Тhe aim of the article is to study the value sphere of girls with different attitudes to the parental position of the mother. The procedure and methods of research. The empirical research was performed with the use of the following methods: “Incomplete statements” and “Ranking of values.” The study involved 207 girls aged 17 to 23 years. Different types of attitudes toward future motherhood are revealed: priority of the mother’s position, positive attitude towards motherhood and delayed parenthood, motherhood as a duty, ambivalent attitude and rejection of motherhood. The relationship of attitudes towards future motherhood with the priorities of the value sphere has been proved. High significance of the values “family”, “interesting work”, and “love” was revealed for the group with a positive attitude towards motherhood. In case of ambivalent attitude the significance of the value “material well-being” increases, and in case of the rejecting attitude the value of “self-development and cognition” grows. The theoretical significance is in studying the role of values as regulators of the personality. The practical importance is determined by the tasks of forming young women’s positive attitude to the motherhood. The article is addressed to psychologists working in the field of family psychology.

The purpose of the article is to study the features of professional self-determination at the age of adolescence. The modified diagnostic technique of the personal professional perspective developed by N.S. Pryazhnikov was used, as well as and D.Marsia’s method of determining the status of identity in the professional field. The study involved 144 respondents aged 15 to 17 years. Results. The irregularity of the formation of the personal professional perspective (PPP) components among boys and girls is revealed. The connection of the high status of identity in the professional sphere with the formation of PPP has been proved. The trend of the advanced formation of PPP for girls, compared to young men was clarified. The theoretical significance of the results is connected with making the concept of professional self-determination more operational. It has been due to the interrelation of the status of identity and personal professional perspective. The article is addressed to specialists in the field of developmental psychology, working with the problems of professional self-determination.

The article discusses the issue of stigmatization and the existing prejudices towards parents of children with ASD. The authors consider the specificity of the primary and associated stigma related with proximity and contact with a person who has a diagnosis of “autism”. The study is based on the analysis of the focus group material conducted with 16 mothers of children with ASD. The results of the study allow us to conclude that parents of children with autism feel the influence of social stigma, discrimination that determined secondary stigmatization, social exclusion and retaliatory aggression towards others. In conclusion it is stated that it is necessary to develop the mechanisms for overcoming the stigmatization of people with ASD and their close aides.

The article presents the results of studying the features of perception and reproduction of emotional-facial expressions by persons with different levels of emotional intellect. The method of estimation of perception and reproduction of emotions with the use of hardware-software complexes of recognition of emotional expressions (Noldus FaceReader) and detection of oculomotor activity (SMI RED) was presented. Significant differences in the perception and reproduction of emotions by persons with high and low levels of emotional intelligence were obtained. It was revealed that respondents with high level of emotional intelligence (EI) made fewer fixations on the face area or made shorter fixations than the respondents with low level of EI. At the same time, respondents with a high level of EI reproduced emotions better than respondents with a low level of EI. Gender differences in perception and reproduction of emotions were revealed.

Freedom, as a mental phenomenon, is considered in domestic and foreign studies mainly through the prism of the concept of self-determination, which reduces the essence of psychological freedom to reaching the state of a highly organized self-governing successful personality, ignoring its spiritual foundations and age-related features of development. As a result of empirical research aimed at studying the age-specific features of the development of psychological freedom of the individual, it is shown that the manifestations of psychological freedom undergo changes from adolescence to student age and depend on the prevailing type of freedom. Besides, it is stated that different types of psychological freedom have different leading components that determine its manifestations and consistency of structural components. It is shown that with age the differences between different types of psychological freedom are increasing due to the gradual development of different structural components of freedom, and only the inner form of freedom is characterized by uniformity, consistency of development of its components with a consistently high spirituality.

The article discloses a rather insufficiently studied problem of the way students understand the phenomenon of subordination as it is at this age conscious attitude to self-discipline and self-regulation is formed. The developmental psychology interprets the term “subordination” with the meaning of “obedience”. Types of subordination are revealed: subordination, internal and external conformity, suggestibility and collective self-determination (the person’s conscious solidarity with the collective, acceptance and active advocacy of its values, norms, standards, beliefs, ideals and settings). With the use of 4 methods 84 students’ ideas about subordination were studied. The personal determinants of subordination were singled out. The results received showed that the students have certain idea about “subordination” and “insubordination”. Besides, they formulate definitions; show the level of understanding which has certain hierarchy among students of different years of studying (from the 1st to the 4th). Stereotypes of this concept, existing in the society, can also be found among students’ answers. The use of factor analysis testifies there is a high level of students’ personal qualities dependence on the level of their subordination. This enables to define the determinants of their personal subordination.

The article analyzes the research results of personal characteristics development of the hearing-impaired teenagers studying at the boarding school and schools of general education. According to the results of the study the author concludes that coeducation at the general education school promotes formation of more adequate self-assessment, level of claims and the locus of the control coinciding with the standard for the teenage age due to the best integration among peers with norm in hearing development. The statistical analysis of the results of research shows high significance level of differences in the development of personal characteristics of the hearing-impaired children studying at the general education schools and boarding schools. The article is addressed to psychologists, parents, teachers and administration of schools where hearing-impaired children and teenagers are trained.

The article describes the features of older adolescents’psychological adaptation in the conditions of separate and mixed education. To identify the level of students’psychological adaptation the method of (personality questionnaire) of socio-psychological adaptation diagnosis (SPA) by K. Rogers and R. Diamond in the adaptation of T.V. Snegirevawas chosen. The purpose of this technique is to determine the characteristics of the adaptation period of the individual in terms of separate and mixed education. The study established statistically significant differences in the manifestation of psychological adaptation in two groups of students of joint and separate classes.It is higher in the separate type of training, which is the basis for the introduction of health-saving technologies in the educational sphere in order to prevent the phenomenon of increasing mental and neuropsychic stress at school. The study contributes to the expansion of the ideas about psychological adaptation associated with the characteristics of adolescence, the mental development of boys and girlsin particular. It makes possible to better understand the necessary conditions for their education. The article is addressed to psychologists and teachers-psychologists of secondary schools.

The article continues a series of works devoted to the study of the transition of the performers to management and aimed at studying the relationship of teachers’ psychological readiness for the transition to management and their job satisfaction. In the empirical study, involving 92 teachers and 81 workers of preschool education, it is shown that dissatisfaction with work does not directly form readiness for management activity. The relationship between these variables is mediated by willingness to change the activities. The role of job satisfaction in the transition of the performer to management work is ambiguous. On the one hand, the general dissatisfaction can lead teachers to the emergence of readiness to changing the activities, and the latter, in turn, to the emergence of readiness to switch to management. On the other hand, the emergence of willingness to become a leader may appear with the general satisfaction of work, due to the dissatisfaction of those needs that are not related to pedagogical work: career and power.

The purpose of the article is to study age differences in the level of conscious self-regulation of learning activity among students of Suvorov Military School and students of secondary schools. Comparison of regulatory features and regulatory predictors of academic achievements was carried out on the sample of Moscow Suvorov Military School students (N=343) and secondary schools students (N=554) from 6 to 11 grades using V.I. Morosanova’s “Style of self-regulation of educational activity-M” questionnaire. The results of the analysis confirmed the hypothesis about age and situational specificity of cadets’ conscious self-regulation. It is discovered that the conditions of training at Suvorov Military School contribute to faster development of cadets’ learning activity conscious self-regulation. In conclusion, we described the main mechanisms of conscious self-regulation formation at the samples of cadets and schoolchildren. The results showed the resource nature of academic achievements regulatory predictors. This article is addressed to teachers and psychologists of educational institutions of secondary and military profiles.