The paper presents the results of a study of the structural features of personal changes of student-actors in the process of studying in the theater college. We hypothesize that at the stage of primary occupation selection and in the training process students aquire and develop specific stable personality structures (association of personal qualities), which are essential for the formation of the subject of acting. The sample consisted of 832 respondent: 686 enrollees of theater college; 188 students at the beginning and 174 — at the end of the 1st year, 106 2nd year, 91 3rd year, and 68 4th year students. Methods: R. Cattell Personality Factors test (16 PF). Results: four invariant factors describing the structural features of the personality of student-actors are identified — personal anxiety, the desire for public communication, emotional impact on the other, individualism. Conclusions: the hypothesis of the presence of stable personality structures was confirmed, a number of essential personal features that contribute to the implementation of stage communication between self, role, and viewer were found.

The article presents the results of a questionnaire survey of RGSAI students with and without disabilities, devoted to the peculiarities of their relationships with their parents. In the microsocial environment of students, the questions about significant others ("role models"), the characteristics of the relationships and the meaningful features of students' communication with their parents are analyzed. The opinions of students with preserved health and students with different types of disabilities are compared; both age dynamics of responses and opinions of students of various faculties (theater, music, fine arts) are considered. The study involved 167 students of The RGSAI, 98 of them with preserved health and 69 with disabilities. The results were processed using the methods of mathematical statistics. It is shown that psychological support from parents of students with disabilities is an important socio-psychological resource that affects the success of their higher professional education. It was found that the nature of relationships with parents is markedly different for students with disabilities and students with preserved health. The content features of changes in parental position at different stages of students' education are reviewed: from parents' encouragement of life success to their performance of compensatory supporting function. There are four generalized objections that characterize the specifics of parental attitude, which allowe to determine the uniqueness of parental position depending on the state of health and the direction of students' professional training. Analysis of the thematic features of interpersonal communication between students and their parents indicates the high involvement of parents of students with disabilities in educational activities, as well as in socio-psychological relations of students with teachers and fellow students. Such parental involvement is regarded as a kind of "social capital" of a student with disabilities.

The article presents the study results of the characteristics of the attitude of students with disabilities and students with preserved health to higher education in the field of culture. Motivation for higher education and requirements to its content, as well as results of the structural analysis of the aims and motives for higher education are considered. Answers of students with preserved health and students with various types of disabilities are compared, also age dynamics and answers of students of different faculties (theater, music, fine arts) are analyzed. The study involved 167 RGSAI students, 98 of them — with preserved health and 67 — with disabilities. Questionnaire survey method was used; the results were processed by mathematical statistics methods. It is shown, that with age students undergo a restructuring of educational motivation from social desirability to personification, the desire to develop their own abilities. It is revealed, that for students with disabilities the meaning of studying at a university to a much greater extent, in comparison with students with preserved health, is to develop their abilities and opportunities for socialization. For healthy students the priority is to become a specialist in a particular field in order to subsequently have a high-paid job. For students with disabilities university education is an important institution of socialization and a platform for their social activity. Structural analysis identified the basic semantic modalities that determine the differences in students' motives and goals for obtaining higher education.

The article deals with the peculiarities of relations with teachers among students with preserved health and students with disabilities. It is assumed that students with disabilities and students with preserved health have specific features in their relationships with teachers. Sample: 167 students, 98 of them – with good health and 67-with disabilities (hearing, vision, etc.). The study was conducted on the basis of the RSSAI with students of all faculties (theater, music, fine arts). Methodology: the author's questionnaire on the study of various aspects of the attitude to education (professional plans, socio-psychological well-being, motivation of training, attitude to the content of education, socio-psychological relations within the university with teachers and other students, value orientations in the field of art culture, etc.). It is shown that when there are conflicts with teachers, students with preserved health do not transfer them to the attitude to the academic subject, while students with disabilities conflict with the teacher provokes a negative attitude to the course. It was revealed that among students with disabilities, almost one in ten believes that problems in understanding the educational material are due to the peculiarities of their health, with age the share of such responses increases. It was found that among students with disabilities a higher proportion of those who seek informal communication with teachers, which confirms the importance of higher education as an institution of socialization and a source of experience of social interaction.

The article considers three components that characterize socio-psychological features of the students' life position: emotional assessment of the success of their life prospects, specifics of life plans and nature of value orientations. Taken together, these components allow to determine the social well-being of students, depending on their health state and the type of professional education they receive. The article is based on the results of the questionnaire survey conducted among RGSAI students. The study involved 167 participants, of whom 98 were those with preserved health and 69 — with disabilities. The survey was conducted in all courses (first to sixth) and faculties (theater, music, fine arts). The materials obtained are analyzed in relation to the influence of gender and age factors. Special attention is paid to the comparison of the life attitudes of students with preserved health and students with disabilities studying at different faculties. Significant differences were found between students with preserved health and students with disabilities in their assessment of the success of their life prospects, the certainty of plans for their future and value preferences. Using factor analysis, the structural correlations between various components of the life attitude were identified, and its content features depending on the health status of the respondents and the nature of the profession obtained were characterized.