Introduction. The digital information environment is characterized by significant diversity and can perform a wide range of functions: from a space for identity formation and social assessment in adolescence to a tool for solving practical problems and maintaining social inclusion in youth and adulthood. However, to date, there is a lack of research devoted to specific aspects of young people's information behavior and strategies for its implementation.

Objective. To study the motives for information behavior in different age groups.

Materials and methods. This article examines the results of a comparative analysis of information behavior in different age groups. The sample consisted of 456 individuals aged 13 to 25 (80% women). The author's "Information Behavior Strategies" methodology (Abakumova et al) was used to study the characteristics of information behavior. Comparative analysis was carried out using the nonparametric Mann-Whitney and Kruskal-Wallis tests with Dunn's post hoc pairwise comparison test and Holm's multiple comparison correction.

Results.  The results showed that the intensity of internet use motives varies by age and gender. The younger group (13–15 years) exhibited greater intensity of information behavior across most of the studied indicators. It was also found that younger age groups were characterized by a pronounced focus on social, communicative, and entertaining forms of activity, while with age, a pragmatic focus on online use increased ("Internet for information search/preparation": F = 28.733; p < 0.001). Furthermore, the female group demonstrated a more consistent interest in user-generated content and online shopping, while communicative motives were significantly higher in the younger group for both boys and girls (p < 0.05).

Discussion. The findings are generally consistent with the concept of age-related dynamics of information behavior. The higher intensity of internet use in younger groups may be associated with the development of self-regulation and cognitive control. Gender differences reflect consistent patterns of digital socialization: girls show greater engagement with social and commercial content, while boys tend to engage in more specialized and, in some cases, destructive forms of activity. The results highlight the need to consider age and gender factors when analyzing digital behavior.

Introduction. The modern information society is characterized by a deep integration of the Internet space into all spheres of human life. The Internet has become a full-fledged environment for living, socializing, professional and educational activities, and personal self-realization. This naturally actualizes for psychological science the task of understanding how various forms of interaction with the network affect the individual, what psychological features characterize Internet active users, and how value-semantic, cognitive, and affective spheres are transformed under the influence of the digital environment. Goal. ИStudying the psychological characteristics of Internet users with different information behavior strategies.

Materials and methods. The study involved 387 respondents aged 18-25 years. The followingmethods were used: "Information Behavior Strategies "(Abakumova et al., 2021)," Time Perspective Questionnaire "by F. Zimbardo," Coping with Stress Questionnaire "(COPE)," Internet Addiction Scale " by Chen. Statistical processing included cluster analysis (k-means), nonparametric Kruskal-Wallis tests, and pairwise Dunn comparisons.

Results. Cluster analysis allowed us to identify three groups of users: 1) passive-constructive (the least engaged users); 2) active-constructive (focused on building an online identity and social approval); 3) active-destructive (with a predominance of destructive motives combined with individual pragmatic motives). It was found that respondents of all groups demonstrate a high orientation to the future and orientation to the hedonistic present (probably due to age). In the group with an active-constructive strategy, the desire to find emotional support in the Internet environment as an additional resource of coping was revealed. Respondents with a destructive strategy are characterized by a high need for pleasure and a low ability to reflect on past experiences, which causes them to turn to the Internet to respond to negative emotions and avoid real problems. Active strategies (both constructive and destructive) are associated with a higher risk of developing Internet addiction, while passive-constructive strategies are characterized by greater psychological stability. The most vulnerable group is respondents with an active-destructive strategy, demonstrating high involvement in the Internet environment, an obsessive desire to be constantly online, difficulties in managing time, and intrapersonal problems.

Discussion. The key factor determining the psychological safety of a user in the Internet environment is not so much the intensity of network use, but the qualitative originality of the motivational basis and the psychological content of the activity performed. The results obtained can be used to develop differentiated programs for preventing Internet addiction and improving the information and psychological security of users.

Introduction. A life crisis situation is accompanied by a fundamental discrepancy between an individual’s stable personal meaning system and the meanings imposed by the crisis, ultimately undermining the former. As a result, it becomes necessary to restore the destroyed meanings, such as the attitude, goal, action and motive, in order to gain psychological stability. Their characteristic values, such as vector, emotional, value, and need values, also require restoration. Rethinking this discrepancy, the individual forms an integrated personal meaning – the meaning of experiencing the values of the object and the destroyed stable meaning of the subject. Its awareness occurs through objectification, defining the semantic subject of the individual's attitude to experiencing a situation of life crisis. The mechanism of semantic regulation begins to work by means of semantic choice during the initiation of meanings in semantic education. The component "readiness to make a meaningful choice" is created, and the meaning of "installation"is restored. The personality understands what is happening to it and what it needs to do in the future, what meanings to restore, determining the vector for such changes and creating the semantic core of the personality.

Objective. To identify the component "readiness to make a semantic choice" as a personal readiness to make a semantic choice in the studied groups.

Materials and methods. In this study, we applied ten methods aimed at diagnosing the coping behavior of respondents, the characteristics of their experience of a life-meaning and psychological crisis, their response to the situation of changes, their individual decision-making style, life-meaning orientations, the level of subjective control and self-reflection. Also, within the framework of this study, the author's method "Readiness to make a semantic choice (GSSV)" (Abakumova I. V., Zabolotko A. A.) was developed, aimed at diagnosing the meaning of "installation".

Results. After determining the normality of the distribution using the Shapiro-Wilk statistical criterion (W), applying correlation analysis using the parametric linear Pearson criterion(χ²) and factor analysis, the component "readiness to make semantic choices" was identified in the control group, whose participants are experiencing a situation of life crisis.

Discussion. The revealed component "readiness to make a semantic choice", as the restored meaning "installation", determines the basis of the mechanism of semantic regulation through semantic choice during the initiation of meanings, fixing the transition from reinterpretation to comprehension through awareness. The component "readiness to make a semantic choice" defines the basis of the mechanism of semantic regulation through semantic choice during the initiation of meanings, expanding empirical knowledge about the mechanism of comprehension processes.

Introduction. In modern higher education, in particular medical education, there is still uncertainty in the understanding and measurement of competencies. Common theories often reduce competencies to the sum of knowledge, skills and abilities, without taking into account their dynamic characteristics and subject relevance. This approach does not take into account their dynamic, systematic nature and dependence on a specific professional context, which makes it difficult to form and evaluate the competencies necessary for innovation activities.

Objective. Testing of the hypothesis that the competencies of innovative activity of medical students are a functional-dynamic system, the manifestations and interrelations of which are transformed depending on the stage and the subject tasks being solved.

Materials and methods. The pilot study was conducted on the basis of the Tyumen Medical University as part of an additional educational program. The assessment of competencies was carried out twice (at the beginning and end of the academic year) using a set of methods: standardized tests for assessing thinking, emotional and social intelligence, self-regulation; testing in the TEZAL system; assessment based on the project activity competence model and self-assessment. Correlation, factor analysis, and regression analysis were used to analyze the data.

Results. The study involved 26 students. The results showed that the relationships between the evaluated competencies (goal setting, reflection, situation analysis, self-determination, problematization, organization, communication, self-organization) and stable personal characteristics are not static. Different patterns of correlations were identified at different stages of the project work. Regression analysis has demonstrated a realignment of the structural relationships between competencies from the first to the second dimension. For example, at the first stage, connections within the blocks of operational and subject competencies were key, and at the second stage, the role of the "situation analysis" competence was strengthened.

Discussion. The results obtained indicate that the competencies of innovation activity show the properties of a flexible, self-organizing functional-dynamic system that adapts to the requirements of the task and the stage of work. This directly indicates the failure of their isolated, static assessment. The practical significance of the study lies in the substantiation of a fundamentally new approach to the assessment and formation of competencies in medical education: it should be context-dependent and procedural. The results open the way for the development of more adequate assessment procedures and educational trajectories that purposefully develop the ability of future doctors to flexibly integrate competencies in real innovative practice.

Introduction. Reflexivity, resilience, and psychological well-being are considered in the scientific literature as key resources of the individual, especially important for students of pedagogical training profiles involved in volunteer activities. These phenomena play an important role in the successful socialization and professional development of future teachers. However, if the isolated influence of these qualities on the effectiveness of volunteerism is partially covered in the literature, then the question of the interrelationships and specifics of their joint manifestation in students of pedagogical training profiles remains open and requires special research.

Objective. Investigate the relationship between reflexivity, resilience, and psychological well-being among students of pedagogical training profiles engaged in volunteer activities.

Materials and methods. The main research tools are the following methods: "Methodology for diagnosing the level of development of reflexivity" (A.V. Karpova), "Test of resilience" by S. Muddy (adapted by D. A. Leontiev),"Scale of psychological well-being" by K. Riff (adapted by T. D.Shevelenkova, T. P. Fesenko). The Mann-Whitney U-test was used to test statistical significance when comparing two independent groups of subjects (students with and without volunteer experience). To identify the relationships between reflexivity, resilience, and psychological well-being within each group, a correlation analysis using Spearman's rank correlation coefficient was used, and regression analysis was used to determine predictors of psychological well-being.

Results. The study of the responses (n=206) allowed us to establish statistically significant differences in the level of reflexivity and resilience between students involved in volunteer activities and students who do not have experience in the implementation of volunteer practices. Correlations were found between resilience components and indicators of psychological well-being, mediated by the level of reflexivity of respondents in two groups.

Discussion. Volunteer activity is shown to be a factor that activates reflexive processes and contributes to the formation of stable links between personal resources and the psychological well-being of future teachers. The results obtained can be used to develop programs of psychological and pedagogical support for the professional development of students of pedagogical training profiles and to optimize the conditions for their participation in volunteer practices.

Introduction. In the context of rapid digitalization, the spread of hybrid employment formats and the integration of artificial intelligence, the professional environment is undergoing fundamental changes. These processes form a context of high uncertainty, where traditional career scenarios lose effectiveness, and the individual's ability to navigate independently in the professional space comes to the fore. Despite the obvious relevance of the topic, existing psychological approaches consider motivational and regulatory mechanisms of self-realization in isolation, which creates a significant gap in understanding the dynamics of choosing behavior strategies. The lack of integrative models makes it difficult to explain how internal resources are transformed into readiness for action in the face of external constraints.

Objective. Theoretically substantiate the integrative model of motivational readiness, which synthesizes the "want-can-need" balance model and the theory of self-determination to describe the process of self-realization in conditions of uncertainty

Integrative model of motivational readiness: from comparative analysis to component structure. The points of integration of the "I want–I can–I must" model and the theory of self-determination are revealed. A four-component structure of motivational readiness is proposed, including motivational-semantic ("I want"," I need") and regulatory-instrumental blocks ("I can","decision-making"). The"need" component is differentiated as a continuum of forms of regulation – from external to integrated, which makes it possible to explain under what conditions external requirements become a resource, and not a barrier to self-realization.

Relationship of types of motivational readiness with self-realization strategies. Two types of motivational readiness are identified – autonomous and controlled-and their connection with self-realization strategies is theoretically justified.

Discussion. Integration of models makes it possible to move from describing static personality traits to analyzing the dynamic process of choosing strategies for self-realization. Differentiation of the "need" component explains the conditions under which external requirements become a resource, not a barrier. The key condition for productive self-realization is the quality of autonomous integration of external requirements in combination with the developed regulatory potential of the individual. The proposed model provides a theoretical basis for empirical research and development of psychological support programs for professional development in conditions of high autonomy and uncertainty.

Introduction. In the conditions of socio-economic uncertainty, changes in the usual way of life and life scenarios, the Self-Possible becomes particularly important as a way of understanding and planning the life perspective of an individual. Theoretical analysis shows that the content and structure of the Self-Concept, as well as its differences from other dimensions of the Self-concept, remain unevenly developed and require further clarification.

Objective. Generalization of the content and structural aspects of the Self-Possible on the basis of theoretical analysis.

Theoretical review. Since the introduction of the concept of "Self-Possible", and the study of the desired and avoided Self-Possible, it has been expanded by identifying additional types, which has strengthened the explanatory potential of this dimension. This, in particular, made it possible to explain the paradox of simultaneous stability and variability of the Self, as well as to clarify the complex and nonlinear nature of the relationship between the Self-concept and personal behavior.

It is noted that the Self-Possible correlates with various spheres of a person's life activity and can be updated both simultaneously and in different time periods.

Discussion. It is shown that the content of the Self-Possible is a multidimensional organization of the individual's ideas about himself in the perspective of a possible future, including cognitive and emotional components. These representations differ in their value-semantic orientation, time perspective, degree of realism, detail, and subjective significance. It is noted that the structure of the Self-Possible is revealed in the relationships between its components, relationships with other dimensions of the Self-concept, primarily with the Self-Future and the Self-Ideal, in the ratio of various types of Self-Possible, their connection with personal goals, behavioral regulation, individual psychological characteristics, levels of organization and psychological states. Along with this, the Self-Possible performs an integrative function, linking ideas about the future with the current experience and behavior of the individual.

Conclusion. The study of the Self-Possible is of practical importance, since it allows us to better understand how a person's ideas about the possible future are related to his motivation, choice of goals and behavioral characteristics. 

Introduction. Delayed speech development (DSD) is a massive violation of speech ontogenesis at an early age, which is currently diagnosed in a significant part of modern children. The paper analyzes the negative impact of passive screen time on psychomotor development and describes the feedback mechanism: behavioral difficulties of a child with visual impairment force parents to use gadgets as a means of control, which perpetuates negative dynamics and hinders correction.

Objective. To identify the relationship between indicators of psychomotor maturity in children with diagnosed DSD aged 2-4 years and the amount of screen time.

Methods and materials. The study involved 79 families with children aged 2-4 years (37 children with RRR, 42-the control group). To collect data, we used the author's questionnaire for parents, which studies the time of using gadgets by children (viewing screens and background noise), and the psychodiagnostic method "GNOME" by G. V. Kozlovskaya, which allows us to comprehensively assess psychomotor development, including sensory profile, motor skills, cognitive sphere, speech and social interaction.

Results. Correlation analysis revealed that both regular screen time and the use of TV as background noise significantly negatively correlate with the level of psychomotor development in 2-4-year-old children with DSD. In particular, regular screen time shows a negative relationship with the overall level of psychomotor development and its components, including sensory, motor, cognitive (including speech) and social development. The use of TV as background noise also negatively correlates with all the above components, as well as with the emotional-volitional sphere.

Discussion. Difficulties in interacting with children with DSD force parents to use gadgets as a means of calming down, which deprives the child of a full-fledged speech experience and increases violations. There is a "vicious circle": a lack of development leads to an excess of screens, and those – to an even greater aggravation of the defect. Interrupting this dynamic requires greening the family media environment and developing personalized strategies that take into account the individual characteristics of the child and the family situation.

Introduction. The article is aimed at studying the features of cognitive development components in groups of younger schoolchildren with problematic Internet use and younger schoolchildren without problematic Internet use. The significance of the study is emphasized by the analysis of regulatory documents regulating the receipt of educational results in primary school age. The social situation of the development of modern children is determined by the use of the Internet in everyday life, the excess of which can negatively affect the cognitive development of younger schoolchildren.

Objective. To determine the features of cognitive development of primary school students with problematic Internet use.

Materials and methods. The following diagnostic tools were used in the study: the questionnaire" Index of immersion in the Internet environment "by L. A. Regush et al.; the method" Proof test "(Bourdon Test); the method" Memorizing 10 words "(A. R. Luria); the psychodiagnostic method "Verbal subtests" (E. F. Zambatseviciene method). Data processing was performed using the Mann-Whitney U-test.

Results. The empirical study sample consisted of fourth-grade students (10-11 years old) MAOU of the city of Rostov-on-Don "School No. 22 named after twice Hero of the Soviet Union Baghramyan I. Kh." in the number of 78 people. According to the results of diagnostics of the level of immersion in the Internet environment, two groups of respondents were identified that were approximately the same in quantitative terms: primary school students with problematic use of the Internet; primary school students without problematic use of the Internet. In the group of younger schoolchildren with problematic Internet use, a number of features of cognitive development are noted in comparison with younger schoolchildren without problematic Internet use: a lower level of development of verbal and logical thinking; a higher level of concentration and stability of attention; higher indicators of short-term and long-term memory.

Discussion. Statistical processing of the obtained data allowed us to identify significant differences in the studied parameters: indicators of short-term and long-term memory; stability and concentration of attention; the level of development of verbal and logical thinking of younger schoolchildren with problematic Internet use and without problematic Internet use. No significant statistical differences were found in the analysis of data on the indicator of the amount of attention in the study sample. The results of our empirical study are consistent with the findings of other researchers about the ambiguous impact of Internet use in primary school age. The obtained data can be used by specialists engaged in educational activities in the development of programs and classes of a correctional, developmental and educational nature on the problem of safe behavior of younger schoolchildren on the Internet.

Introduction. In middle adulthood, managers are more likely to have career crises that require a review of rigid life scenarios. The relevance of the study is determined by the need to identify psychological resources that provide motivation for such changes. Currently, the relationship of motivation to change the life scenario with specific career orientations is not sufficiently studied.

Objective. Development and empirical verification of a comprehensive model of motivation to change the life scenario for managers over 35 years of age with different career plans.

Materials and methods. The study involved 90 managers divided into two groups: those with strong career plans (n = 54) and those without them (n = 36). A complex of psychodiagnostic methods was used: the author's questionnaire of life scenarios, the questionnaire of driver behavior (T. Kaler), the method of diagnostics of parental prescriptions (R. Drego), the test of life-meaning orientations (D. A. Leontiev). Multivariate analysis of variance (MANOVA), analysis of variance (ANOVA), and correlation analysis were used to test hypotheses.

Results. The results of MANOVA showed a statistically significant impact of career orientation on the set of indicators of life scenarios. Career-planning managers perform better in the adaptive scenarios "Trials of Hercules" and "Philemon and Baucis", as well as in the drivers "Be perfect" and "Be strong". In the group without career plans, the maladaptive scenarios "Sisyphus labor" and "Tantalus torment", as well as the driver "Try", dominate. Significant positive correlations of constructive drivers with intrinsic motivation and negative correlations of maladaptive scenarios with willingness to change were revealed.

Discussion. The data obtained confirm that life scenarios and driver patterns are significant psychological determinants of career motivation. The identified configurations " adaptive scenario-constructive driver "and "maladaptive scenario – driver" Try" deepen the understanding of the mechanisms of personal and professional transformation in adulthood. The results are of practical significance and can be implemented in coaching and organizational consulting for the development of targeted programs for psychological support of managers.

Introduction. The article is devoted to the study of the relationship of Internet addiction with the peculiarities of relationships with peers in adolescents, in particular, with the sociometric status they occupy in the peer group. Adolescents ' Internet addiction also distorts the process of communicating with their peers, as excessive immersion in the virtual world can lead to a replacement of real communication, difficulties in developing social skills, empathy, and, as a result, social isolation and problems in building healthy relationships. Analysis of the problem of Internet addiction in adolescence reveals the risks of avoiding reality, reducing social adaptation and losing control over time, and disrupting relationships with peers.

Objective. Identification of Internet addiction in adolescence and study of its relationship with sociometric status in the peer group.

Materials and methods. The empirical study used the Kimberly Young Internet addiction test (Internet AddictionTest, IAT), adapted by V. A. Loskutova; a survey of parents aimed at identifying the parental assessment of the time spent by the child on the Internet, the nature of his online activity, as well as the parental view of the impact of the Internet on the child and his social connections; sociometric experiment. The obtained data were processed using Spearman's rank correlation coefficient.

Results. As a result of the study, a significant prevalence of the problem of excessive Internet addiction among adolescents was revealed: more than half of the respondents (55%) were at risk or had pronounced signs of Internet addiction. The analysis of a survey of parents confirmed a high degree of involvement of adolescents in online activity, often with significant time costs, and also showed difficulties in establishing parental control. According to the results of the study, 38.3% of adolescents were at risk, demonstrating excessive Internet addiction and the presence of related problems. 16.7% showed signs of severe Internet addiction. The study of the features of relationships between adolescents and their peers showed a typical distribution of sociometric statuses for this age, but revealed a significant proportion of adolescents who occupy low status positions, which indicates that they have difficulties in integrating into the peer group. 

Discussion. Analysis of the results allowed us to conclude that adolescents with a higher level of Internet addiction tend to occupy a lower position in the system of interpersonal relations in the peer group, which is consistent with the data of recent studies, but this phenomenon needs additional study.

Introduction. The article presents a pilot empirical study aimed at evaluating the effectiveness of a comprehensive program of pedagogical support for professional choice among adolescents with disabilities. The relevance of the study is due to the increased vulnerability of this group to social and professional marginalization due to barriers in education, limited access to labor practices, and insufficient preparation of traditional career guidance systems to take into account individual needs.

Objective. To find out whether the adapted support program affects the indicators of professional readiness and professional self-efficacy, as well as subjective satisfaction with the support process.

Materials and methods. In the pilot version, a randomized controlled design was used: 150 adolescents with disabilities were divided into an intervention group (n = 75), who received an eight-week support program, and a control group (n = 75), who received standard school career guidance. The main measurements included the professional readiness scale and the professional self-efficacy scale (pre-test and post-test), as well as the support satisfaction scale (post-test). Descriptive statistics, independent t‑tests to compare the magnitude of changes, ANCOVA with baseline control, and Cohen's d effect size estimation were used as analysis methods. The article presents data from a pilot study with a detailed description of the methodology, intervention procedures and ethical considerations, which makes the work useful as a methodological guide for subsequent empirical projects.

Results. The results obtained demonstrate a significant increase in professional readiness and self-efficacy in the intervention group compared to the control group, which supports the hypothesis of a positive effect of targeted pedagogical support.

Discussion. In conclusion, we discuss practical implications for integrating support programs into school practice and directions for future multi-site and long-term studies focused on real-world samples and delayed outcomes (employment, adaptation in a professional environment). Limitations of the study are related to the use of data and generalization of results for individuals with different types of disabilities