Introduction. Currently, the problem of collective narcissism is relevant, confirmed by many studies in this area. The ‘collective narcissism’ concept is broader than ‘personal narcissism’. It represents a person’s ability to endow a group with significance, emphasizing its importance and image, regardless of what religion, race, social class or status it belongs to. One of the unresolved problems at the moment is the identifi  of personality determinants that strengthen collective narcissism.

Purpose. The study aimed to identify the relationship of collective narcissism with various personal characteristics of students and the role of collective narcissism in these relationships. We hypothesized that group narcissism is interconnected with some respondents’ personal characteristics.

Materials and Methods. The study used reliable and valid methods: Collective Narcissism, the Freiburg Personality Inventory (Form B), A Five Factor Personality Questionnaire and the Wiesbaden WIPPF questionnaire (Form A). The obtained data were subjected to correlation analysis according to Spearman’s test.

Results. In our study, artistry, religiosity, pragmatism, extroversion, and attracting attention were associated with collective narcissism.

Discussion and Conclusion. The authors draw attention to the problem associated with narcissism and how it manifests in different groups. In our study, it was possible to show the relationship between individual personality traits prevailing in a group of Dagestan students and the manifestation of collective narcissism, which was expressed to an average degree. The authors indicate the study limitation that involves a lack of consideration of the different national groups’ presence in the sample.

Introduction. A new reality, characterized by geopolitical tension, a ‘reliability crisis’ of information, which deprives a modern person of the possibility of anticipating future events, introduces a situation of uncertainty, which makes it especially relevant to study the attitude of young people to the time of life. The research of foreign and domestic scientists in the fi of psycholinguistics, ideas about the image of the future and attitudes to the time perspective are analyzed. The found absence of studies of psycholinguistic determinants of attitudes to the time perspective in boys and girls justified the novelty of the study.

Purpose. Identification and description of students’ ideas about the time perspective.

Materials and Methods. As a methodological tool, we have chosen the methodology Time Perspective Questionnaire by Zimbardo, Ideas About Lifetime unfinished sentences technique by I. V. Abakumova, E. M. Azarko and N. E. Komerova, and morphological analysis on the platform RusTXT.RU.

Results. It was determined that the ideas about the time perspective consist of priority values; systems of personal meanings; mechanisms of self-assessment and self-control; reflexive awareness of the past; motivating desires and attitudes. Psycholinguistic analysis revealed linguistic and meaning constructs most often used by young people to describe attitudes to the past, present, and future. The author’s model of psycholinguistic determinants of attitude to time is presented.

Discussion and Conclusion. The variability of a person’s attitude towards the past and the uniqueness of a person’s lexicon due to individual linguistic experience are emphasized. The high degree of orientation of students for the future is described. It is shown that the frequency of using certain parts of speech varies depending on the attitude to the time perspective. It was revealed that respondents with a high orientation to the future and a positive attitude to the past use more parts of speech to describe the past and the future. Their speech is characterized by greater specificity and vocabulary, which indicates the formation of ideas about life.

Introduction. Currently, media inclusion is a regular process. It takes place in order to realize the need for information interchange, communication, recreation and entertainment. The personality constantly interacts with the subjects and objects of the media landscape. The relevance of the analysis of students’ behavioural reactions to changes in the media landscape is due to the work suspension of social networks popular among young people and high human absorption in the media space.

Purpose. Identification of the students’ adaptive qualities, their strategies of self-determination and self-presentation. Materials and Methods. The methodological tools were: The Socio-Psychological Adaptation Test adapted by Osnitskiy, the Strategic Approach to Coping Scale (SACS) adapted by Vodopyanova, and the author’s questionnaire designed to establish the nature of interaction with media content and attitude to changing conditions access to it. The study involved 176 students of various courses of study at the university, aged 17–21 and older.

Results. The data on the students’ emotional and sensual responses to changes in their habitual daily involvement in social networks is presented. It is reflected that undergraduate students have conflicting feelings about the introduction of restrictions on access to media resources. At the same time, they have a more negative attitude to the changes taking place compared with senior courses. It was revealed that most respondents, regardless of age, tend to bypass the imposed blocking of media content.

Discussion and Conclusion. The relationship between adaptive manifestations of personality and willingness to change the current system of daily media consumption in connection with changes is reflected. The capabilities of analyzing students’ media behaviour are presented.

Introduction. The relevance of studying the designated topic lies in the lack of knowledge of the connection between motivation and learning effectiveness. The problem of studying motivation is caused by the versatility and complexity of quantitative measurement.

Purpose. The study aims to investigate the relationship between motivation to learn online and its effectiveness in additional education among adult learners.

Materials and Methods. The sample group consisted of 60 online school students. The following methodological tools were used: the Academic Motivation Scales by Gordeeva, Sychev, and Osin; the Motivation for Professional Development Test by Zamfir and Rean; the Motives for Choosing a Profession by Grinshpun; The author’s Efficiency of Extended Education Questionnaire.

Results. It is established that the dominant educational motives of adult students in the conditions of additional education are the motives of self-development, self-esteem, and achievement. Direct correlations between motivation indicators and learning effectiveness are revealed: Cognitive motivation has a strong direct relationship with study intensity (r = 0.853), with changes in knowledge level (r =0.898) and with the overall effectiveness of learning (r =0.838). Motivation for achievement was found to be associated with changes in behaviour (r = 0.825), a change in income level (0.756) and general progress (0.835).

Discussion and Conclusion. The empirical data analysis indicates high values of participation and changes in the behaviour of adult learners, which indicates that the effectiveness of learning is expressed in subjective and objective factors. Based on the results obtained, recommendations are made to improve the effectiveness of adult education under conditions of additional education. In conclusion, it is emphasized that high interest in knowledge affects the effectiveness of adult learning, and motivation for self-development and achievement leads to behaviour change.

Introduction. The relevance of the chosen topic is justified by the need for further discussion on the problem of ensuring an objective and transparent assessment of students’ work. It is also necessary to develop and test formative assessment tools that allow students to improve their academic performance and interest in learning. Rubrics are offered as one such tool. They are a matrix of criteria or attributes for evaluating a specific task and compliance levels.

Purpose. The study aimed to determine how the application of rubrics to assess the tasks performed by students affects their academic performance and motivation to study.

Materials and Methods. The methodology of the study is based on a questioning of students and an experiment involving the joint development and further application of rubrics with students to evaluate the completed task on the subject.

Results. The results obtained confirm the hypothesis that rubrics application facilitates an increase in students’ motivation to study and academic performance. In addition, the assessment using rubrics allows students to receive feedback from the teacher in the form of comments on the achievement of compliance levels for the assessment attributes used. The use of rubrics helped to increase the activity of students in the classroom and to show more interest in scientific literature, including in a foreign language.

Discussion and Conclusion. Comparison of the results obtained with existing works in the field of application of rubrics confirms their effectiveness, achieved using understandable assessment criteria. Rubrics seem to be a promising tool for assessing the most significant and complex tasks in the subject since their application facilitates an increase in the interest and satisfaction of students, together with the subsequence and impartiality of the assessment. One of the rubrics’ limitations is some suppression of the students’ pursuit to fulfil their creative potential, which needs to be worked out in further research.

Introduction. Psychological features of generations Y and Z representatives are described. The relation to time is considered both as the basis for the perception of the content of the human activity and as an element dependent on it.

Purpose. The study is aimed to establish the peculiarities of the attitude to time among representatives of generations Y and Z with differences in the severity of leadership qualities.

Materials and Methods. The main methods of empirical research are presented: Temporal Decentrations by Golovakha and Kronik; I Am a Leader by Fedorov and Eremin; Diagnostics of Leadership Abilities by Zharikova and Krushelnitsky; Time Experience Scale by Golovakha and Kronik. The sample description is given: 51 representatives of generations Y and Z, male and female, aged 19‒38 years.

Results. The connections between indicators of leadership qualities expressed by the scale’s high and medium level; between the indicators of temporal decentralization ‘orientation to the past’; between the indicators of leadership abilities shown by the scales ‘low and medium’ and such scales of time experience as ‘empty’, ‘saturated’, ‘flowing slowly’, ‘flowing fast’, ‘unlimited’, ‘limited’, ‘monotonous’ and ‘multifarious’.

Discussion and Сonclusion. The peculiarities of the attitude to time are described in connection with the leadership qualities of the Net Generations Y and Z representatives. A comparative analysis of leadership qualities severity among representatives of different generations is carried out. The presence of higher leadership potential in generation Y is emphasized. The data obtained can be used to establish more productive relationships between teachers and students.

Introduction. Competent self-expression determines success in planning and promoting the goals of a communicator focused on achieving results in different spheres of life. At the same time, preferred behavioural strategies and personality features are not always apprehended by a person and, consequently, not always used effectively. The urgency to study the problem is due to the insufficient representation of studies of behavioural strategies and individual psychological characteristics of subjects.

Purpose. Study of the interrelationships of individual psychological characteristics and behavioural strategies of selfexpression of personality at different stages of professional formation and development.

Materials and Methods. The following methodological tools were selected: the methodology for diagnosing the level of reflexivity, the questionnaire Style of Self-Regulation of the Behaviour ― SSB–98, the Test of Affiliation Motives, the Personality Orientation in Communication Test, the Self-Confidence Test, the questionnaire Volitional Qualities in person, the questionnaire Strategies of Self-Expression.

Results. Girls prefer the strategy of ‘anxiety to please’ and ‘tracking the impression made’, boys prefer the ‘variability of behaviour’. Women are less likely to track the impression made on the interlocutor and, if necessary, they can dominate and manipulate. Men, in contrast, more closely monitor their behaviour peculiarities and do not tend to show dependence and weakness. Self-confident subjects are characterized by social courage and initiative and apply the ‘self-promotion’ strategy. Dialogical ― strive to be accepted by the target audience, take the initiative. They are not characterized by the strategy of ‘variability of behaviour’. Reflexive subjects are characterized by the use of dialogue and the use of the strategies ‘variability of behaviour’ and ‘self-promotion’.

Discussion and Conclusion. It is assumed that the unoften use of the ʻimpression trackingʼ strategy by women is related to the action of the gender education mechanism. It is confirmed that at different stages of age and professional development, behavioural strategies are conditioned by individual psychological characteristics of the personality, which are in demand in the process of self-expression. The data obtained contribute to the theoretical substantiation of the problem and allow us to develop a model of the self-expression of a personality depending on its psychological characteristics.

Introduction. This paper presents a new look at the problem of studying the age-related characteristics of the manifestation of varying degrees of courage and resistance to stress in a dangerous situation. The novelty of the research lies in the study of courage and stress resistance as the most important qualities necessary for both the formation of an athlete and for successful coaching.

Purpose. The study of age-related characteristics of the manifestation of varying degrees of courage and resistance to stress in a dangerous situation created during the experiment, as close as possible to the real situation.

Materials and Methods. At each age, the number of subjects assigned to one group or another was calculated according to the degree of ʻcourageʼ. Comparison of changes in the numerical composition of these groups due to age was carried out separately for male and female individuals. Each factor in the typological complex was evaluated by a relative coefficient in the system. Interspecific relationships were calculated, where the significance level of each factor that contributed to the manifestation of a high or low degree of courage was established. To identify the total relationship between positive and negative complexes with the manifestation of a high and low degree of courage, the complexes were averaged.

Results. It was established that the more individuals with a weak nervous system in one age range, the more individuals with a low degree of courage in the same range.

Discussion and Conclusion. When comparing the age-related characteristics of the manifestation of courage with the age-related characteristics of the manifestation of the basic properties of the nervous system, it was found that the latter change in such a way that in one age period they contribute to the manifestation of courage, in another period of life, in contrast, they prevent the manifestation of courage. Comparing the change with the age of the number of persons with inhibition mobility with a high degree of courage shows that in many age groups, they change in different directions, but it indicates that the change in typological features corresponds to the nature of the change in the degree of courage.

Introduction. The article presents the current situation of the problem under consideration in the works of Russian and foreign authors. The diffi  of assessing competencies as complex, deeply latent and interdisciplinary in nature learning outcomes are considered. The study is relevant due to the need to ensure the reliability of estimates. Its novelty lies in the presentation of an algorithm for the development of competence assessment based on the modelling of the construct and conditions for the manifestation of competencies in the process of students’ activities when performing a complex task.
Purpose. A systematic presentation of modern approaches to the authentic assessment of competencies based on the theory and practice of pedagogical measurements and experience in designing and using tools based on models of evidencebased argumentation that ensure the fairness of the evaluation process and the authenticity of the evaluation results.
Materials and Methods. As theoretical methods, work with sources, collection, generalization, structuring and analysis of information on existing approaches to assessing the students’ competencies in Russia and abroad were used. In the practical part, the experience of organizing and conducting various forms of evaluation of learning outcomes in the context of competence-based learning of students was used.
Results. Modern approaches and mechanisms for designing evaluation tools based on models of reasoned proof of evaluation results based on the theory and practice of pedagogical measurements are proposed. Extended pattern designs have been created for teachers, and developers of assessment tools and procedures, ensuring the authenticity of the results through the analysis and interpretation of data, considering contextual information about the activities of the subjects in the assessment situation.
Discussion and Conclusion. The interrelation of the problems of competence assessment with their complexity and interdisciplinarity is analyzed, and an appeal to the models of S. Tulmin and R. Mislevi is proposed in the process of developing evaluation tools. The trends in control development and evaluation activities for the measurement of training quality are shown.

Introduction. The study is relevant in the presentation of a new approach to the consideration of resilience. Resilience is defined as a professional personal quality of a specialist in the field of social orphanhood. The system of teacher training implies the formation of specific professional competencies. However, their level is checked only during difficult life situation occurrence and a specialist who does not have specific life experience resorts to meta-skills usage, the development of which the educational programme of the designated system does not provide. Based on the principles of purposeful continuous training of a resilient specialist under the conditions of the basic departments of Russian universities, it seems possible to strengthen human potential in the field of social orphanhood.

Purpose. Determination of the mechanism of development of professional resilience of a specialist in the field of prevention

of social orphanhood.

Materials and Methods. Based on the concept of resilience in the field of social orphanhood (E. A. Bayer) a questionnaire was created for teachers and practitioners, consisting of 57 questions. The survey was attended by 72 specialists aged 25 to 60 years with professional experience ranging from 5 to 35 years.

Results. Most of the specialists surveyed (76.4 %) started their professional career after graduating and made their choice intentionally. Examples of teacher behaviour that is unacceptable when communicating with students are identified. The ranking of primary professional competencies and special skills, cross-contextual and existential skills, meta-skills, and personality qualities significant for a new format university teacher was carried out.

Discussion and Conclusion. The qualitative characteristics proposed by modern researchers confirm the urgent need for the development of resilience among specialists in the field of the prevention of social orphanhood.