Constructive strategies of coping behavior are the most important resource and mechanism for the prevention of the emotional burnout of teachers, the risk of which increases with increasing teaching experience. The authors point out that the results of scientific works aimed at studying coping strategies of teachers with different professional experience are ambiguous. The article provides a comparative analysis of the structure of coping behavior of teachers with professional experience up to 5 years, 6-15 years and more than 16 years. As research methods, the authors use the questionnaire “Coping behavior in stressful situationsˮ adapted by T.L. Kryukova and the questionnaire “Strategies for overcoming stressful situationsˮ by S. Hobfall. It is revealed that teachers with minimal and maximum professional experience have a number of similar features of coping behavior: a high level of coping focused on avoidance, the relationship between prosocial strategies and social distraction, as well as significant links between manipulative and asocial strategies. The structure of coping behavior of teachers with less than 5 years of experience is characterized by the lowest indicators of the use of problem-oriented coping, prosocial strategies and the index of constructiveness of coping in general. High rates of emotionally-oriented coping have been recorded among teachers with more than 16 years of experience. The authors note that with increasing length of service, the indicators of problem-oriented coping and prosocial coping strategies grow.

The study appears to be relevant since it addresses the research gap in the question how the way school life is organized influences students’ perception of various aspects of everyday life at school. Notably, the subject of this research is not the objective facts of school everyday life, but their representation in the minds, opinions, and assessments of high school students. The article suggests the model of school everyday life as a research object; this model is based on the investigation of various approaches to the analysis of everyday life (socioanthropological, socio-psychological, socio-pedagogical). The goal of the study is to identify the influence external organization of school life has on the peculiarities of senior high schoolers’ everyday life. The hypothesis of the study is as follows: The forms of school life organization as well as the specifics of the school community are reflected in the importance of the topics students discuss outside the classroom, their “attachment” to the functional tools of the Internet, and the prevalence of Internet slang and obscene language in the speech of tenth-graders. The participants were the tenth-grade students (N = 143) of the gymnasium (n = 75) and the lyceum (n = 68) (the city of Ulyanovsk) aged from 16 to 17 years. The following methods were used: “The Circles Test” (Thomas J. Cottle) was used to determine the characteristics of school t ime perception; “The Test of Color Relations” (A. M. Etkind, N. M. Platonova) was used to fix the parameters of the socio-physical space of school everyday life; a questionnaire was utilized to identify the main demographic characteristics and characteristics of the personalized material “world” of school everyday life. The results of the research are as follows: Tenth-graders’ past school experience influences the personal value of the “school past, present and future”; The perception of the physical space of an educational organization depends on its “appropriation” and psychological safety of use; The data are presented on the differences in the content and styles of high schoolers’ communication outside of the classroom depending on the characteristics of their educational organizations; Tenth-graders’ attitude towards the norms of “a school look” as well as the use of gadgets is shown to be linked to the extent to which “school behavior” is regulated in their educational organization. The article concludes that the form of school life organization is a factor influencing some characteristics of the everyday life of senior high schoolers. The study emphasizes the practical application of further research on the issues of interest.

The article studies the problem of changes in the cognitive sphere of children and adolescents of the digital generation – “generation Z” – in the context of influence of socio-cultural processes and digital technologies on the human psyche. We analyse data and models of changes in perception, thinking, memory and attention in the process of transformation of the socio-cultural situation. Arguments are given in favor of the standpoint emphasizing the ambiguous nature of the influence of digital technologies on the cognitive development of a modern person. The study has pointed out that this ambiguity is manifested both through the deficit in the development of “classical” cognitive mechanisms, and in the generation of new cultural tools (according to L.S. Vygotsky) that help a young person to adapt to the reality of the modern socio-cultural situation. We raise the problem of correlating the language of “classical” psychology of cognitive processes and cognitive characteristics of young people, which are observed in new linguistic forms. Furthermore, we consider the thesis regarding consideration of psychological characteristics of “generation Z” as a relatively universal one. It is argued that the data on modern adolescents cited in the studies should be interpreted as features of the most sensitive part of the birth cohort to the “digital onset”. We consider the place of the given analysis in solving the problem of education individualization in relation to psychological and pedagogical characteristics of adolescents, described as “generation Z”, and modern educational technologies.