The article is devoted to the study of an actual psychological and pedagogical problem, namely, the problem of school performance. In particular, the psychological characteristics of the personality of primary school students, which can affect the level of academic performance, are considered. The motivation for learning and anxiety were selected as psychological features. The section Introduction indicates the relevance, purpose, and hypothesis of the study. The theoretical analysis of literary sources has shown that personal qualities affect the academic performance of schoolchildren. In the Methods section, the object and methods of the study are indicated. The object of the study was the students of the primary school (4th grade) of Lyceum No. 27. It was attended by 72 both girls and boys. The study was conducted in the fall of 2020. Research methods: testing "Focus on the acquisition of knowledge" (E. P. Ilyina, N. A. Kurdyukova) and the scale of expressed anxiety SMAS (A. M. Parishioners). The Results section includes the data obtained by the authors. The empirical part of the study obtained the following results: student motivation is associated with academic performance, that is, the higher learning motivation, the higher the level of the student, level of anxiety is not associated with academic performance; there was also an inverse relationship between the level of motivation to learn and anxiety, that is, the higher the anxiety, the lower the motivation to learn. The hypothesis was partially confirmed. In the section Discussion of the obtained results, the author talks about several areas for further research. It was planned to develop recommendations for teachers.

The novelty of the research lies in the analysis of the peculiarities of the relationship between the parameters of educational strategies and the mechanisms of adaptation of first-year students. The theoretical significance of the study lies in expanding the understanding of psychological characteristics that arise in students when communicating with their parents in relation to the peculiarities of educational strategy, as well as when choosing adaptive mechanisms for successful study at a university. This article reflects the results of theoretical and empirical research on the study of the peculiarities of the influence of parent-child relations on the success of adaptation of first-year students. We interviewed 60 first-year students and their parents. In the introduction, within the framework of the theoretical component, the concepts of adaptation, adaptability, types of child-parent relationships are considered. In the empirical part of the study, diagnostics of parent-child relations, analysis of family relationships and socio-psychological adaptation were carried out. The section "Methods" describes the techniques that were used in this study: test-questionnaire of parental attitudes towards children (A. Ya. Varga, V. V. Stolin); "Analysis of Family Relationships" E.G. Eidemiller and V.V. Yustitskis; method "Socio-psychological adaptation", developed by K. Rogers and R. Diamond. Spearman's correlation coefficient, Mann-Whitney U-test, Student's t-test were used as the main statistical methods. During the research, two hypotheses were formulated. The first hypothesis is that there are differences in the types of parent-child relationships among technical students and humanities students. The second hypothesis suggests that the success of adaptation of first-year students can be influenced by parent-child relationships. The section "Results" reflects the obtained data, including in figures and tables. The analysis of the data obtained by each method separately is presented. In our opinion, they are of particular interest and require further research in this area. The Discussion of Results section is a generalized analysis of all the data obtained. The conclusions are given in the "Conclusion" section. The results of this study can be used in the work of psychologists in family planning centers, on the helpline, as well as in the development of family therapy programs. The research is of interest from the point of view of family counseling.

The article deals with a compliment as an important component of interpersonal communication. In the Introduction, the author reveals the relevance of the topic under study in connection with the problem of establishing and maintaining relations between people, their further harmonization, and achieving effective conflict-free interaction. In the theoretical substantiation, the author provides an overview of the main approaches to the consideration of the phenomenon of a compliment in Russian and foreign studies; including the issues of similarities and differences of a compliment, flattery, and praise; the influence of compliments on the quality and nature of communication. The novelty of the research lies in the identification and systematization of the functions of compliments in interpersonal communication, the description, and structuring of their formal and substantive characteristics, the analysis of the relationship with similar speech utterances. As this phenomenon is also studied in linguistics, the interdisciplinary approach to the consideration of compliment had a place to be: in the context of socio-psychological and linguistic knowledge. In the Discussion section, the author emphasizes the main areas of research of Russian and foreign authors, which allow us to talk about the importance of compliments in interpersonal interaction. In conclusion, the most important functions that a compliment performs are highlighted: 1) establishing and maintaining friendly relationships or harmonizing interpersonal relationships; 2) providing emotional support; 3) observing etiquette; 4) giving pleasure to the interlocutor; 5) meeting the partner's needs for recognition and approval; 6) constructive or creative (in a conflict discourse); 7) providing psychological influence; 8) an alternative to other speech acts. The author emphasizes the lack of knowledge of this topic, outlines further prospects for research.

The Introduction provides a rationale for the relevance of the study of the relationship between adaptability and the determination of student success in the context of modern risks. The results of the theoretical analysis of subjective factors – determinants of success in student age are shown. The main directions of student activity aimed at positive transformation and self-development are described. The author gives a meaningful description of the role of ideas about the ways of developing the adaptability of the individual as a factor of hanging success in conditions of uncertainty. The novelty of the research is to identify and describe the subjective factors of students' success in the conditions of modern risks. The content of the article includes a comparative analysis of various types of adaptations and their effects on the practical activity of a developing subject. The Methods section describes the methods and questionnaires used in the study.The sample is described - students of the Faculty of Psychology of the Don State Technical University (DSTU). The Results section shows the role of reflection on the experience of adaptation and success in designing a constructive individual trajectory of advancement in educational and professional activities. This module contains an analysis of the criteria for a high level of development of students' adaptability in the conditions of modern risks. The Discussion of the results presents a description and interpretation of the results of an empirical study of students' ideas about adaptability and the determinants of success in modern conditions. The data of the empirical study show the importance of students' ideas about success factors in the regulation of behavior and activity. For the first time, the role of the development of individual motivation for personal growth and stability in determining the productivity of students' behavior in the conditions of modern educational and social risks is shown. In Conclusion, the author emphasizes the relationship between the degree of adaptability and the success of the students' personalities. The conclusion is made that the level of understanding of the specifics of the manifestations of uncertainty in the current situation contributes to the formation of the stability of the individual, its productivity, resilience, and constructiveness. The model of the program for increasing the level of adaptability of students as a factor determining the success of students in modern conditions is presented.

The introduction reveals the concept of educational migration as a difficult life situation experienced by students. The migration flows of students are growing every year worldwide, which means that the study of the psychological characteristics of this group of young people and the difficulties they face are extremely relevant for psychological science. The current situation of a pandemic and forced self-isolation throughout the world led to even more serious psychological consequences for educational migrants, because many of them could not return to their homeland or come to their places of study, which increased anxiety for their future and career, for the inability to help their loved ones, etc. The conducted empirical research was devoted to the study of difficult life situations, their types, and prevalence in different groups of educational migrants during the COVID-19 pandemic. The novelty of the research lies in the study of difficult life situations of educational migrants. The section "Methods" describes the empirical basis of the study. It was made up of 380 people - students of higher educational institutions of Yekaterinburg and Tomsk at the age of 18-22 with different migration experiences. The study was carried out using the author's questionnaire, which included questions about the experience of the most common difficult life situations for educational migrants in these regions: coronavirus disease, worries about the health of loved ones, a failed trip (fixing the difficulties of movement), difficulties with studies, problems in personal life, everyday difficulties. The section “Results” shows that belonging to the group of “educational migrants” does not unambiguously affect the specificity of perception of difficult life situations by young people, their frequency, and typicality of experience. In the section "Discussion of the results" the obtained data are compared with the data of foreign researchers studying the features of adaptation of educational migrants to the new educational and socio-psychological environment. The “Conclusions” section states that the most “popular” and significant from the point of view of the phenomenon of “difficult life situations” for the respondents were difficulties with learning and worries about the health of friends and family.

The introduction reveals the specificity of the communicative activity of modern schoolchildren, which considers its new type – display communication. Cases of insufficient formation of communication skills among students with speech disorders are analyzed. The importance of considering special educational needs, psychological and cognitive barriers in learning for this category of schoolchildren is noted. The scientific novelty of the article lies in the expanded analysis of the structure, prevention, and overcoming of dysgraphia from the point of view of an interdisciplinary approach, including neurological, neuropsychological aspects, and basic defectological speech therapy methods for diagnosing and correcting writing and reading disorders. The theoretical substantiation provides an overview of domestic and foreign works devoted to disorders of writing and reading – dysgraphia and dyslexia. The results of the study, social surveys conducted by Russian and foreign experts studying the problem are compared. The concept of school maladjustment in children of primary school age is revealed. Understanding the structure of violations of the processes of writing and reading is analyzed in the paradigm of the neuropsychological approach to their diagnosis and correction and considering the psychological characteristics of students in this category. Discussion of the results summarizes the results of studies of neurologists, speech therapists, neuropsychologists in Russia and abroad, who have studied the causes and multifactorial structure of dysgraphia and dyslexia at the present stage and indicate the special importance of a purposeful integrated interdisciplinary approach in overcoming these disorders. The importance of combining influences not only on the cognitive, emotional, and behavioral spheres of students with dysgraphia and dyslexia but above all understanding the entire symptom complex, of which these disorders are a part, as well as considering biomedical factors, is shown. The effectiveness of correctional programs, according to the authors, depends on the presence of persistent interest of students in the learning process, the formation of which is impossible today without using the “figures” of the information society achievements familiar to the generation, such as network resources and display communication, which are successfully used in the modern educational space.