The article presents the results of a study of aspects of academic procrastination among first-year university students.
The Introduction contains the definition of academic procrastination, a typical example of the situation in which a procrastinating student is, approaches to understanding the nature of procrastination, the extent of this phenomenon and its possible causes. The novelty of the research lies in the study of aspects of academic procrastination of 1st year students in connection with their life-meaning orientations.
The section "Methods" describes the main methods of empirical research: questionnaire by the author, “Purpose-In-Life Test” by D. A. Leont’ev, “General Procrastination Scale for students” by C. H. Lay. The data were processed using the Mann-Whitney U-test and correlation analysis. The sample included 46 students of the 1st-year of the university at the age of 18–21 years.
The section "Results" presents the findings of studying the characteristics of academic procrastination in five directions: manifestations, reasons, emotions, consequences for the educational process, and ways to overcome the state of procrastination. Using the Mann-Whitney U-test, the absence of differences between "situational" and "chronic" procrastinating students was determined in connection with life-meaning orientations. Correlation analysis showed a significant inverse relationship (-0.338, at r = 0.05) between the data according to the questionnaire by C. H. Lay and the general level of meaningfulness of life according to the PIL test.
The section "Discussion of the results" provides a comparison of the results obtained with the data of studies by foreign authors and the data of our previous study.
The Conclusion summarizes the findings of our study and raises the question of the experimental nature of future studies in this direction. This should contribute to understanding the nature of students' academic procrastination and how to reduce its impact on the learning process.

Today, the problem of bullying in educational institutions is very acute. The emergence of new electronic means and methods of communication only intensifies this phenomenon and contributes to the emergence of new methods of bullying, for example, cyberbullying. Despite numerous psychological studies and increasing attention of the administrations of educational institutions and practicing psychologists to this problem, it is still far from being solved. The novelty of the study lies in the review of current research on various aspects of bullying and coverage of the currently insufficiently studied gender aspect of bullying. The Introduction reflects the main aspects of bullying as a socio-psychological phenomenon: the impact on the psychological state of the victims of bullying, the psychological characteristics of the victims of bullying, the main characteristics of this phenomenon. In the Theoretical justification, the author describes various classifications of types of bullying. The section also covers the reasons that can cause aggressive behavior of the initiators of the bullying and the structure of the bullying situation. The section also describes the different roles of the participants in this situation: initiator, victim, and witnesses or observers. Further, the author pays attention to an overview of the motives that induce the initiators of the bullying to act aggressively. The author also pays attention to the practical aspect: reveals the signs by which it is possible to determine that the situation is exactly bullying and requires urgent intervention. The author devotes special attention to a review of studies on the gender aspects of bullying. In the Discussion section, the author discusses the various opinions of research on the psychological nature of the phenomenon of bullying and identifies problem areas in the study of this issue. In the Conclusion, the author states that it is necessary to consider the gender aspect of bullying to prevent this phenomenon and notes the need to search for tools to identify potential initiators of bullying at an early stage.

The article presents results of the study of primary school children Internet behavior. The possible threats, causes and solutions in the case of addictive behavior are considered. The Introduction shows the social significance of the problem. Internet space influence on the formation of the worldview and the impact on the personal structure of the child are evaluated. The age features of this age group are shown. The causes of addictive behavior are analyzed. The novelty of the study is to present a brief overview of studies on the problem of primary school children Internet behavior. The Theoretical justification analyzes the behavior of younger schoolchildren with the advent of technologization and digitalization. The causes of "dangerous" relationships with the Internet are revealed. Possible threats when using Internet resources by children of primary school age are considered: content, communication, consumer, technical, dependencies. The sources of these threats are indicated. The influence and behavior of younger schoolchildren in these situations is analyzed. This article describes the tasks of parents to prevent this problem and an example of behavior in the event of a problem. In the Discussion of the results, the issue of teaching the skills of safe behavior on the Internet to younger schoolchildren is raised. The necessity of developing methodological materials on this problem is justified. The main psychological and pedagogical conditions for teaching information security to younger schoolchildren are highlighted. In Сonclusion, the trends of the problem of teaching safe behavior of primary school children on the Internet are noted. It is noted that the primary school in our time calls for further study of this issue and the need to develop new forms and methods of teaching to improve the safety of younger students in the network.

The article presents the results of a study of aspects of academic motivation, the level of life-meaning orientations, and attitudes towards a mixed learning format among first-year undergraduate students. The Introduction provides a theoretical overview of the concepts of academic motivation and blended learning. The relevance of this topic is explained by the current trends towards the digitalization of higher education, which has especially intensified in the past few years. The scientific novelty lies in the study of the features of academic motivation and attitudes towards full-time and distance learning of 1st year students, who entered the university under the constraints associated with the COVID-19 pandemic. The Methods section describes the techniques used: test life orientations D. A. Leontiev; questionnaire "Scale of academic motivation" Т. О. Gordeeva, O. A. Sycheva and E. N. Osin; the author's questionnaire was also created, revealing the attitude towards the blended learning format. The features of the sample were described, the hypotheses put forward, and the methods of mathematical statistics used were listed. The Results section displays the processed data. According to the results of the survey, most of the students noted the previous level of motivation to study after entering the university, and those who noted its increase were more satisfied with the quality of education than those who noted the previous or decreased level. The survey showed that the blended learning format for most students does not interfere with the feeling of being in a single educational space. Correlation analysis revealed a positive link between the level of meaningfulness in life and the motivation for cognition, as well as a tendency towards a negative link between the level of meaningfulness in life and the importance of the learning format among respondents. In the Discussion of the results, a comparison of the obtained data is presented, with already conducted studies on this topic. In the Conclusion, conclusions are given on all the work carried out, and possible prospects for further research.

The Introduction part reveals the reasons for the need for a new perspective on the assessment of educational achievements of students is required. First of all, it is connected with the international integration processes in the education sphere, competence-based approach to the process and learning outcomes, techniques expansion and learning technologies. Therefore, the improving task to the assessment objectivity is considered as a pedagogical aspect, requiring research to improve assessment procedures and tools. However, in pedagogical practice the key values of reliable assessment are not yet paid enough attention and, especially, when assessing competencies as learning outcomes. Most teachers use traditional assessment tools which do not allow identifying and assessing deeply latent characteristics in the competencies form which, in fact, ensure the success of an individual in professional activity. At the same time, the basic principles of qualitative assessment construction require more and more attention due to digital transformation of the education system, expansion various forms of distance learning, greater student’s independence when choosing an educational trajectory.
The Theoretical justification part shows the main directions of scientifically grounded approach to evidence-based assessment. The modern assessment logic requires organizing the students activities when completing complex tasks. Designing such an assessment toolkit requires adherence to a rules number that ensure the reliable results help reasonably manage the learning process by assisting learners at each mastering meaningful stage of the educational program.
The Discussion of the results shows the creating innovative tools principles for comprehensive assessment of educational achievements in the conditions organizing the planned student’s activities in an assessment situation are shown.
In Conclusion author focuses on the difficulties of creating complex assessment tools and the possibilities of solving this problem in the university system.