The Introduction presents the substantiation of the relevance of the features study of the self-concept and the nature of the self-relationship of subjects with different somatic health statuses. The theoretical analysis of the successful socialization determinants in people with poor somatic health is presented. The features of the attitude towards oneself and others in subjects with different somatic statuses as a factor in optimizing interaction are described. A meaningful description of the barriers to socialization in people with health problems is given. The study is novel in the identification and description of the self-concept elements with the low status of somatic health. The article includes a comparative analysis of the self-relationship features and self-concept characteristics in a person with different somatic health statuses.

The «Methods» section describes the purpose, sample, and methodology used to test the respondents. The «Results» section shows specific profiles of the self-concept of individuals with different levels of somatic well-being. This section contains an analysis of the results of an empirical study of the features of the self-concept and the nature of the self-attitude of subjects with different somatic health statuses.

The Discussion provides a description and interpretation of the results of the empirical study. Empirical research data show the presence of individual resources and risks of socialization of a subject with poor somatic health. For the first time, the role of the components of the self-concept and self-attitude of persons with somatic problems in socialization is shown.

The Conclusion emphasizes the role of subjective factors in the successful socialization of a person with somatic health problems in the current situation. The directions of psychological support for the successful socialization of a person with a low status of somatic health in modern conditions are presented.

The article is devoted to study the dynamics of motivational and meaning formations in medical university students, since the formation and development of the value-meaning personality structure is a seamless component of the university activity. The study is novel in the exploring of how the specifics in the structure of motivational-meaning formations, motivational structure and life-meaning orientations of medical students changes while three years of studying in university.

The Introduction presents the study’s relevance, which is related to the increasing role and importance of motives for the behavioral attitudes of students in predicting trends in the modern educational process. The analysis of the theoretical approaches to studying the problem of motivational and meaning formations of students at the stage of study at the university is given. The empirical object of the study was 100 students who were examined at the 1st year and then at the end of the 3rd year.

The Methods section lists statistical methods and following methodological tools: the Motivational-Meaning Formations Test authored by Y. M. Orlov and B. A. Sosnovsky, the Life-Meaning Orientations Test by D. A. Leont’ev, the Value Orientations Method by M. Rokich, and Diagnostics of the Motivational Structure of Personality by V. E. Milman.

The Results section shows that transformation in motivational and meaning formations of medical students happens by the 3rd year. There are also differences in the expression of motivational and meaning formations between students of the 1st and 3rd courses.

In the Discussion section the author notes that the statistical significance of differences was revealed in the expression of motivational and meaning formations (needs and satisfaction) among students of a medical university concerning the need for affinity, cognition, and training. It was observed according to the components of the motivational structure and life-meaning orientations among the group of respondents studied in the article.

The article presents the results of approbation and standardization of the research questionnaire "Cognitive Personality Maps".

Introduction. The purpose of the questionnaire is to identify the type of cognitive map of personality. The questionnaire is based on the provisions on cognitive schemas by W. Neisser, E. Tolman, F. N. Shemyakin. The main types of maps are: a path map as a diagram of the relationship between objects, based on a phased resolution of current situations, and an overview map, which is characterized by a desire to resolve situations taking into account the consequences, a pronounced orientation to the future. The novelty of the study lies in the creation of a questionnaire that allows you to identify the type of cognitive map of a person using mathematical methods, and not just a qualitative analysis.

Methods. To study the type of cognitive personality maps, the author's research questionnaire "Cognitive Personality Maps" is proposed, which consists of 20 statements and involves 3 response options.

Results. 410 respondents took part in testing the questionnaire. At the first stage, the coefficient of linear correlation between the parts of the questionnaire was calculated, and the constancy of the questionnaire was studied. At the second stage, the content and criterion validity of the questionnaire were studied. During the standardization procedure, the calculated values of Cronbach's α-coefficient were in the range of 0.8–0.9, which indicates the development of the questionnaire, the balance of its parts and the possibility of its assessment as a reliable and valid diagnostic tool. In the process of approbation, types of cognitive personality maps were identified: path map, overview map, indefinite type of map.

Discussion. The results obtained were compared with the results of similar studies of the type of cognitive maps using the technique of cognitive mapping. The results have a high degree of agreement.

The Introduction justifies the relevance of the students’ notions study about the subjective determination of success in modern communication. The section describes the results of the theoretical analysis of successful communication determinants in the context of information mobility. The main directions of the transformative activity of the student aimed at the self-development of communicative competence in the conditions of the information environment are described. The novelty of the study lies in the identification and description of the success factors of students as a subject of modern communication in the information space.

The «Methods» section contains the characteristics of the study sample and a description of the questionnaire developed by the author, which is applied in this study.

The «Results» section reflects the role of notions, reflection of communicative experience, and success achieving ways in the various communicative schemes in information mobility. It contains a criteria analysis for the development of communicative competence of students in the context of information risks.

The «Discussion» section contains a description and interpretation of the results of an empirical study of students’ concepts of determinants of success in modern communication in terms of mobility.

In Conclusion, it is emphasized that there is a connection between communicative competence, subjective notions of the factors of success and the effectiveness of students as subjects of modern communication. It is concluded that the level of understanding of the specifics of various types of communication under the conditions of information mobility contributes to the success of the students.

Introduction. The problem of meaning aspects in first-year students' adaptation to the university still relevant, because it is not well studied. The aim of the research is to study the peculiarities of first-year students' adaptability in connection with the personality life position, ontological security and meaning of life orientations. Novelty of the research lies in exploring the connection between ontological security, personality life position and adaptability.

Methods. 109 first-year students participated in the research. We used «Method of Research of Students Adaptability in the Higher Educational Establishment» (T. D. Dubovitskaya, A. V. Krylova), "Test of meaning-life orientations" (MLO) (D. A. Leontiev), "Personality life position" (PLP) (D. A. Leontiev), psychometric method "Ontological security" (OS(PM)) (N. V. Kopteva).

Results. Significant positive correlations were found between general meaningfulness of life, general ontological security and level of adaptability. The most significant medium strength correlations with the scale «Adaptation to the study group» were obtained with the following scales: "Process of life" of the MLO, "Harmony with Life" of the PLP methodology, "Vital contacts with the world" of the OS(PM). For the scale «Adaptation to the educational activity» medium strength significant correlations were obtained with the "Purpose in life" and "Locus of control – Self" scales.

In the Discussion we indicate the consistency of our results with the available results. It confirms the importance of using meaningful education methods.

This article is devoted to the problem of studying the features of achievement motivation among students with different activities in using computer games.

The Introduction substantiates the relevance of the study of the relationship between the various degrees of students’ play activity and the peculiarities of the development of achievement motivation and gives a theoretical overview of foreign and Russian approaches to the study of achievement motivation. The study is novel in obtaining information about the relationship between achievement motivation and nonprofessional and professional gaming activity.

The Methods section describes methods for investigating the relationship between achievement motivation and gaming activity.

The Results section presents the data obtained during the empirical study. The predominance of online games in the gaming activities of the group of ‘cybersportsmen’ and the predominance of single-player games in the group of ‘nonprofessionals’ was revealed. Statistical data processing made it possible to prove the relationship between these parameters and to give a qualitative analysis of the phenomena studied. It is determined that esports players significantly more often prefer online games and nonprofessionals, respectively, single-player. There were no significant differences between the compared groups (esports players and nonprofessionals) in the frequency of activity in computer games, preferences for playing alone or in a team, Internet-dependent behavior, motivation to achieve success and motivation to avoid failures. At the same time, some indicators were very close to significant values. It is an indicator of motivation to avoid failures and an indicator of preference for playing alone or in a team. It can be assumed that these results were probably caused by a relatively small sample, and with the expansion of the study, these indicators would have reached a significant value.

The Discussion section provides an interpretation of the results obtained on the relationship between the characteristics of achievement motivation in students with different activities using computer games.

The article is devoted to the influence of the ideas of representatives of the Russian abroad of the beginning and middle of the twentieth century on the formation and development of pedagogical thought and the theory of pedagogy. The concept of comparative pedagogy proposed by N. A. Hans was considered.

In the Introduction, on the example of the analysis of the concept of comparative pedagogy proposed by N. A. Hans it is shown that the range of approaches to the consideration of traditional comparative issues can be expanded due to its analysis through the prism of teachers belonging to certain, including secret, social associations. The novelty lies in the consideration of the problem of pedagogical comparative studies in assessing the belonging of teachers to Freemasonry, in the logic of the N. A. Hans approach.

Methods include selection as an empirical source of N.A. Hans's programmatic work on comparative pedagogy. Research methods include content analysis, comparative analysis, cluster analysis, interpretation, and generalization.

The "Results" section presents data from content-analytical studies, reflecting the frequency of N. A. Hans to the theoretical heritage of the persons he ranks among the authors devoted to Freemasonry.

In the "Discussion" section, an analysis is given of the contribution of persons whose pedagogical activity is connected with the ideas of fraternal associations, the ideology of cosmopolitanism, and global citizenship. One of the clusters uniting teachers of various typological groups is analyzed in detail, which includes Comenius and Fichte. The arguments and position of N. A. Hans regarding the influence of their pedagogical concepts on the theory and practice of education and upbringing are presented and evaluated. The analysis of the pedagogical heritage of Comenius and Fichte showed that there are two ways of influencing Masonic ideas on their adherents. The first way makes it possible to transform the system of pedagogical views from the idea of ​raising national identity to the ideas of its loss and popularization of the ideal of a citizen of the world (Comenius). The second option shows the way from the ideas of cosmopolitanism to the idea of national superiority (Fichte).

The "Conclusion" section reflects the most important results of the study.

The Introduction justifies the relevance of the study of adaptation features in people with different levels of self-esteem in terms of mobility. The results of the theoretical analysis of the factors that determine the successful adaptation of individuals in modern reality are presented. The features of subjective perceptions, self-esteem and self-attitude as determinants of adaptation are described. The characteristic of barriers to the adaptation of the individual arising in new conditions is described. The novelty of the research lies in the identification and description of the content of subjective ideas about the determination of successful adaptation in a situation of increased mobility.

The following Methods were used: Factors of Successful Adaptation by T.N. Shcherbakova and H.H. Tamaskhanova, The Need for Achievement Test by Y.M. Orlov, V.I. Shurkin, and L.P. Orlova, and Self-Assessment Test by S.A. Budassi. A comparative analysis of the achievement needs of individuals with different levels of self-esteem was carried out.

The Results section presents data that indicate the specifics of subjective ideas about the determination of successful adaptation. In most cases, students with successful adaptation are characterized by a high level of self–esteem (51.3%), a less pronounced average level (37.4%), and even less - lowered (11.3%). The criteria of successful adaptation indicated by the respondents are more based on the social recognition and productivity categories, and lesser on the content of internal experiences.

In the Discussion section contains the description and interpretation of the results of the study of subjective ideas about the determination of successful adaptation in conditions of mobility in people with different levels of self-esteem are presented. The results of an empirical study show the presence of individual resources and the risks of personal adaptation in a situation of mobility.

In Conclusion section the role of subjective factors in the success of personality adaptation in the conditions of mobility is emphasized. The section also presents an algorithm for psychological support of personality adaptation in modern conditions.