The purpose of the study is to investigate the problem of relationship of conscious self-regulation in achieving goals and the mechanisms of academic achievement in the Russian language at school. The study is of interdisciplinary nature. The concept of conscious self-regulation as a metasystem, which integrates mechanisms of self-regulation being different in levels and nature (cognitive, neuropsychological, motivational and personal, etc.) for achieving educational goals is operationalized. The perspective of studying self-regulation is shown for different levels in close interrelation with the academic achievement in the Russian language. The latter is considered as a complex construct, which includes not only academic marks, but also the assessment of students’ language competence level. The perspective of studying the issues mentioned is defined by directing at developing new scientific views on regulatory mechanisms importance of various levels: conscious, cognitive, neurophysiological, motivational and personal levels of ensuring successful mastering the Russian language by schoolchildren.

The article considers the peculiarities of senior schoolchildren’s interaction. Particular attention is paid to their interaction in the educational space. The results of studying the socio-psychological climate, as well as trust in oneself and others, the features of interaction inside the school collective are presented according to the seven methods. The results showed that the interaction of students in the school collective is characterized by a degree of loss of trust in the “attitude towards other people” and in the “attitude towards the world”, but high level of “self-confidence”. The issue of necessity of forming confidence in school groups, where there are many migrants and visitors, is considered.

The article is devoted to the problem of searching for differences in understanding the content of the primary and secondary economic socialization. Identifying the main approaches to the phenomenon of “economic socialization” of the person was the purpose of the work. The urgency of this work is due to the vital situation in the field of economic socialization research. It is associated with the need to justify the segregation and characterization of new forms of economic socialization. The criteria for primary and secondary economic socialization, as well as the criteria for the transition from primary to secondary economic socialization were described in author’s definitions.

The article concentrates on one of the most important issues of orphans’ socializing - to the problem of supporting the senior pre-adult aged orphans (15-18 years old) after they leave the orphanage. New social practice of work on supporting the orphans is described on the example of coaching. A number of research showed that the orphans suffer from lack of individual approach. Besides, they need a meaningful person who could help them get ready for the real life conditions they will have to live in after they leave the orphanage. The use by the European Institute of Practical Psychology and Psychotherapy the system of coaching made it possible to prepare the orphans for independent life in the society due to the systematic coaching during 1-2 years. It also promoted their adaptation and socialization.

The article analyzes various factors of life satisfaction in elderly and old age. Factor analysis of the variables characterizing the satisfaction of the life of the sample (450 elderly and old people) allowed to describe some differences between the two groups. Among the most significant factors of life satisfaction of young-old people, the following can be emphasized: “meaningful and active life position”; “inclusion into the social system”; “value-motivational integration”. At the same time old-aged people considered the following factors to be more important: “health and vitality for activity”, “existential fullness and self-esteem”; “social support from the family and satisfaction of life-support needs”. Based on the empirical study, the authors conclude that socio-psychological support should be organized with taking into account the factor structure of life satisfaction in elderly and old ages.

The article discusses the most important characteristics of the individual, manifested in all spheres of human life, and especially - in professional activities: the type of personality orientation and the strategy of self-affirmation. Pedagogical activities are always connected with interaction, communication, influence. Consequently, the choice of constructive/destructive strategies of self-affirmation is a key characteristic of a professional. Since the strategies of self-affirmation may not be fully realized, but at the same time determine the vector and nature of activities, the prevailing motives of behavior determining the type of personal orientation and their representation in various strategies of self-affirmation are structured. An attempt was made to identify the unconscious motives, their relationship with the conscious motivation in the activities of teachers.

The article presents the results of a study of the types of ethnic identity in adolescents from different cultural environments. The differences in the formation of the types of ethnic identity of adolescents, determined by different living environment are described. Besides, the dominant types of ethnic identity are identified. Empirical study of ethnic identity types held in Moscow city school (Russia) and in secondary school of Ismayill (Azerbaijan). The result of the empirical study revealed the existing significant differences in the formation of ethnic identity types of adolescents from different cultural environments. Based on the results of the empirical study of the formation of ethnic identity types of adolescents from different cultural environments, the authors came to the following conclusions: the dominance of positive ethnic identity among adolescents is the result of living in an ethnically diverse environment; in an ethnically monotonous environment adolescents are simultaneously dominated by several types of ethnic identities; interethnic conflicts contribute to the formation of ethno-egoism, ethno-fanaticism and ethnocentrism in adolescents.

Mellow Parenting programmes support the development of good relationships in families in exceptionally difficult circumstances, including parental mental health, substance abuse, domestic violence and child protection problems. Parents with troubled relationships in early childhood, find it difficult to sustain good relationships, including with their own children. Applications in Scotland, Tajikistan and the Maori families in New Zealand demonstrate practical cross-cultural application.

The article presents the scientific and applied task of studying the model of a practical psychologist’s work in the organization. According to the results of the theoretical analysis of regulations for psychological work in state service organizations and a survey of the authorities, managers and staff, the basic models of a practical psychologist’s work in the organization are proposed. Besides, their essential content is given. The advantages and possible disadvantages of these models are highlighted. The article presents the analysis of the preferred use of these models of activities in civil service organizations. Conclusions about the relevance of the proposed models are made. Practical recommendations for choosing the optimal model of psychological work are offered.