Кузьмина Елена Ивановна, доктор психологических наук, про-фессор, кафедра психологии, Военный университет Министер-ства обороны РФ, Москва, Россия, kuzminael1@yandex.ru Кузьмина Зинаида Васильевна, кандидат психологических наук, доцент, независимый исследователь, Москва, Россия, kuzminael1 @ yandex.ru С позиций субъектно-деятельностной теории С. Л. Рубинштейна и разработанного Е. И. Кузьминой рефлексивно-деятельностного подхода, выступивших методологической основой проведенно-го нами экспериментального исследования самооценки, уровня притязаний и ценностных ориентаций, уточнено психологиче-ское содержание и обосновано диалектическое единство этих центральных феноменов личности, показаны эвристические воз-можности их комплексного исследования для более глубокого понимания развития личности. Приведены результаты наших экспериментальных исследований, свидетельствующие о том, что самооценка -компонент структуры сознания, с её помощью человек познает мир и себя в этом мире; адекватно высокая, константная самооценка является стержневой характеристи-кой личности и влияет на ее развитие; под влиянием успешной деятельности самооценка и уровень притязаний повышаются, при неудаче -понижаются; самооценка вместе с уровнем при-тязаний и ценностными ориентациями является регулятором деятельности. Высказывается предположение, что гармония в соотношении самооценки, уровня притязаний и ценностных ори-ентаций достигается через преодоление противоречий между ними. Аттрактором, обеспечивающим эту связь и меняющим со-отношение между компонентами триады, является значимость. Приводятся авторские методики измерения самооценки, уровня притязаний и ценностных ориентаций с учетом компетенциаль-ных способностей, апробированные на занятиях по психологии со студентами Ульяновского государственного педагогического института и курсантами Военного университета Министерства обороны РФ, а также в ходе эмпирического исследования со-трудников подразделений специального назначения. Ключевые слова: сознание, самосознание, самооценка, уро-вень притязания, ценностные ориентации, индивидуальные осо-бенности личности и качества ума, идеал, рефлексивно-деятель-ностный подход.

A comparative analysis of personal resources (hardiness, self-activation, personal dynamism, self-control) of the last Soviet (transitional) and post-Soviet (new) generations of Belarusians and Russians is presented. On the basis of the comparative analysis of four groups (N = 426): transitional (N = 100) and new (N = 104) generations of Russians; transitional (N = 93) and new (N = 129) generations of Belarusians, the following aspects are considered: 1) differences in the characteristics of resilience, self-activation, self-control and personal dynamism; 2) the structure of personal resources of transitional and new generations of Belarusians and Russians. It is shown that vitality, self-activation, self-control, personal dynamism have different levels of expression in different generations of Belarusians and Russians, depending on the cultural and historical context. A peculiarity of the transitional generations of Belarusians and Russians is the homogeneous structure of personal resources, in contrast to the structure of the personal resources of new generations. This type of research introduces the problems of the historicity of generations and the problems of the contribution of cultural-historical conditions and situations of challenge to personal resources.

The authors analyze the components of psychological and pedagogical support for students with disabilities in an inclusive educational environment of the University using as the example the Faculty of distance learning of MSUPE. It is shown that the active model of disability aimed at fostering students’ own activity may become a basis of psychological and pedagogical support for university students with disabilities. Psychological and pedagogical support of students with disabilities includes a variety of forms (pedagogical, social, psychological support, self-support) aimed at enriching the psychological and pedagogical conditions of the educational environment through: 1) support groups organization and functioning; 2) self-support groups functioning; 3) creating an optimally accessible educational environment using distant technologies. The system of psychological and pedagogical support of students with disabilities can be built on the basis of «understanding relationships», suggesting barrier-free understanding, overcoming the stereotypes of disability and erroneous interpretations of the multidimensional world of persons having disabilities; the full participation and involvement in the experience of disability. The article provides data of empirical studies conducted by students with disabilities themselves in the framework of their master theses which allowed to detect the most problematic and resource zones in: 1) support groups (parents of students with disabilities); 2) readiness of students with disabilities to self-help, their self-activation and hardiness resources; 3) the role of inclusive distance educational environment to develop motivation and psychological well-being in all students: with and without disabilities.

The article analyzes the problem of higher education teachers’ digital competence formation in relation to the university academic development. In the system of academic development, a higher education teacher becomes an active subject and an object of influence of the university structures.The notion of “academic capital” – a system of professional competencies of a teacher, in whose structure digital competencies acquire special importance, is introduced to assess the effectiveness of academic development.It is assumed that depending on the attitudes towards the development and integration of digital competencies into professional practices, teachers are divided into different categories according to their role in the academic development.In order to test the hypothesis, focus group research was carried out with teachers of the humanities, social and natural sciences from universities in different regions of Russia with at least three years of professional experience. A total of five focus groups of seven teachers in each were conducted.In the context of academic development, digital educational practices were analyzed, and three types of agents were identified – innovators and promoters, who contribute to the academic development of the higher education institutions, and routiners, who slow down the introduction of digital technologies. It is concluded that a possible barrier to the innovative activities for teachers is an ambiguous attitude towards the process of digitalization of the education sector.

No abstract