The article is devoted to the study of modern opportunities for creating relationships that may seem limitless in the context of a large-scale distribution of dating apps.
The Introduction includes general trends in people's access to digital means of communication. An overview of foreign research on the possibility of establishing long-term relationships through online Dating is given. For the first time, we consider the possibility of forming close emotional relationships by means of digital communication through the prism of attachment theory.
In the section Materials and methods we describe the hypotheses about the behavior of users when using apps. To study the relationship between the style of attachment and people's choice in favor of online communication, we selected survey methods, conversations, and a test to determine the style of attachment.
We analyze the attachment styles that are most common among users of digital apps. This makes it possible to consider the problem of relationship formation from the point of view of those features that are inherent in each style and that can be leveled or enhanced in digital interaction.
The question is investigated: can online communication smooth out the difficulties in relationships that are registered in people with unsafety attachment?
The Results section includes data that the Internet space can increase disunity between people, creating an illusion of greater opportunities and ease of communication. At the same time, it can also provide a chance for the emergence of close relationships, if people are able to overcome the difficulties that precarious attachment entails. The most important result is obtained on the pre-existing attachment style for users of knowledge applications. This is an avoidant attachment style.
The Discussion of results section highlights a number of areas for further research, and provides recommendations on what to do to ensure that meetings occur more frequently in conditions of increased digital probability.

The current article discusses issues relevant to the higher education system related to the main types of humane influences of teachers on students, their role in the development of motivation in the educational process. In particular, the level of productivity of teachers with a humanistic orientation, the effectiveness of the teacher's influence on students with various forms of influence is considered. Purpose of the research: to study the technologies of the teacher's humane influences on students for the development of student motivation in the classroom. Analysis of theoretical literature showed the importance of the teacher's humane influence on students and the role of motivation in the educational process. Research methods: testing and questioning, including the author's questionnaire and methodology for diagnosing student learning motivation (A. A. Rean and V. A. Yakunin, modified by N. Ts. Badmaeva). In the empirical part of the study, we obtained the following results: the dominant motives of educational activity are professional and educational-cognitive motives; the least expressed motives among students – the motives of avoidance, the motives of prestige and the motives of creative self-realization. Discussion of the results: According to numerous scientific studies, the most effective in the educational process at the university are precisely the humane (positive) influence of teachers on students. The results revealed in our empirical study showed the relationship between the use of technologies of humane influences of teachers on students and the level of students' motivation. The novelty of the research lies in the fact that the most frequently used humane (positive) influence of teachers on students, identified in our study, are “advice and suggestion” and “encouragement of independence”, which positively affects the cognitive motivation of students' learning activities.

The article provides an overview of theoretical approaches to speed reading in russian and foreign science, discusses practical methods for increasing reading speed, and analyzes the impact of reading speed on the individual. In the introduction, the author reveals the relevance of the topic, which is determined by the social demand for innovative teaching methods in general and effective reading methods. In theoretical background the author considers the works of Russian and foreign authors devoted to the study of the phenomenon of speed reading as an acquired skill, ways of developing this skill and hindrances that hinder learning, analysis of reading as a psychophysiological process, its technical and semantic components, as well as the impact of reading on the individual. The success of using training tools to develop speed and quality of reading depends on the accuracy and depth of theoretical understanding of the psychological mechanisms underlying based on mastering the speed reading skill. Reading is a complex cognitive skill. Mastering the skill of rapid reading without losing the quality of learning requires a special organization of the learning process, taking into account the understanding of the cognitive mechanisms underlying speed reading, on the one hand, and the motivational and semantic component of the student's personality, on the other. The novelty of the research lies in the synthesis of scientific knowledge in the field of cognitive skills development and a semanticdidactic approach to the organization of the speed reading learning process. In Discussion, the author proves that with the above approach to understanding the competence of speed reading, it can become not only a method of optimizing and improving the efficiency of intellectual labor, but also a way to improve and develop the individual as a whole.

This article reflects the results of an empirical study of motivation for body modification in young people, as well as their image of the body Self. The section Introduction describes the relevance of the study of body modifications in the context of the study of the Self-body image. The Methods section provides a brief description of the diagnostic device. We used the author's questionnaire «Motivation for body modification» and the verbal test questionnaire «body image research Questionnaire» by D. Jade. Descriptive statistics and the Kruskal-Wallis test were also used. In the sections Results and Discussion of results, the author analyzes the empirical results, which revealed that subjects with body modifications mainly identify the following reasons for body transformations: decoration of the body, philosophical views of self-assurance. Young people without body modifications also identify reasons such as body adornment and self-affirmation. It was studied that young people with body modifications have a more positive attitude to their body image. It was noted that girls perceive their body more positively than boys, regardless of the presence of modifications. The author emphasizes that it is guys without body modifications who have the most negative attitude to their body. The Conclusion section describes that body modifications serve as a kind of push to increase the self-perception of respondents, but this method of optimizing self-esteem can bring physical pain, blood poisoning, and other negative health consequences. The research novelty consists in the development of psychodiagnostic tools in the form of a questionnaire aimed at studying the causes encouraging body modifications, as well as attitudes towards alloplastic transformations. A comparative analysis of the problem of motivation for body modification in the context of studying the image of the bodily I in boys and girls is presented.

In this paper, the introduction for the first time systematizes the psychological tasks that need to be solved in modern IT companies, including the search for non-standard solutions when performing professional tasks and organizing constructive interaction with clients and when working in a team. Further, when describing the methods and research program, two areas of understanding of the term «visualization» are presented (as a training technique and as an internal process of working with images), and arguments are given for using visualization in training web developers. The author focuses on the fact that visualization allows you to enter transformable images into the inner picture of the world, giving them a personal meaning. As a result, visualization allows you to form images that create a «plan of automated thinking» in training, which allows you to simplify insignificant ones and thereby focus on key constructs that need to be worked out. After that, the article provides opportunities for using visualization to increase the level of creativity of web developers. The author presents the results of research on the possibilities of using active visualization techniques in the development of web developers' creativity. The novelty of the study lies in the fact that it was found that training using visualization increases nonverbal creativity, imagination, curiosity, parameters of object movement, parameters of reflexive activity. In self-observation diaries, program participants noted their achievements and the benefits of using visualization in their work, described the increase in the level of observation, nonstandard vision of problems that they need to solve. Respondents noted that using visual technologies made it easier to interact with customers and team members. All this is also noted by the organization's management after the program is completed. For the first time, the features of using visualization as a psychological method of training in the activities of web developers are described, and the effectiveness of its application is proved.

The article presents an analysis of the indicators of the dynamics of the life-sense strategies of an individual in conditions of an internal armed conflict and in the postconflict period. Considered in the Introduction section are theoretical approaches to the definition of an armed conflict and the state of a person in extreme conditions. The author analyzes the results obtained during the implementation of the first stages of empirical research carried out by testing the program for the formation of life-sense strategies of the individual in conditions of internal conflict and in the post-conflict period. The author analyzes the results obtained during the implementation of the first stages of empirical research carried out by testing the program for the formation of life-sense strategies of the individual in conditions of internal conflict and in the postconflict period. The main purpose of the program is to reformat the life-sense strategies of a regressive orientation in a person experiencing stress into a progressive one. To assess the effectiveness of the program, a comparative analysis of the dynamics of the expression of the indicators of life-sense strategies among respondents before and after the program for the formation of life-sense strategies was carried out. The Methods section provides a brief description of the diagnostic apparatus. The following techniques were used: WAM technique (well-being-activity-mood); A.Beck's depression questionnaire; D. Russell and M. Fergusson’s method of express diagnostics of the level of social isolation of the personality; V.F. Sopov and L.V.Karpushina’s morphological test of life values (MTLV); D.A. Leontyev’s test of life-sense orientations (LSO); scale of basic beliefs (World Assumption Scale - WAS). In the Results of the results section the author analyzes the experimental results, during which it was determined that in the process of participation in the program there was a tendency towards positive transformations in the structure of the life senses of the respondents; meaningful orientations. In the Discussion section, it is concluded that these changes are insignificant and require a longer correction period in the post-conflict period, using the administrative resource of the region. The novelty of the research lies in the fact that for the first time the transformations of life-sense strategies among the civilian population during the period of armed confrontation were studied, a program was developed and implemented to form constructive life-meaning strategies among the population in conditions of an internal armed conflict.

The article is devoted to the identification of personal predictors as a problem of the connection of personal characteristics and the radical orientation of persons of the category of special attention. The novelty of the study is that personal predictors of persons of the special attention category have been identified. In the Introduction, a theoretical and methodological justification for the study of personal predictors of participants in destructive groups was carried out. As part of the empirical part of the work, the results of the experimental study on methods are presented - the methodology for determining the value orientations of M. Rokich; the technique "Meaningful orientations" (LSS) by D. A. Leontiev, the technique for diagnosing self-esteem Dembo-Rubinstein (modification by A.M. Parishioner); Life Style Index technique - questionnaire by R. Plutchik, G. Kellerman, H.R. Conte, methodology "Motivation Structure" by S.V. Khusainov. According to the methodology for identifying the personality motivation structure, it is determined that the leading motivational activity of the personality is associated with the manifestation of social activity. Factors guiding activity are united with each other show the aspiration of the relationship being built, and this is society (motives - friends, acquaintances, neighbors, employees), family (motive - children) and self-esteem (motive - attitude to the respondent). Material and religious activity is in the background. The author showed that destructive behavior is one of the leading objects of interest for research in modern psychology. The problem of studying destruction involves attempts to explain the prerequisites of destructive behavior. Of particular interest is the study of the features of destructive behavior in persons of the category of special attention. These data indicate that it is necessary to conduct regular personality studies in the field of destructive behavior of radical groups. The results of the study can be used by psychologists in the field of destructive behavior. The article was prepared as part of the implementation of the program "Ethnocultural diversity of Russian society and strengthening of the all-Russian identity." Project "Factors and Causes of Personality Radicalization in a Culturally Complex Regional Community."

The Introduction of this work substantiates the relevance of the applied research, which determines a parental aggression in the context of intra-family relations. Theoretical aspects related to the parental aggression, as well as aggressive parental behavior models and their projections onto the child’s self-attitude and activity, are also described in the introductory part. The introduction also contains substantive characteristics of the regulatory and control means over the aggression manifestation in the field of childparent relations. Comparative analysis of the destructive and «biologically adapted» aggression in the field of child-parent relations is also presented in the introduction of this work. The Methods part presents a diagnostic toolkit used primarily to study parental aggression level and features of child-parent relations, as well as ways of self-regulation, reasons for aggressive behavior and its acceptability in a communication with a child. The Results part explores the role of emotional intelligence and parent’s psychological competence in the process of building productive and healthy relations between a parent and a child. This chapter also contains the description and interpretation of the empirical research conducted to evaluate different characteristics of parents, such as level of aggression and hostility, level of self-regulation and state of the emotional intelligence. The Discussion part includes the analysis of the factors determining parental aggressive behavior. These factors are categorized and used to create the psychological profile of an «aggressive parent». In the conclusion part of this work, the relation between aggression and self-regulation, as well as between aggression and emotional intelligence, which was found during the empirical research. The influence of increasing self-regulation and emotional intelligence at the ability of parent to control their behavior and emotions, as well as role of these factors in building healthy child-parent relations are also shown in this chapter. Based on the results of this work, we propose to develop a program for the prevention and psychological correction of parental aggression. The main idea of this program is to raise the level of emotional intelligence and the general level of self-regulation.

The article presents a new look at the problem of assessing students' competencies. The section "Introduction" describes the problems of ensuring the reliability of the results of assessing competencies that currently exist in the vocational education system. The distinctive features of competencies that must be taken into account when developing and using assessment tools to identify their development are shown. It is noted that the difficulties of the assessment process are primarily due to the complex structure and deep latency of competencies. In the section "Theoretical substantiation", based on the research of a number of foreign authors, the novelty of the method of designing assessment tools and processes based on the principle of evidence-based argumentation for obtaining factual data on learning outcomes is shown. The conceptual basis of evidence-based argumentation using the Evidencebased Assessment method is based on the sequential development of a number of assessment models: construct, assignment, assembly, statistical processing of results and their interpretation. An important condition for the manifestation of competencies is the planned activity of the subjects in the assessment situation. In the section "Discussion of the results" it is noted that in domestic education the models of evidence-based comprehensive assessment of students' competencies, which ensure high reliability and validity of the results, have not yet found wide application. The approach proposed in the article can be useful for teachers of the higher education system when planning the results of mastering educational programs and using scientifically based methods for constructing means of assessing the cognitive and competence achievements of students. In the conclusion, the conclusion is formulated that the proposed method of using models of evidence-based argumentation can contribute to the further development of control and assessment activities to reduce errors in the assessment and obtain data that contribute to improving the quality of training in a competence-based approach.

Introduction. The article deals with the actual problem of modern education - the transformation of education in primary school in the context of digitalization. For the first time, the article examines both the positive and negative aspects of digitalization of primary education both from the perspective of a primary school student and from the perspective of a teacher, an attempt is made to systematize the main psychological and pedagogical problems of digitalization of education in primary school.
Theoretical substantiation. The success of mastering knowledge at primary school age is influenced by both external factors (peculiarities of the socio-cultural environment, the level of material well-being of the family, ethnic and religious affiliation, the status of an educational institution, place of residence (metropolis, small town or village, rural area), etc. and internal factors (individual physiological characteristics, the level of development of higher mental processes, personality traits, features of the development of the cognitive sphere, the nature of educational motivation, etc.). One of the factors that have a significant impact on the level and quality of education in primary school at the present stage of the development of civilization is the digital environment. The widespread penetration of digital technologies into the mass school imposes completely new requirements on both teachers and students. The new quality of education is achieved in completely new ways. However, the introduction of digital learning into educational practice, along with obvious advantages (accessibility, clarity, information richness, etc.), inevitably generates a number of psychological and pedagogical problems for all subjects of learning. These issues affect both students and educators.
Discussion. The analysis of psychological and pedagogical research has shown the presence of a number of problems associated with the digitalization of teaching in elementary school for both students and teachers. The difficulties of schoolchildren are associated with disproportions and distortions in the development of the cognitive sphere (attention, memory, thinking and speech), the communicative sphere (reducing the real number of interactions and transferring communication to the online sphere), the presence of somatic problems (deterioration of vision, posture, underdevelopment of fine motor skills). The difficulties of teachers are associated with the development and application of information technologies in the real educational process.