The article analyzes features of ethno-linguistic identity characteristic for representatives of the main Ukrainian language groups: Ukrainian-speaking Ukrainians, Russian-speaking Ukrainians and Russian-speaking Russians. The main concepts of the ethno-linguistic identity theory and ethnic group vitality are examined; individual and collective strategies maintaining positive identity through language are described; the factors influencing language expressiveness in the structure of ethnic identity are presented. The article shows that Russian-speaking Ukrainians are more competent in both languages​(Ukrainian and Russian); Ukrainian-speaking Ukrainians are highly proficient in their ethnic language and have predominantly an average level of Russian language proficiency; Russian-speaking Russians are characterized by good understanding and knowledge of their ethnic language only, at the same time they are low proficient in Ukrainian. As for Ukrainian-speaking Ukrainians and Russian-speaking Russians, their ethnic language competence coincides with their linguistic behaviour and attitudes. Russian-speaking Ukrainians do not show such coincidence; they are characterized by a discrepancy between the prevailing positive attitude to their ethnic language and their real linguistic behaviour. The data shows that the respondents do not choose mainly a language as a main ethnic-determining characteristic, however, in the system together with other distinctive features, it still occupies uppers rank positions for Ukrainian-speaking and Russian-speaking Ukrainians; family ties and psychological choices are more important for ethnic identification of Russian-speaking Russians. The vast majority of the respondents do not focus on their own ethnic status, paying more attention to personal, family and professional social characteristics. Ukrainian-speaking Ukrainians have the most steadfast ethnic identity, and marginal ethnic identity is predominantly observed among Russian-speaking Ukrainians. The relation between language and ethnic identity is described: correspondence between mother and ethnic language determines the respondents’ positive ethnic identity, and vice-versa, their mismatch leads to appearance of ethno-nihilistic tendencies.

The article considers the factors of military students’ psychological well-being. The examined military students had average levels for all scales of psychological well-being. They can be mainly characterized as independent people, not afraid to express their opinions contrary to the majority opinion, as open to communication and new experience mastering, capable to achieve the desired and overcome life difficulties. The indicators of psychological well-being of male and female military students were almost indistinguishable according to all studied scales, except for “self-acceptance”, “positive relations with others”, and “good relations with loved ones”. In particular, men, compared to women, had higher self-acceptance, which was manifested in a more positive assessment of themselves and their lives. Women had better relationships with their social environment and loved ones, expressing themselves in a more trusting, friendly relationship, openness to communication, compassion and empathy. The performed factor analysis revealed two structural components of the military students’ psychological well-being, namely: purposefulness/ independence (clarity and stability of the intended goal vector, striving for independence and self-dependence, responsibility and ability to make important decisions); approval by the social environment (subjective awareness of life satisfaction because of positive evaluation of existing social contacts and the approval and recognition of one’s image by his/her the social environment). The factors of psychological well-being of male and female military students were determined. In particular, there were for men: autonomy, environmental management, personal growth, purpose in life, short social distance, and subjective psychological well-being. There were for girls: positive relationships, autonomy, self-acceptance, social approval, positive attitude, subjective psychological well-being.

The study examined the peculiarities of the subjective social and psychological well-being of general civil and military students during the Covid-19 pandemic, depending on the applied attendance modes: distance or face-to-face. General civil students had higher sleep quality, but they had less social contacts, compared to military students. The integral indicator of subjective social well-being was average in general civil and military students, and the differences were determined only for “social approval” scale, whose value was significantly higher in general civil students. The heaviest barrier in interpersonal communication for general civil and military students was inadequate expression of emotions; and inflexibility and vagueness of emotions were the least pronounced. Factors important for general civil students’ psychological well-being were social approval, purposefulness in their aspirations and emotional matching. At the same time, three factors were determined for military students: perceived independence, social reassurance and emotional control during interactions.

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<p>The article presents the results of research on images of own future for mothers having children without health problems and with disabilities.</p><p> The studied time perspective and content of adults’ images show that both groups are future oriented.</p><p>The differences in the psychological characteristics and time perception of the mothers having children without health problems and with disabilities are the following: the mothers having children with disabilities are more negatively perceive the past and estimate higher the present (both hedonistic and fatalistic); mothers having children without health problems percept the past more positively.</p><p>The content of images of the future presented by the mothers having children with disabilities is characterized by emphasis on the health of their children and family, on their desire to be more “stronger”, to have more full-fledged life.</p><p>There is the statistically significant difference between the groups concerning time perception, namely, the mothers having children with disabilities perceive the past negatively and the present (hedonistic and fatalistic) more positively; the mother having children without health problems have a higher level of awareness of life, higher indicators of locus of control, but lower self-actualization, lower personal anxiety; whereas the mothers having children with disabilities have higher self-actualization (especially for synergy and human nature), higher anxiety (both reactive and personal).</p><p>The peculiarities of time perception are determined by the psychological characteristics of mothers (their awareness of life and its components, self-actualization and its components), which is reflected in multiple correlations.</p>