groups. The results were obtained through Self-Portraits — Malkina-Pykh’s drawing technique. The comparative analysis for boys and girls embraced such indicators as the level of stereotyping in one’s image, the type of aesthetic orientation, the level of awareness of bodily congruence, and the level of reflection as manifested in graphic features of the children’s self-portraits. These features include the emphasis of significant details, the degree of detailing, and the focus on different parts of the human body. The analysis identified deficits in self-perceptions, highlighting areas of psychological and pedagogical support within the children’s families and educational facilities. Recommendations have been developed for parents raising senior preschool children and for teachers in preschool senior and preparatory groups to expand self-perception and foster a holistic gender-based self-image in senior preschool children.
Corporate environment as a condition for developing readiness for change
Research problem and objective. The corporate environment enhances organizational effectiveness by attracting and retaining talented specialists, reinforcing corporate values, fostering a strong team spirit and employee engagement, and addressing staff needs. At the backdrop of high turbulence across all societal spheres, an acute shortage of personnel, and the entry of Generation Z into the labor market, an organization’s corporate environment becomes not merely a factor in attracting and retaining employees but a fundamental condition for developing their readiness for change. The article focuses on corporate environment as a condition that fosters the development of employees’ readiness for change. Materials and methods. The theoretical and methodological framework of the study includes the innovation approach (L. A. Zhuravlev), psychological readiness for innovation (S. R. Yagolkovsky, O. V. Sovetova, M. I. Kiloshenko, E. V. Ivanova, V. E. Klochko, O. M. Krasnoryadtseva), and the systems approach to the corporate environment (P. Drucker, H. Simon, A. A. Bogdanov). In this study, the structure of readiness for change was identified, comprising value-motivational, cognitive, emotional-volitional, behavioral, and reflexive components. The hypothesis posited that the value-motivational component exerts significant influence on the development of readiness for change among employees. The study involved 150 employees of an IT/Telecom group of companies in Krasnoyarsk. Factor analysis were applied for data processing. Results. A factor analysis revealed a relationship between respondents’ values and personal characteristics, leading to the identification of two distinct factors. Both factors demonstrated a consistent link between values and indicators of readiness for change. The values associated with openness to change include stimulation and autonomy. These values should be actively encouraged within the corporate environment through the transformation of established traditions, while the corresponding personal characteristics should be deliberately developed in employees. Conclusions. The corporate environment thus serves as a key condition for sustaining and fostering values of openness to change, such as stimulation and autonomy, which in turn strengthen employees’ readiness for change in modern organizations.
Communicative competence of future doctors: From theoretical approaches to educational solutions
The article addresses the development of communicative competence in future doctors as a key component of their professional training. It emphasizes that the ability to establish effective interaction with patients of different age groups and their relatives requires well-developed skills in empathy, active listening, information adaptation, and emotional self-regulation. An analysis of Russian and international research reveals a lack of unified approach to the systematic development of communicative competence in medical universities. Nevertheless, researchers consistently highlight this aspect as critically important for a physician’s professional practice. The purpose of the article is to delineate the structure, content, and implementation characteristics of the program, alongside an analysis of its efficacy derived from independent expert assessment. Based on systemic-anthropological, activity-based, competency-based, and systems approaches, a training program has been developed for fostering communicative competence in future doctors. The program includes 8 modules with a total duration of 72 hours. It is founded on the principles of systemic learning, learning through action and experience, reflective learning, and value-semantic orientation. Training combines traditional and innovative methods, including role-playing, clinical case analysis, the ‘standardized patient’ technique, group discussions, and reflective journaling. Particular emphasis is placed on integrating students’ personal and professional experiences, which enhances motivation and the practical applicability of the acquired knowledge and skills. Special attention is given to ethically significant aspects of medical communication, such as delivering bad news, interacting with vulnerable patient groups, and maintaining professional boundaries. The program aims not only to develop specific communication skills but also to form holistic professional identity for a physician capable of partnership-based interaction, critical thinking, and assuming responsibility for communication outcomes. An independent expert evaluation confirmed the program’s high practical relevance, adaptability, and alignment with contemporary healthcare challenges. The results indicate that the program can serve as a universal model for implementation in medical universities and on continuing professional education programs.
psychological and pedagogical conditions
Patterns of workaholism among managers in a hybrid work format
This article focuses on patterns of workaholism among managers in a hybrid work format, which combines office and remote work. The study involved 162 middle-level managers of industrial enterprises in Saint Petersburg and the Leningrad Region, with technical backgrounds. The following methods were used for data collection: a modified version of the unfinished sentences method for qualitative analysis of affective, cognitive, behavioral and motivational attitudes, the Workaholism Questionnaire by E. P. Ilyin, and the Subjective Work and Personal Life Balance Questionnaire by A. N. Mospan to quantify boundary violations. Correlation analysis was applied to identify significant relationships among the studied variables. Comprehensive data analysis revealed the systemic phenomenon of emotionally dependent workaholism among managers. It was found that work served as the main tool for regulating the psychological state and obtaining positive emotions, as half of the respondents associated involvement in work with ‘pleasure’, which naturally led to a negative impact on personal life, reflected in high values for this indicator. A key internal conflict was identified: respondents demonstrated a hedonistic attitude towards the work process, yet 67% reported a negative attitude towards the job itself. Correlation analysis showed a strong positive relationship (r = 0.563, p < 0.01) between perceiving work as a ‘source of strength’ and its ‘negative impact’ on personal life. Financial motivation (‘work as earnings’) acted as a protective factor (r = -0.281, p < 0.05), mitigating this effect. These findings indicate that workaholism among modern managers manifests as emotional dependence, reinforced by patterns of behavior that blur the boundaries between work and personal life in a hybrid format. The identified relationships highlight the urgent need for psychological interventions combating emotional involvement, training programs to develop emotional self-regulation skills, restoration of personal boundaries, and revision of motivational attitudes, which may help prevent professional burnout and preserve employees’ psychological well-being in remote work contexts.
Psychological resilience of teachers during the COVID-19 pandemic
The COVID-19 pandemic significantly impacted the socio-psychological well-being of the Russian population, causing contradictory changes in subjective well-being assessments. While the number of individuals considering themselves happy decreased, the overall social well-being index slightly increased, which can be explained by social comparison theory. The increased importance of health, family, and home stability was linked to the experience of social isolation. The pandemic led to reduced social contacts, less diverse leisure activities, and changes in daily routines, worsening subjective well-being. Subjective well-being during the pandemic depended on religiosity, marital status, perceived risk, economic and cognitive resources, type of employment, and gender differences, while dispositional optimism and hope helped mitigate the negative effects of the crisis. Particular attention was given to the impact on education: remote learning caused stress among teachers due to increased workload and the need to master new technologies. This study involved 153 employees of educational institutions in the Chelyabinsk Region. To Scale by E. Diener was employed, supplemented by the 's questionnaire that included questions on the pandemic's impact across various domains of life activity. A study of educational staff in the Chelyabinsk Region revealed an average level of life satisfaction, a high perception of pandemicrelated danger, and concern about the future of the educational process. The correlation between life satisfaction and the pandemic’s impact was weak, except for perceptions of danger and readiness to use remote learning technologies. These findings indicate the absence of a direct effect of the pandemic on the quality of educational activities, while stress was related to perceived control over the situation. Interventions to support emotional health and educational processes are necessary to improve life satisfaction and build resilience to future crises. The pandemic can be viewed as a socio-informational phenomenon that changed interaction patterns and emphasized the value of close relationships and health in society.
Gamified simulations in training clinical psychologists: From academic engagement to professional identity
The digital transformation of Russian higher education has increased demands on students’ professional development, particularly through accreditation procedures and the standardization of educational programs. At the same time, there is a lack of digital tools that effectively integrate the acquisition of knowledge and skills with the development of learning engagement, agency, and professional identity. This article examines gamified simulators as a promising tool for facilitating the transition from learning activity to the experience of professional roles within the digital learning environment. For the training of clinical psychologists, this implies the need to integrate the mastery of normative competencies with the development of agency and professional identity. The study’s theoretical and methodological framework encompasses activity-based, narrative, and systemic-anthropological approaches. The activity perspective interprets the simulator as a special form of learning action; the narrative perspective views it as a constructor of professional narratives and a tool of meaning-making; the systemic-anthropological perspective conceptualizes it as a self-organizing environment that generates engagement and initiates qualitative changes in the learner’s agency. An analysis of engagement concepts (A. W. Astin, W. B. Schaufeli, E. V. Pavlova, E. R. Kahu), theories of professional identity (K. A. Abulkhanova, A. N. Leontiev, E. F. Zeer, V. E. Klochko), and gamification models (S. Deterding, J. Hamari) shows that the effects of gamified simulators manifest across cognitive, emotional, and behavioral dimensions of engagement, while also contributing to the formation of elements of professional identity. Compared to traditional learning formats, such simulators allow for the modeling of uncertainty and responsibility, reduce anxiety, strengthen motivation, and foster readiness for normatively regulated action. The analysis also addresses controversial issues, such as the risk of superficial engagement through over-reliance on extrinsic incentives, the necessity of scenario content validity, and the critical role of the teacher in facilitation and debriefing. The research concludes that gamified simulators which integrate game mechanics and narrative can serve as an effective tool for student professionalization, ensuring a transition from learning engagement to the formation of professional identity.
Personal potential and self-assessment of subject-specific academic avoidance among pedagogical university students
The article examines the relationship between personal potential and subject-specific academic avoidance among pedagogical university students. The relevance of the study is driven by increasing academic underachievement associated with this phenomenon conceptualized as a state in which students, despite possessing the required ability, perceive mastering certain subjects as impossible and consequently cease active efforts to improve their performance. The research aims to identify the role of specific components of personal potential — namely, hardiness, optimistic attributional style, and tolerance for uncertainty — in the development and potential overcoming of subject-specific academic avoidance. The methodological framework integrates M. Seligman’s theory of learned helplessness, D. A. Leontiev’s concept of personal potential, interpretative phenomenological analysis (J. Smith) and causometry (A. A. Kronik, E. I. Golovakha). The study involved 32 pedagogical university students. The methods included the Hardiness Test (the Personal Views Survey by S. Maddi, adapted by D. A. Leontiev); the Brief Optimistic Attributional Style Questionnaire (T. O. Gordeeva, O. A. Sychev, E. N. Osin); the Tolerance for Uncertainty Questionnaire (MSTAT-II by D. McClain, adapted by D. A. Leontiev); and narrative interviews. Data were analyzed using content analysis, factor analysis (principal component method, Varimax rotation), and correlation analysis. The results confirm the association between parameters of personal potential (resilience, optimism, and tolerance for uncertainty) and the subjective assessment of subject-specific helplessness among students of pedagogical universities. The most effective mechanisms preventing its development are active coping strategies and the ability to disseminate successful experiences. The most maladaptive factor is cognitive-emotional dissonance accompanied by pronounced emotional discomfort. Developing students' personal potential can serve as a foundation for creating preventive and corrective programs to overcome subject-specific helplessness in the educational environment. The findings contribute to a deeper understanding of the psychological mechanisms underlying learning motivation and can inform the development of tools for preventing subject-specific academic avoidance.
Cognitive mechanisms of professional thinking development in psychology students during polymodal supervision
Within the modern educational landscape, the development of professional thinking in psychology students is a prerequisite for effective future counseling practice. Psychological work is complex and requires multitasking skills. This means that future professionals have to be capable of meaningfully analyzing client situations, formulating hypotheses, and making flexible decisions. Although this issue is receiving increasing scholarly attention, the internal cognitive mechanisms that underpin the development of professional thinking, particularly in the early stages of training, remain inadequately studied. This study aims to identify and describe the cognitive mechanisms that facilitate the transition from empirical professional thinking to an effective combination of cognitive analysis and synthesis in counseling. It also aims to clarify the educational conditions that enable these mechanisms to emerge and develop. The study’s methodological foundation is the ’s self-designed model of professional thinking structure. It comprises four interrelated components: procedural, substantive (cognitive), motivationalvalue, and reflective-evaluative. The study focuses specifically on the substantive (cognitive) component, which governs intellectual information processing. This component encompasses thought processes such as analysis, synthesis, forecasting, and hypothesis generation. It is also responsible for a multi-focused approach to interpreting client cases. This paper discusses the theoretical foundations and practical applications for developing the cognitive component of professional thinking within an educational context. It highlights the potential of polymodal supervision as a structured environment that activates key cognitive processes. These processes are directed toward understanding client experience, cultivating a reflective stance, and expanding the methods for analyzing information presented by the supervisee. The presented framework is based on a comparison of the ’s model with contemporary approaches to psychologist professional development. It provides a foundation for further research on the training and educational support of psychologists. A particularly valuable direction for future inquiry is the detailed clarification of the structure and practical implementation of cognitive mechanisms within supervision training for future specialists.
The influence of personality traits on the formation of students’ academic motivation
Major changes in the education system transform the activities of all the parties involved in the educational process. The introduction of a credit-modular system prompts higher educational institutions to align the learning process with new requirements and opportunities. Teachers face new goals and objectives requiring a proper level of competence in didactics and an ability to organize independent student work, which forms an integral part of the credit-modular system. Independence is considered as both a primary and a secondary quality of personality, acquired through studies by solving various learning tasks. Students are independent when they can regulate their learning. The higher education system builds a learning environment aimed at fostering student autonomy. The use of various cognitive styles in training students of different specializations determines the individual characteristics of solving various problems and develops specific qualities inherent in their specialization. Student motivation is of great importance in this process. Motivation directly affects one’s interest in learning. Students with passion for their learning tasks show high academic performance and are more immune to learning difficulties. Learning motivation has been dwindling recently. For many years, educational motivation has been not only one of the most relevant and popular research topics, but also one of the most controversial ones. Attempts to apply research findings in real life have not yielded tangible results so far. Our work investigates the problem of building academic motivation and describes various theories explaining the emergence of motivation: social cognitive theory of A. Bandura, self-determination theory of R. Ryan and E. Deci, self-actualization theory of C. Rogers, and expectancy-value theory of J. Atkinson. Students’ personal characteristics and their impact on the development of learning motives are described. The participants in this study were students from higher education institutions in Uzbekistan—735 individuals. To assess academic motivation, T. O. Gordeeva's Academic Motivation Scale was used. To evaluate personal qualities, A. Duckworth's GRIT perseverance diagnostic method was applied. The statistical processing of the research data was carried out using the "Statistical Package for Social Sciences (SPSS 23.0)" program. The results of the study showed that the level of perseverance as a personality trait can be considered a factor determining the strength of academic motivation: students with a high level of perseverance exhibit pronounced intrinsic motivation; at a low level of perseverance, students are unable to overcome difficulties arising in learning, and they demonstrate more pronounced extrinsic motivation.
The relationship between sociometric status and the speed of speech–thinking activity in early adolescence
In early adolescence (10–13 years), communication with peers becomes the leading type of activity. A child’s position in the system of peer relationships – their sociometric status – is the most important indicator of successful social adaptation and emotional well-being. Sociometric status reflects the degree of recognition or rejection of a child within a peer group, directly influencing self-esteem, emotional state, learning motivation, and further personal development. This study examines the relationship between the sociometric choices of early adolescents in the classroom and individual indicators of the speed of speech–thinking activity. The sociometric status of students in the classroom was assessed using the sociometry method, and the speed of speech–thinking activity was measured using the first subtest of the Group Intellectual Test by J. Vana (adaptation by K. M. Gurevich). The analysis focuses on the influence of students’ speed of speech–thinking activity on the formation of microgroups identified through mutual choices in the sociometric test. The findings indicate that the speed of speech–thinking activity is a significant factor in sociometric choices among early adolescents, and mutual choices in microgroups are based on similarities in this parameter. The study revealed that a student’s social attractiveness depends on the proximity of their speech– thinking speed to that of their peers. This finding supports the hypothesis that the speed of speech– thinking activity is an important factor in sociometric preferences in early adolescence. The findings enable a deeper understanding of the mechanisms underlying the formation of interpersonal interactions. The conclusions of the study contribute to a better understanding of the mechanisms of the hierarchy of social choices in the classroom, create conditions for effective management of the educational process, and expand our understanding of the factors that lead to students’ success or failure in the classroom. The results of the study may also help develop recommendations for working with students who experience adaptation difficulties and for conducting activities aimed at enhancing team cohesion and reducing the number of conflicts in the classroom.
The relationship between personal value orientations and learning motivation in adolescence
The article examines the relationship between value orientations and learning motivation in adolescents. The relevance of the study is determined by the strategic priorities for educational development in modern Russia and the need to design programs aimed at enhancing learning motivation in contemporary adolescents. Value orientations, which form the core of personality and determine its direction, play a key role in shaping an individual’s motivational sphere. Adolescence is a critical period for the active formation of value orientations. It is at this developmental stage that the foundations of a value system are laid, which subsequently exerts a significant influence on all aspects of personal development. The quality of an adolescent’s further personal growth and their development into a full-fledged member of society depend substantially on the values formed during this period. The study involved 30 adolescents aged eleven to sixteen years. Psychodiagnostic methods were used to assess value orientations and types of learning motivation including S. S. Bubnova’s assessment of the real structure of personal value orientations, G. V. Rezapkina’s Hierarchy of Life Values, and an academic motivation scale adapted by T. O. Gordeeva, O. A. Sychev, and E. N. Osin from Vallerand’s scale. Correlation analysis was used to identify links between motivational orientations and values. The results indicate that cognitive motivation correlates positively with the values of cognition, creativity, health, and beauty, while a negative correlation has been established with the value of recreation. Self-development motivation is associated with knowledge, creativity, respect, and responsibility. Achievement motivation has a positive relationship with cognition and a negative one with recreation. External negative motivation is linked to social status, whereas amotivation shows inverse relationships with cognition and recreation. These findings contribute to a deeper understanding of motivational and value orientations and hold practical significance for educational theory and practice.
The parent‫–ؘ‬child relationships and self-esteem in adolescents living in urban and rural areas
This article examines the link between child–parent relationships and self-esteem in adolescents living in urban and rural areas. The study employed the Adolescent Child–Parent Relationships Questionnaire (O. A. Karabanova, P V. Troyanovskaya) and the General Self-Esteem Questionnaire (G. N. Kazantseva). The sample included 55 adolescents aged 15–16 years, 27 living and studying in rural areas and 28 in urban areas. The study revealed significant differences in self-esteem and characteristics of child-parent relationships between groups of urban and rural adolescents. Rural adolescents exhibited a higher level of self-esteem compared to their urban peers. Scales describing features of emotional relationships between parent and adolescent, as well as interaction and communication, showed high values in both groups. Normative values were obtained for control-related scales, including parental demandingness, completeness and indisputability of parental urban adolescents rated their relationships evenly low and moderate, while most rural adolescents rated the quality of parent-adolescent relationships highly. Rural adolescents gave higher evaluations to parental fulfillment of their material needs, as well as their needs for attention and information. Urban adolescents exhibited a higher level of conflict in their relationships with parents. Significant positive correlations were found between self-esteem of urban adolescents and acceptance and cooperation, alongside significant negative correlations with parental demandingness, inconsistency, and uncertainty. The self-esteem of rural adolescents positively correlated with acceptance, encouragement, autonomy support, and overall relationship satisfaction; negatively, it correlated with emotional distance, conflict, punishments, parental inconsistency, and hostility towards the spouse. The findings can inform psychological support programs for adolescents based on their living environments.
Development of professional competence in preschool teachers within a system of continuing education
The article provides a comprehensive analysis of developing professional competencies in preschool teachers within a system of continuing education. The research is motivated by rapid changes in educational policy, the implementation of new Federal State Educational Standard of Preschool Education, the proliferation of inclusive practices, and the intensive digitalization of educational environment. The introduction of the ‘Teacher’ Professional Standard, which establishes qualitatively new requirements for educators’ professional competencies, underscores the importance of the topic in question. The paper analyzes structural components of the professional competence of a modern preschool teacher’s professional competence that extend beyond the traditional subject knowledge. The identifies and characterizes four key competencies: psychological and pedagogical (willingness to work with children with special educational needs and an understanding of age-related development patterns), subject-reincluding digital tools), communicative (effective interaction with children, parents, and colleagues), and reflective (self-analysis and the design of a professional growth trajectory). The methodological framework of the research incorporates competence-based and systematic approaches, alongside an analysis of regulatory documents and contemporary scientific literature on teacher education. The article offers a classification and detailed characteristics of effective formats for continuing teacher education, including formal (advanced training courses, internships) and informal (professional learning communities, mentoring, individual educational pathways) formats. Particular attention is paid to the role of self-education and reflexive practice as key mechanisms for professional growth, enabling the transformation of external knowledge into personally meaningful competencies. In conclusion, the article substantiates the necessity of creating a comprehensive, flexible system for the development of preschool personnel potential — one that integrates formal and informal learning formats through individual educational pathways. The findings suggest that only a systematic approach to continuing education can transform it from a formal requirement into an effective tool for enhancing the quality of preschool education and ensuring the professional competitiveness of teachers in the contemporary context.
Psychological well-being of school students in an educational environment: Perceptions and lived experience
Problem and objective. This article presents the findings of a study on school students’ perceptions of psychological well-being across different age groups. It examines how students experience various aspects of well-being and identifies the main factors which they consider influential for their well-being within the educational environment. The results make it possible to take students’ views into account when designing the educational environment and to support students’ psychological and pedagogical needs more effectively. The theoretical and methodological framework included models of psychological well-being (Y. V. Bessonova, A. M. Prikhozhan, P. P. Fesenko, T. V. Shevelenkova, R. M. Shamionov, K. Ryff), I. V. Dubrovina’s approach to understanding psychological wellbeing, and approaches to psychological health by V. A. Ananyeva and I. V. Dubrovina. The study involved 206 students from schools in Krasnoyarsk: 72 fourth graders, 69 seventh graders, and 65 tenth graders. Data were analyzed using content analysis and descriptive statistics. Results. Results indicated that students across all age groups share perceptions of the vital aspects (‘joy of life’, ‘energetic’) and the existential aspects (‘feels successful’, ‘strives for a better life’, ‘manifests himself’) of a psychologically successful person. Differences were observed in the social component, reflecting the distinct social developmental contexts of each age group. The majority of respondents (81%) reported that the school environment influences their psychological well-being, primarily through relationships with teachers and classmates. The organization of the educational process was viewed both as an opportunity for personalized learning and development and as a system shaping interactions among members of the school community. Age differences emerged in the relative importance of well-being components: for fourthand seventh-grade students, the vital component associated with the physical and spatial aspects of the school environment was most salient, whereas tenth graders emphasized the existential component, which supports self-development. The social component (communication, relationships with teachers and classmates, and opportunities to participate in activities) was considered equally important for all ages. Conclusions. Designing a psychologically supportive educational environment requires consideration of the psychophysical characteristics and expectations of the social group for whom it is intended. The primary factor of school students’ psychological well-being is a positive psychological climate within the educational institution.
Preschool teacher training in psychological and pedagogical support for children’s visual arts activities
This article examines the training of preschool teachers in providing psychological and pedagogical support for children’s joint activities in visual arts. The relevance of the topic is grounded in the requirements of the Federal State Educational Standard for Preschool Education, which prioritizes social and communicative development. The achievement of educational outcomes is possible only through well-organized interaction among children, which requires teachers to possess competences in facilitation, assessment, and mediation. Visual arts activity traditionally holds a significant place in preschool pedagogy, serving not only as a means of aesthetic and creative development but also as an effective form of children's socialization. The article aims to theoretically justify the structure of teachers’ professional readiness for psychological-pedagogical support of children's joint visual arts activity and to analyze contemporary approaches to its development. The study is based on systemic, competence-based and activity-based approaches, which allow professional readiness to be considered chological and pedagogical support of joint activities’ and its role in fostering preschoolers’ communicative competence are explored. Three components of teachers’ professional readiness are highlighted: cognitive, operational–activity, and personal. The teacher's professional readiness for support is defined as an integrative formation that includes cognitive, operational-activity, and personal components, which together ensure the possibility of effectively organizing joint creativity. The essence of the concept of psychological-pedagogical support for children's joint visual activity is clarified as a purposeful process of creating an educational environment in which children have the opportunity to demonstrate initiative, learn to negotiate, make joint decisions, and cope with emerging conflicts. The main deficits in teacher training are identified, including the persistence of the itarian interaction style, insufficient practical training in facilitation and mediation, and a low level of pedagogical self-reflection. The article substantiates ways to improve teacher training, such as introduction of training modules and practice-oriented seminars, case analysis, facilitation methods, supervision, and the integration of international experience.
Digital competence and metacognitive characteristics of college and university students
The youth of today tend to actively use digital resources and devices in various areas of everyday life. Meanwhile, information and communication technologies are being extensively introduced into the environment of educational institutions. Whether this process will be effective largely depends on students’ competent use of digital technologies, which determines their ability to confidently and productively apply digital technologies in everyday life. Despite the wide spread of information and communication technologies, scientific literature still lacks a holistic view of the psychological profile of the ‘digital generation’, including its cognitive sphere, which is undergoing significant change given the digital transformation of society. It is therefore useful to study the relationship between young people’s digital competence and their metacognitive parameters, reflecting their knowledge of the cognitive sphere and ways to manage it. This research perspective is also relevant for the study of students who go to seconddary vocational and higher educational institutions to acquire knowledge for their future profession. It therefore aims to study the metacognitive characteristics of college and university students with low and high levels of digital competence. Study sample: 172 students from colleges (N=88) and universities (N=84) in Saint Petersburg and Syktyvkar. Methods: survey; psychodiagnostic method; statistical data processing (including the Mann–Whitney U-test for comparative analysis); Digital Competence Index (G. U. Soldatova, T. A. Nestik, E. I. Rasskazova, E. Y. Zotova); Metacognitive Involvement in Activities Questionnaire (E. I. Perikova, V. M. Byzova); Metacognitive Skills in the Structure of Educational and Professional Activities Questionnaire (E. G. Denisova); and Metacognition Concerning Problematic Smartphone Use Questionnaire (A. V. Miklyaeva, V. N. Panferov, I. A. Gorkovaya). Study results: the results revealed statistically significant differences in the metacognitive profile of college and university students with different levels of digital competence. College students with digital competence have fixed activity planning skills and knowledge of their own cognitive strategies for effective self-organization, while university students with digital competence have metacognitive knowledge about their own knowledge and abilities and about the ways of applying them in different situations. The results obtained indicate a specific metacognitive regulation of the use of digital technologies among college and university students and can be applied in psychological and pedagogical support programs facilitating their adaptation to the digital educational environment.
metacognition concerning problematic smartphone use
Manifestations of irrationality in gifted children
Gifted children are often characterised by high abilities in specific domains, asynchronous mental and emotional development, heightened cognitive needs, strong motivation for mastery in specific domains, persistence, perfectionism, difficulties with self-regulation, heightened sensitivity and excitability, low self-reflection, and fluctuating self-esteem. The relevance of studying irrationality in gifted children stems from the need to understand how these very psychological characteristics, which facilitate exceptional achievement, may manifest as irrational tendencies that impede social adaptation and learning. In this study, irrationality is conceptualized through the lens of S. Epstein’s cognitive-experiential personality theory, where it arises from the operations of the experiential information processing system. This system is characterized by its speed, intuitiveness, and reliance on prior experience, associations, and emotions. Information encoded by the experiential system through memories, images, and metaphors is often perceived as ‘vibrations’, intuition, instincts, and internal sensations, which can foster irrational fears and belief in conspiracy theories. Heuristic processing of experience is also considered a source of irrationality. Epstein himself links a predisposition toward this mode of information processing with maladjustment. Consequently, this article analyzes the documented characteristics of gifted individuals to identify specific manifestations of irrationality. The primary research method is a systemic analysis of scientific literature, which allows for the synthesis of existing data and the identification of key aspects of the subject in question. The analysis reveals that irrationality in gifted individuals manifests across several domains, including cognitive, emotional, and creative spheres, as well as in behavioral patterns and the dynamics of their mental development. A deeper understanding of these manifestations is crucial for developing tailored educational and support programmes, representing a vital step toward creating a safe educational environment that fosters the harmonious development of gifted children.
Regulatory pressure, group identity, and attribution of responsibility as factors in the acceptance of artificial intelligence by university teachers
This article presents a theoretical analysis of the key socio-psychological barriers and resources influencing the acceptance of artificial intelligence (AI) technologies by university teachers. The digital transformation of education is often viewed as a purely technological process. However, it is essential to understand that it constitutes a social and psychological phenomenon that affects the deep foundations of the professional academic community. The discussion focuses on three interrelated constructs: regulatory pressure within the academic environment, the dynamics of professional group identity, and the mechanisms of responsibility attribution in the human–algorithm system. The study integrates the social influence theory (S. Asch, S. Moscovici), social identity theory (A. Tajfel, J. Turner), attribution theory, and moral responsibility theory to demonstrate that resistance to AI integration often stems not from individual lack of competence, but from a perceived threat to group identity based on the exclusivity of expert knowledge. Regulatory pressure from administrative institutions (university administration, relevant ministry) generally leads to conformist yet rigid acceptance, whereas informational influence from referent groups of innovative colleagues promotes genuine technology integration. Particular attention is given to analyzing the issue of responsibility distribution, where a key condition for acceptance is preserving the university teacher’s role of a moral agent. The problem of attributing responsibility is not technical, but existentially-psychological. Its resolution requires not so much training in working with AI as developing new models of professional identity and creating clear ethical frameworks. The article concludes that managerial and educational focus should shift from technical training to addressing group dynamics, developing a new ‘hybrid’ professional identity, and establishing clear ethical guidelines that eliminate the burden of moral uncertainty. Promising directions for further research include the empirical verification of the proposed theoretical model, the development of methods for diagnosing the type of teachers' professional identity, and the piloting of psychological support programs aimed at forming readiness for digital transformation.
Psychological well-being and life satisfaction among female students of different marital status in Uzbekistan
This study is devoted to the psychological wellbeing and life satisfaction of female students with different marital status in Uzbekistan. Modern society has been associated with changes in the family structure and an increasing number of single-parent families and divorces. Transformation of traditional ideas about family and marriage has led to a diversity of family statuses. At the same time, marriage often coincides with a woman’s study at a higher educational institution. One should take into account that changes in social status and the specifics of current family affairs can have different effects on female students’ educational motivation, academic performance, and emotional state. In their student years, married women may take an academic leave or face difficulties with their studies or social integration. In Uzbekistan, like in other countries, the status of a married woman is inextricably linked to increased family pressure, societal expectations, and self-realization problems. This makes the study of psychological well-being and life satisfaction among female students of different family status particularly relevant. Our research involved female students from various fields of study at higher education institutions in Tashkent. The sample consisted of women aged 19 to 27 ranging in marital status. The average age was 22, with 34 unmarried and 8 married students. We used C. Ryff’s Psychological Well-Being Scale adapted by N. N. Lepeshinsky to determine the level of psychological well-being and N. N. Melnikova’s Life Satisfaction Questionnaire for life satisfaction. A comparative analysis discovered that the study groups differed most notably in self-acceptance characteristics. Thus, married female students in Uzbekistan have a higher level of self-acceptance compared to unmarried females. In addition, married students report higher life satisfaction, which may be due to marital relationship and overall stability. Our results may be instrumental in developing psychological support programs for female students ranging in family status to help them improve their psychological state, overcome family-induced psychological difficulties with their studies, and stand a higher chance of successful self-realization in the future.
Structural specifics of the semantic sphere in orphaned adolescents
This article presents the results of an empirical study aimed at revealing the content and structure of the semantic sphere in orphaned adolescents. Despite extensive research on the psychological content and consequences of parental deprivation, several aspects remain unexplored. A noticeable gap is found in the issue of the relationship between parental deprivation and the meaning-making sphere of orphaned adolescents. The semantic sphere is conceptualized as a dynamic system that forms naturally within the personality structure, reflecting the meaningfulness and significance of lived experiences and serving the function of mediating interaction with the surrounding reality. The study proposes a structural and functional model of the semantic sphere. It integrates cognitive, reflexive, positive-affective, and negative-affective components. Each component possesses distinct content and regulates the risk of maladaptation. The study involved 100 orphaned adolescents aged 15–17 years. The methodological complex was based on the organizational requirements of comparative and integrative approaches, as well as the ethical principles of psychodiagnostics. The methodological battery included questionnaires and observational charts. The findings reveal the ability of orphaned adolescents to search for meaning in various aspects of life, existence, experienced crises, and in their satisfaction with communication and self. Orphaned adolescents focus on the search for life meaning. Their semantic sphere was found to be highly differentiated, comprising seven integral characteristics. A leading role is attributed to negative affectivity. The process of meaning-making in these adolescents involves comprehending personal crisis experiences, their own communicative and social problems, and feelings of loss. This negative affectivity is associated with indicators of addictive and antisocial behavior. The paper outlines the prospects for further research on the impact of parental deprivation on the adolescent semantic sphere. The described characteristics of the meaning-making sphere in adolescents who have experienced and realized crises of parental deprivation pave the way for establishing a reflexive dialogue with them.
Organizational and pedagogical conditions for a child’s development in a school theater
The recent attitude towards school theater can be described as a revival of its traditions in Russian pedagogy. The purpose of a school theater is to create conditions for the comprehensive development of a child’s personality based on the child’s natural capacity for dramatization. New tasks of the school theater are reflected in the documents of the Ministry of Education, which emphasize the need to create a theater in every school: Order of the Ministry of Education of the Russian Federation on the issues of creating and developing school theaters in educational organizations of the subjects of the Russian Federation (dated February 17, 2022, No. 83), Protocol of the Ministry of Education of Russia on the formation of the list (register) of school theaters (dated May 6, 2022, DG–1067/06). The school theater, becoming a component of the educational process, requires the development of a new model of functioning, in which the target orientation and effectiveness shift from focusing on staging performances and children's participation in holiday productions to the harmonious development of the personality, taking into account their needs, satisfying demands, and addressing the goals of the educational standard. The outcomes of a school theater’s activity correspond to personal, meta-subject, and subject-specific (arts and technologies) learning outcomes at each stage of a child’s development. New prospects for the development of school theaters in accordance with socio-cultural demands require consideration of organizational and pedagogical conditions when establishing them in a modern school. The organizational and pedagogical conditions for the functioning of a school theater include consideration of the characteristics of the modern generation of schoolchildren; the subject–subject nature of interpersonal interaction in theatre classes; development of educational programs for school theatre in accordance with the education quality and learning outcomes requirements of the Federal State Educational Standard (FGOS); integration with other components of the educational process, such as academic activities (subject areas), extracurricular activities, out-of-school activities, and social partnership; application of theatrical, game-based, interactive, problem-based, and project-based methods of work at all stages of education; ensuring that the teacher in the theatre specializes in artistic education with a theatrical profile; availability of methodological and material–technical resources for the school theater; and openness of the educational process in constant dialogue with society, including the recognition of consumer satisfaction as an indicator of success and effectiveness.
organizational and pedagogical conditions