The development of personal resources of coping behavior of students is possible under the condition of structuring personal time, tactical planning and strategic goal-setting, i.e. self-organization of activities. This article examines the features of the structure of personal resources of coping behavior of students with an average and high level of the general indicator of self-organization of activity. The study involved 67 students aged 19 to 21 years. Methods were used: survey; statistical methods (descriptive statistics, Spearman rank correlation coefficient, structural - psychological analysis according to generalized indicators of the index of organization, integrativity and differentiation of the structure, the express-х2 method for comparing matrices and structuralograms for their «homogeneity b-heterogeneity» (A.V. Karpov). The study established significant differences in the structural organization of such personal resources of coping behavior as indicators of optimism, self-efficacy, self-control, components of reflection, parameters that ensure the process of structuring personal time, tactical planning, strategic goal-setting among students with a high and average level of the general indicator of self-organization of activity. Research prospects are aimed at studying the structure of personal resources of coping behavior of students with a low level of the general indicator of self-organization of activity.

Аннотация. Проведено исследование структурной организации компонентов агрессивности у подростков с разным уровнем зависти-неприязни и зависти-уныния. С помощью структурно-психологического анализа установлено, что изучаемые структуры у подростков со средним и высоким уровнем зависти-уныния являются гетерогенными, то есть качественно различаются по весу элементов. У подростков со средним уровнем зависти-уныния такая структура более согласованна, чем у подростков с высоким уровнем зависти-уныния, то есть у последних она более независима.Ключевые слова: зависть, зависть-неприязнь, зависть-уныние, агрессивность, структурная организация агрессивности.Abstract. The research of the structural organization of the components of aggressiveness in adolescents with different levels of envy-dislike and envy-despondency has been conducted. With the assistance of structural-psychological analysis, it has established that the structures of aggressiveness in adolescents with medium and high levels of envy-despondency are heterogeneous, that is, qualitatively differing in weight of elements in the compared structures. The structure of aggressiveness in adolescents with an average level of envy-despondency is more consistent, in adolescents with a high level of envy-despondency, on the contrary, the degree of functioning of the structure of aggressiveness is lower, that is the latter it is more independent.

The study of the structural organization of the manifestations of the professional deformation of the personality of teachers with low and high level of situational reflection. Using structural psychological analysis, it was established that the structure of the manifestations of professional deformation of the personality of teachers with a low level of situational reflection is characterized by a low degree of integration of its components. For teachers with a high level of situational reflection, on the contrary, the structure of the manifestations of professional personality deformation is more consistent, the basic components that ensure the structural integration of the system -conservatism, dogmatism.

The article is devoted to the study of the structure of personal resources of coping behavior in high school students with low and medium levels of stress resistance. The study involved 70 high school students aged 16-17 years (М = 17,1 SD = 1,1 (44,2% men)). The study was carried out on the basis of the Kalmyk ethnocultural gymnasium named after I. Zaya-Pandita and Trinity Gymnasium named after B. B. Gorodovikov. The study used the following methods: «Test of self-assessment of stress tolerance» (S. Cowhen, G. Willianson), «Test for optimism» (C. Scheyer, M. Carver, adaptation of O.A. Sychev), methodology «Scale of general self-efficacy» (R. Schwarzer, M. Erusalema, adaptation of V. Romek), the method «Brief scale of self-control» (J. Tangney, R. Baumeister, A. L. Boone, adaptation of T.O. Gordeeva, E.N. Osina, D.D. Suchkova, T.Yu. Ivanova, O.A. Sycheva, V.V. Bobrova), «Questionnaire of self-organization of activity» (E.Yu. Mandrikova), «Methods for diagnosing reflexivity» (A.V. Karpov, V.V. Ponomareva). The methods of mathematical and statistical processing of empirical data were: correlation analysis (r-Spearman), structural - psychological analysis according to generalized indicators of the index of organization, integrativity and differentiation of the structure (A.V. Karpov), the express-x2 method for comparing matrices and structuralograms for their «homogeneity-heterogeneity» (A.V. Karpov). It was found that the basic components that ensure the structural integration of the system of personal resources of coping behavior in the subgroup of high school students with an average level of stress resistance are: optimism; purposefulness; situational reflection; self-control. Research prospects are aimed at further studying the factors and predictors of the personal psychological resources of schoolchildren in overcoming difficult life situations and making recommendations to school psychologists on the development of programs aimed at developing the skills of reflection, self-regulation and self-control in stressful situations in students.