Introduction. The study of self-attitude and attitude to the future among adolescents with disabilities is relevant and can be useful for organizing psychological assistance. Positive self-esteem is the basis of self-respect, positive self-awareness of everyone, including people with disabilities. Adolescents with disabilities often exhibit clearly expressed and consistently reduced self-esteem and self-respect, negative self-awareness, which weakens the individual’s ability to actively adapt in life and realize personal potential, as well as forecast future plans. The novelty of the research lies in identifying the features of self-attitude and future orientation among adolescents with disabilities studying in a general education school.

Objective. To study the features of self-attitude and attitude to the future among adolescents with disabilities.

Materials and Methods. The study involved 60 adolescents aged 12 to 15 years with various types of health impairments and without impairments, studying in a general education school. To assess self-attitude, the self-attitude test questionnaire was used (V.V. Stolin, S.R. Pantileev), the methodology for studying the features of the self-concept and self-attitude (E. Pierce, D. Harris, A.M. Prikhozhan). To measure the attitude towards the future, the Dispositional Optimism Test (DOT) was used (T.O. Gordeeva, O.A. Sychev, E.N. Osin).

Results. Indicators on the scales of expected attitude from others, attitude of others, and self-interest are significantly higher among adolescents with disabilities compared to typically developing adolescents. Adolescents with disabilities show more pronounced indicators of anxiety, positive perception of the school situation, and satisfaction with the family situation. Adolescents from both groups express more negative expectations, focusing on the anticipation that bad events are more likely to happen in the future than good ones, accompanied by certain difficulties and trials.

Discussion. The data obtained in the study can be used in the psychological support of adolescents with disabilities studying in a general education school, particularly in group correction aimed at forming adequate positive self-esteem and level of aspirations, as well as optimal socio-psychological adaptation.

Introduction. Despite the significant number of works devoted to learning motivation and the factors influencing it, the interconnections between deep psychological determinants — irrational beliefs, aspects of self-attitude, and learning resistance determinants — have not been sufficiently studied to date. The scientific novelty of this research lies in the study of psychological barriers hindering successful student learning. This will help identify mechanisms of cognitive-emotional factors’ influence on academic performance, going beyond the traditional study of motivation.

Objective. To identify manifestations of irrational beliefs among students and determine their relationships with aspects of self-attitude and the severity of learning resistance determinants.

Materials and Methods. The study involved 75 students aged 18 to 54 years. A complex of psychodiagnostic methods was used: the irrational beliefs methodology (adapted by A. G. Kamenyukin and D. V. Kovpak), the self-attitude research methodology by S. R. Pantileev, and the questionnaire of learning resistance determinants severity by S. M. Yakushin. For statistical data processing, Spearman’s rank correlation coefficient was used with the SPSS Statistics program.

Results. Correlation analysis revealed statistically significant connections between irrational beliefs, aspects of self-attitude, and learning resistance determinants. The strongest direct relationship was found between self-confidence and frustration tolerance. Frustration tolerance positively correlates with most adaptive aspects of self-attitude. The strongest negative connections were revealed between internal conflict and frustration tolerance, as well as the degree of rationality of thinking. Academic anxiety demonstrates significant negative correlations with evaluative attitude, rationality of thinking, and catastrophization. The obtained data confirm the presence of significant connections between irrational beliefs and self-attitude, as well as student academic functioning factors.

Discussion. The results confirm that irrational beliefs (especially low frustration tolerance and evaluativeness) are closely related to negative aspects of self-attitude and reinforce key determinants of learning resistance, such as academic anxiety. The findings are consistent with the works of domestic and foreign authors. The results substantiate the need to develop psychological programs aimed at correcting irrational beliefs and forming rational thinking among students to improve their academic well-being.

Introduction. The study examines the relationship between the level of emotional intelligence (EI) and life meaning orientations among students. The relevance of the work is determined by the current interest in psychology regarding the role of EI as a resource for personal meaning regulation, while empirical data on its influence on the characteristics of the meaning sphere in the student environment remain insufficient.

Objective. To study the features of life meaning orientations among students with different levels of emotional intelligence.

Materials and Methods. The study involved 154 students from universities in Rostov-on-Don, Novocherkassk, and Stavropol aged 17 to 29 years (average age – 24.6 years; 73% women, 27% men). The following diagnostic tools were used: questionnaire, Life Meaning Orientations (LMO) test by J. Crumbaugh and L. Maholick (adapted by D.A. Leontyev), and EmIn emotional intelligence questionnaire by D.V. Lyusin. Data processing was carried out using non-parametric methods of mathematical statistics (Shapiro-Wilk test, Mann-Whitney U-test, Spearman’s rank correlation coefficient).

Results. Statistically significant differences in the general level of life meaningfulness (LM) were found between all groups according to the Mann-Whitney U-test (p ≤ 0.01). In the high EI group, 70% of respondents clearly understand the global purpose of life, 97% understand the meaning of their activities, 83% receive joy and energy from it, and 84% see meaning in their own mistakes. In the low EI group, the corresponding indicators were 43%, 78%, 55%, and 65%. The consistency of values and goals as a factor in life management was noted by 94% of respondents with high EI and 65% with low EI. According to the LMO method, the high EI group showed high scores on the scales of “Life Goals”, “Life Results”, and “Life Control Locus”, while the low and medium EI groups showed average scores on most scales.

Discussion. The results confirm that emotional intelligence is a significant psychological resource associated with clarity of life goals, the ability to find meaning in various aspects of experience, and greater life satisfaction. The obtained data are consistent with the results of foreign studies indicating a positive relationship between EI and life meaning.

Introduction. Female law enforcement officers often find themselves in difficult situations that require the use of physical force. In such cases, they need special physical training. It is important to note that in such circumstances, female law enforcement officers are more at risk when confronted with an enemy than men.

Objective. To study the development of applied skills in the use of physical force among employees of the Ministry of Internal Affairs of the Russian Federation, taking into account their individual typological (physiological) characteristics.

Materials and methods. The study used the experimental method, during which the implementation of pre-planned actions and data collection took place. We also used the method of analyzing and interpreting the data obtained in order to confirm or refute the hypothesis.

Results. The study involved 100 female cadets of the I. D. Putilin Belgorod Law Institute of the Ministry of Internal Affairs of Russia. The analysis of empirical data showed a positive trend in the formation of readiness of female cadets to apply physical impact measures in various conditions of official activity in the experimental group. It was found that during the experiment, the number of female cadets with a low level of readiness to use physical force significantly decreased (by 60%), while the number of female cadets with a high level of readiness to use physical force increased (by 36%). The indicators of the control group did not change significantly.

Discussion. During the experiment, all conditions were created for conducting the experiment, which showed that female cadets from the experimental group became more prepared for the use of physical force in various service situations. Regular training sessions that take into account the individual physiological and typological characteristics of female cadets bring positive results.

Introduction. Olfaction, as one of the cognitive tools, participates in shaping our perception of the surrounding world together with other sensory modalities and has a direct impact on human behavior. This article is devoted to methods used to study olfactory perception and related cognitive functions. The evaluated methods were divided according to the criterion of the need for a conscious response from the participants, with further indication of their application characteristics in interdisciplinary research.

Objective. To analyze and classify methods to assess olfactory perception and related cognitive functions.

Subjective methods of olfactory assessment. Subjective methods for studying and evaluating olfactory perception included psychophysical methods, among which tests to determine thresholds for odor detection thresholds, discrimination, and odor identification. These include the single-staircase odor detection threshold test, the University of Pennsylvania Smell Identification Test (UPSIT), and others. Psychometric methods for assessing olfactory perception, also classified as subjective, are represented by the following instruments. Affective Impact of Odor Scale (AIO), Olfactory Awareness Scale (OAS), Importance of Olfaction Questionnaire (IOQ), Emotional Relational Olfactory Scale (EROL), Chemical Intolerance Index (CII), Chemical Sensitivity Scale (CSS), Chemical Odor Sensitivity Scale (COSS), Child's Olfactory Behavior in Everyday Life Questionnaire (COBEL) and Child Odor Influence on Parental Behavior Scale (COPs).

Objective methods of olfactory assessment. Objective methods of studying and assessing olfactory perception included psychophysiological, electrophysiological, and imaging techniques. Among the relationships established in psychophysiological experiments, changes in heart rate, respiratory rate, and amplitude and duration of skin electrical conductivity were recorded as a result of exposure to various olfactory stimuli. In neuroimaging and electrophysiological studies of the olfactory analyzer, magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), electroolfactography, and electroencephalography are commonly used.

Discussion. The literature analysis showed that subjective evaluation methods can reveal and evaluate both olfactory function disorders and perceptual responses to odors. In turn, objective methods can help determine the cause of olfactory dysfunction, investigate neural processing of odors, and correlate olfactory perception. Modern studies of olfactory perception use an interdisciplinary approach that combines psychophysics, neuroimaging, and behavioral experiments, which allows for a deeper understanding of how the brain processes odors and their influence on cognitive processes. The results of olfactory perception studies conducted using subjective methods serve as a useful complement to the results obtained from the research using the objective method.