The subject of this study is the influence of multimedia on the development of motivation for learning among schoolchildren. A study was conducted on the basis of MBOU Lyceum No. 8 in Krasnoyarsk among students of two ninth grades. In the course of the study, the following methods were used: studying the motivation of M.I. Lukyanova's teaching; determining the level of motivation of N.G. Luskanova's teaching, interviewing teachers and students. Prior to the experiment, the level of motivation among the students of the control and experimental groups was measured, which corresponded to the level of "low" and "medium" for 46 and 52% of respondents, respectively. After the experiment, when more than 100 chemistry and biology lessons were conducted for two quarters, the level of motivation in the experimental group increased according to the indicators "high" and "very high" according to the results of two methods. thus, after conducting an experiment with the use of multimedia technologies in the classroom in the experimental group, there is a decrease in the number of students with low and very low levels of educational motives. The main conclusions of this study are related to the fact that as a result of the study, it was proved that the level of motivation for learning among schoolchildren increases when using multimedia technologies in the classroom, such as multimedia presentations, audio and video clips, electronic textbooks, interactive whiteboards and online testing. The study revealed an increase in academic performance in the experimental group. Academic performance in this group has increased due to an increase in the level of motivation for learning among schoolchildren. According to the results of the study, it can be concluded that the use of multimedia technologies contributes to an increase in the level of motivation for learning and, therefore, directly affects the academic performance of students.

The subject of the work is the development and implementation of a program for the regulation of negative psychological states of karate athletes from 8 to 14 years old. The purpose of this study is to develop an effective program aimed at correcting the negative psychological states of karate athletes from 8 to 14 years old during preparation for competitive activities. In our work, we analyze the methods of psychological regulation of karate athletes from 8 to 14 years old during the preparation for competitive activity. In the teaching of the karate section, there are a number of problems associated with a decrease in the cognitive activity of students, with a decrease in the level of health culture, which is due to a number of factors: improper nutrition of athletes, bad habits (alcohol, smoking), a small amount of sports in life (the development of physical inactivity), workload in training, etc. These factors force teachers to look for new ways in teaching and educating students. In this work, the psychological states of karate athletes from 8 to 14 years old for competitions were studied. We have developed a program for regulating the psychological states of karate athletes from 8 to 14 years of age in the pre-competition period of training by organizing work with model situations in which athletes can detect psychological difficulties associated with motivation to achieve success, anxiety and stress, as well as together with the coach to find ways to resolve them, during which there will be an increase in motivation to achieve success and stress resistance and reducing the level of anxiety. In the course of the study, after testing the program, changes in the level of anxiety (its decrease) and motivation (its increase) occurred in 83.3% of respondents.

Tolerance as the ability to understand and accept the others, awareness of the value of one's personality and the people around them, respect for them, a sense of solidarity and a desire for cooperation, are now of paramount importance. In many ways, the development of tolerance is influenced by a person's personal qualities, his characteristics. We assumed that the level of tolerance is influenced by a person's personality type. The classification of K. Jung was taken as a basis. The sample consisted of 52 people from dormitories No. 17 and No. 19 of the Siberian Federal University of Krasnoyarsk, located next to each other. The age of the subjects is 20-22 years. There are 35 men and 17 women from different institutes and training areas. The purpose of the study: to study the influence of personality type on the level of tolerance. According to the results, our hypothesis that extroverts and ambiverts are characterized by a high level of tolerance, which is associated with a personal need for communication and interaction with others for these types, and for an introvert – a low level of tolerance, has not been confirmed. The reliability of the differences between the groups of subjects was not confirmed as a result of using a nonparametric method of comparing independent samples using the Mann-Whitney U-test. We assume that tolerance as a complex systemic quality of a person should be studied using an integrated approach, which is based on the fact that three main levels can be distinguished in the structure of tolerance: biological, psychological, social.

The article deals with the problem of the formation of adolescent tolerance and examines the influence of subjective control on the tolerance of older adolescents. The education system, having unique opportunities to expand knowledge about other people who are different from us, their views, culture, as one of the most important tasks, puts forward the problem of forming tolerance among the younger generation. The relevance of this socio-pedagogical problem is due to the need to find effective means of forming tolerance among students. The study was conducted on the basis of the municipal budgetary educational institution "General education institution Gymnasium No. 11 named after A.N. Kulakov" in Krasnoyarsk. The sample of the study was 133 subjects. The female sample is 71 people, the male sample is 62 people, students of grades 9-11. The obtained data and statistical analysis confirmed the dependence of the level of tolerance of older adolescents on sex differences. Girls are tolerant, they are characterized by tolerant forms of behavior, while boys, on the contrary, are more often intolerant, both to the outside world and to people. With the help of Kendall's rank correlation coefficient, data were processed and compared using the methods "Level of subjective control" and "Tolerance Index". The data confirmed the relationship between the level of subjective control and the level of tolerance of older adolescents. Externals have a low tolerance for others, internals have a higher level of tolerance. In addition, the data showed that girls have a higher level of tolerance than boys.

The subject of the research of this article is the connection of emotional intelligence with the success of educational and professional activities of students of the Music Academy. A study was conducted on 60 respondents of the Krasnoyarsk State Academy of Music and Theater. The following methods were used in the study: the scale of self-assessment of one's success (D. Laikert), the scale of assessment of the level of situational (concert) anxiety (C.D. Spielberg, Y.L. Khanin), the method of assessing "emotional intelligence" (N.Hall), mathematical methods of data processing. In the course of the study, a positive relationship was established between emotional intelligence, educational and performance success, and self-esteem of students in the general sample. Students manage their emotions better and are therefore better able to control anxiety and focus on the learning process, which in general has a positive effect on their success.   Emotional intelligence affects the success of the educational and professional activities of students of the Music Academy and confirms our hypothesis. Indeed, the higher the emotional intelligence, the more successful the educational and professional activities of students and the lower the concert anxiety. Students with a higher level of emotional intelligence not only have high scores in musical performance, but are also more adequate in self-assessment of their abilities. We believe that in the conditions of musical performance, emotional intelligence receives a specific refraction determined by the peculiarities of musical and artistic activity. This is manifested in the development of such qualities as managing your emotions, self-motivation, empathy.