Introduction. Studying at a higher education institution is associated with high psychoemotional stress for students. This results in a steady increase in anxiety, depression, and suicidal risk among young students. Naturally, the need for psychological support among students is also growing. In a situation where traditional models of psychological support based on face-to-face counseling are unable to cope with the increased demand, a solution can be found in the creation of digital psychological support systems.

Objective. A summary of theoretical approaches to organizing psychosocial support for students and a presentation of a model for a unified digital environment developed and implemented at Don State Technical University.

Psychosocial support for young students: key targets and theoretical approaches. Academic stress, uncertainty about future employment, intense competition, and the need to build new social connections place significant strain on students’ mental health. Students’ attempts to cope with their surrounding problems on their own often lead to disappointing consequences: the development of anxiety, depression, suicidal thoughts, and behavioral disorders. A specially organized psychosocial support system can help avoid such negative consequences. An effective support system should include preventive measures, early diagnosis, individual counseling, and crisis support. Digital interventions increase accessibility and meet the communication preferences of modern students.

Experience of creating a unified digital psychosocial support system at Don State Technical University. Don State Technical University has developed a four-tier model of digital psychosocial support for students, which is currently being tested. A key feature of the system is complete anonymity of participation, achieved through the generation of individual access codes that do not contain personal data.

Discussion. An analysis of international digital support systems shows that the effectiveness of psychosocial interventions in an electronic format directly depends on the depth of their integration with the educational environment, the intuitiveness of the interface, and the maintenance of in-person support formats as a mandatory component. The model of psychosocial support for students implemented at DSTU overcomes the limitations inherent in traditional forms of support and meets the stated effectiveness criteria. The system ensures continuous support, regular monitoring of psychoemotional state, and the early detection of signs of distress. The presented model can be considered the basis for the development of a unified network of psychosocial support for students in the higher education system.

Introduction. Codependency is considered in the article as a problem that causes the suppression of aggressive feelings for a number of reasons. These reasons can be: low self-esteem, the desire to please others and get approval, inattention to their own feelings and the intention to suppress them, a tendency to a manipulative communication strategy, etc., which affects the formation of specific communicative attitudes in people who are in the problem of codependency.

Objective. A comprehensive study of the features of aggression suppression and the impact of this factor on communicative attitudes and communication barriers in people who are dependent.

Materials and Methods. The following empirical methods were used in the study: I. V. Abakumov’s and A. P. Ignatenko’s author’s questionnaire; V. D. Moskalenko’s “Codependency Scale” method; N. G. Artemtsev’s “Codependency profile” test; V. V. Boyko’s “Diagnostics of the type of communicative attitude” test; V. V. Boyko’s “Diagnostics of interference for emotional contacts” В. test. Briskly. Statistical methods of data processing are used in processing the results, namely the SPSS 27 software: comparison of average values, Student’s single-sample t-χtest, Pearson’s χ² criterion.

Results. The sample included 223 respondents. The experimental group consisted of respondents with a problem of codependency (n = 147), and the control group consisted of respondents without a problem of codependency (n = 76). The study revealed that individuals experiencing codependency tend to suppress aggressive feelings in social interactions. This suppression correlates with open cruelty towards others, justified negativism in judgements about people, and a negative personal communication experience. These patterns shape specific communication attitudes, including a pronounced negative attitude, inflexibility, limited emotional development and expressiveness, dominance of negative emotions, reluctance to form emotional connections, and general emotional challenges in everyday communication.

Discussion. The influence of codependency on the phenomenon of suppressed aggression in interpersonal communication is empirically confirmed, which leads to disorders in the emotional and communicative spheres of the individual, which manifests itself in emotional detachment, excessive inhibition and destructive communication attitudes. The practical significance of the study is to substantiate the need to develop psychocorrective programs for specialists of rehabilitation centers aimed at restoring contact between codependent individuals and their aggressive feelings and developing skills for their constructive expression.

Introduction. The relevance of the problem is due to the importance of studying personal characteristics, which express deep, often unconscious attitudes of a person to the world around them and their place in this world. These attitudes include basic and irrational beliefs.

Objective. Identification of the interrelation and mutual influence of the basic and irrational beliefs on each other.

Materials and Methods. As diagnostic tools, we used the questionnaire (list) of A. Beck and A. Freeman to identify irrational beliefs and the questionnaire of R. Yanoff-Bulman adapted by M. A. Padun and A. V. Kotelnikova to identify basic beliefs. The results were processed using correlation analysis (Pearson’s dichotomous correlation coefficient was used) and regression analysis (a variant of binary logistic regression).

Results. A total of 206 students and undergraduates from Moscow City Pedagogical University and Cherepovets State University aged 17 to 50 years, mean age 23.67 (SD = 7.48), 93 men (45.15%) participated in the study. Based on correlation and regression analysis, it was found that the irrational belief of the avoidant type negatively interacts with such basic beliefs as the justice of the surrounding world, the value of the «I», luck and control, the irrational belief of the obsessive-compulsive type is positively associated with the belief in the benevolence of the world, and the irrational belief of the paranoid type negatively interacts with the basic beliefs in the and in the justice of the world.

Discussion. During the discussion, it is concluded that irrational beliefs, with some exceptions, are more likely to negatively correlate with each other and basic beliefs are more likely to positively correlate with each other. Only three types of irrational beliefs out of nine were actually associated with basic beliefs and can act as their predictors, just as basic beliefs can act as predictors of irrational beliefs: these are irrational beliefs of the avoidant type, paranoid type (negative relationship and mutual influence), and obsessive – compulsive type (positive relationship and mutual influence). The results obtained can be used in the correction of pronounced irrational and weakly expressed basic beliefs with students.

Introduction. Autobiographical memory is an interdisciplinary phenomenon that attracts the attention of representatives of psychology, pedagogy, law, linguistics, philosophy, cultural studies, history, and art. Each of the disciplines considers it through its own conceptual framework and research methods, which allows us to identify various aspects of the formation, functioning, and interpretation of personal experience. The Introduction is devoted to the description of key areas of autobiographical memory research in the modern Russian scientific literature and substantiation of the need for an interdisciplinary approach.

Objective. Analysis of modern interdisciplinary approaches to the study of autobiographical memory in Russian science and identification of features of its study in various scientific paradigms.

Linguistic and philological approaches to the study of autobiographical memory. In these areas, autobiographical memory is studied through the analysis of written and oral autobiographical texts: diaries, memoirs, blogs, interviews. Linguistic and psycholinguistic studies allow us to describe the mechanisms of verbalization of memories, the structure of autobiographical narratives, the role of language in organizing personal experience, features of memory metaphorization, and ways of interaction between “personal” and “historical” in texts.

Historical and sociological approach to the study of autobiographical memory. These areas focus on the inclusion of individual memories in collective, cultural, and social contexts. Autobiographical memory is considered as a mechanism for understanding the life path, experiencing traumatic experiences, forming identity, and interacting with historical events and social processes.

Philosophical and cultural approach to the study of autobiographical memory. This campaign interprets autobiographical memory as an element of culture and personal identity. The article examines the phenomena of family mythology, visual autobiography, cultural scenarios, the interaction of bodily, biographical, and autobiographical memory, as well as the role of artifacts (photographs, texts, cultural objects) in the reconstruction of the past.

Pedagogical approach to the study of autobiographical memory. Pedagogical research emphasizes the role of autobiographical memory in the development of personality, the formation of semantic experience, and value orientations, as well as in the process of education and intergenerational transmission of cultural meanings.

Legal approach to the study of autobiographical memory. In legal practice, the issues of reliability of autobiographical memories, reconstruction of life experience, features of memory in various categories of citizens, as well as the importance of autobiographical memory for identifying a person and assessing criminal and administrative responsibility are analyzed.

Psychological approach to the study of autobiographical memory. Psychological science focuses on the study of the structure, functions, individual differences, as well as the constructiveness and reconstructiveness of autobiographical memory, considering it as an active mechanism for identity formation and regulation of life experience.

Discussion. Analysis of modern Russian research shows that autobiographical memory is studied in a wide range of disciplines, each of which contributes to the understanding of its nature. Despite the development of an interdisciplinary approach, there are still controversial issues related to the definition of the functions of autobiographical memory, its structure, and mechanisms of constructiveness, which opens up prospects for further research.

Introduction. Psychological well-being, such as positive self-acceptance, productive relationships with others, autonomy, environmental management, and the ability for personal growth, is a significant problem in psychological research. In the situation of stress and complexity of the modern world, one of the urgent tasks is to investigate the factors that affect the psychological well-being of the individual, to determine the internal resources of a person that provide opportunities for self-realization and social adaptation, to describe the features and differences in the conditions of psychological wellbeing for men and women. This article presents the results of studying the relationship between emotional regulation strategies and psychological well-being in men and women of different age groups.

Objective. To study differences in the strategies of emotional regulation in men and women with different levels of psychological well-being; to identify factors influencing the formation of dysfunctional emotional schemes.

Materials and Methods. To determine the level of psychological well-being, the K. Riff Scale of psychological wellbeing adapted by N. N. Lepeshinsky was used. To diagnose the general level of intensity of emotional schemes and identify specific variants of dysfunctional schemes, the Leahy Scale of emotional schemes, LESS II, adapted by N. A. Sirota, D. V. Moskovchenko, V. M. Yaltonsky was used. The study also used the Muddy Resilience Test adapted by E. N. Osin; the Self-management research methodology, VCI, adapted by O. V. Mitina and E. I. Rasskazova. Statistical analysis of the obtained data was performed using the Kruskal-Wallis test and linear regression analysis.

Results. The results of the study showed that respondents with a low level of psychological well-being have a wider range of dysfunctional emotional circuits; there are gender and age differences in the emotional regulation strategies used. Indicators of psychological well-being affect the prevailing emotional patterns in men and women.

Discussion. The problem of the relationship between emotional regulation strategies and quality of life (psychological well-being) is widely presented in psychology today. Among the most developed problems are the following: strategies of emotional regulation as a factor of psychoemotional disorders; the influence of maladaptive emotional schemes on stress experience, as well as the study of gender and age differences in indicators of psychological well-being.

Introduction. The sociogenic need for self-realization is initially formed under the influence of external factors and value orientations of modern society. However, later the main role in this process is played by the individual’s conscious choice of one or another route. The phenomenon of self-realization is interpreted as the personal foundation of a young person’s positive self-attitude and a significant factor in the subjective experience of happiness. University education is considered a significant stage of life activity and prolonged professional socialization, which implies the creation of optimal conditions and the actualization of self-realization mechanisms in the context of educational and cognitive activity. All this confirms the relevance of studying the conditionality of student self-realization. The novelty of this study lies in structuring and establishing the level of expression of subjective predictors of student self-realization in the situation of contemporary risks.

Objective. Studying the characteristics of subjective predictors of student self-realization under contemporary risks.

Materials and Methods. To assess the subjective predictors of student self-realization, the following tools were used: the SAMOAL test questionnaire (E. Shostrom), adapted by A. V. Lazukin and N. F. Kalina; the multidimensional Questionnaire of Personal Self-Realization (S. I. Kudinov); the author’s questionnaire ‘Self-realization’ (T. N. Shcherbakova). Data processing was carried out using the Spearman rank correlation coefficient.

Results. The study involved 240 students of humanities orientation studying at DSTU (Rostov-on-Don) and Karachay-Circassian State University named after U.D. Aliyev. Karachaevsk. In the content of the students’ perceptions, the determinants, resources, and barriers to self-realization are quite clearly outlined, which can be considered a positive factor. Among the subjective predictors of self-realization, optimism, creativity, constructiveness, egocentric motivation, and socio-corporate attitudes received the highest rank. The presence of a connection between personal barriers to self-realization and pessimism and the nature of personal attitudes is shown.

Discussion. The data obtained as a result of the study can be used in the psychological support for the development of subjective predictors of student self-realization. Research results should also be taken into account in the formation of a development environment at the university. The identified resources and risks of self-realization can be used as a basis for optimizing work to develop students’ ability for self-realization.

Introduction. For first-year students, the stage of socio-psychological adaptation to the new sociocultural environment begins upon admission to the university. It is accompanied by an increase in learning activity, the formation of positive motivation, and the development of active social activities. In the reunited regions of the Russian Federation (in particular, in the Zaporozhye and Kherson regions), these adaptation processes occur against the background of the integration of the entire pedagogical system into the all-Russian educational space.

Objective. Determine the key factors of socio-psychological adaptation of first-year students of the pedagogical university of reunited regions.

Materials and Methods. To solve the research problems, factor analysis was used as the main method of mathematical statistics, which allowed us to solve the following problems: 1) assessment of individual psychological constructs (resilience, self-efficacy, academic motivation, life-meaning and value orientations, self-regulation, some personal characteristics) in first-year students who participated in the study; 2) identification of factors in each of the groups at different stages (stating and control); 3) analysis of the identified factors in accordance with the following criteria: 4) comparative analysis of factors in different groups. Within the framework of the study, two psychodiagnostic stages were carried out – ascertaining and control. Respondents were diagnosed using the following psychodiagnostic methods: SMOL, S. Muddy’s Resilience test, self-efficacy scale, SSPM-2020, D. A. Leontiev’s Personal Life position questionnaire, and Sh. Schwartz, Academic Motivation Questionnaire (SHAM), LSE methodology.

Results. The study involved 330 first-year students (experimental group n = 137, control group n = 193) from 5 pedagogical universities, including the Z reunited regions. 5 factors in each group are identified separately at each stage. In all cases, three factors remained unchanged: “Symptoms of maladaptation”, “social desirability and external control”, and “proactive self-regulation”.

Discussion. In the experimental group, after the implementation of this program, motivation indicators were included in the factor associated with resource availability, but this did not occur in the control group. In both groups, at the control stage, a new factor called ‘Vital activity’ was formed. The results obtained confirm and complement the research conducted in the subject field under study.