Bullying is a growing problem all over the world. It is encountered everywhere and for this very reason it has become a major challenge of the 21 st century to study the psychological nature of bullying and analyze the factors responsible for bullying among the adolescent population.The purpose of the given desk research is to study the psychological mechanism of bullying and identify the factors preventing bullying behavior. The corresponding sources made it possible to view bullying as an integrated system and study its underlying psychological mechanism: the components of the system, the key factors of bullying and their interaction. The research showed significant relationship between the following three factors: personal aggression, the existence of an object of aggression and environmental possibilities. Due to this the psychological phenomenon of bullying is viewed in the context of Anthropic Theory of Set. According to this theory, aggression, the object of aggression (victim) and the environment allowing the person to manifest aggression are the necessary preconditions of bullying.The given work attempts to construct a model of bullying based on the Theory of Set, a model that represents a single system comprising various factors. The article also makes suggestions regarding the further research into the operation of the system in question.

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The article concerns the psychometric properties of the Georgian version of the Motivated Strategies for Learning Questionnaire (MSLQ) such as factorial properties, internal consistency of the sub-scales and gender differences by factors of the motivation and learning strategies scales. 560 Bachelor program students from 17 higher education institutions participated in the study. The instrument assessing motivation and self-regulated learning combine two main scales: 1) motivational orientation scale, and 2) learning strategies scale. There are 81-items in the

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The purpose of the presented research is to determine the relations between success or failure in second language acquisition on one hand and personal - social factors and attitudes of an individual on the other. Besides, to define what is the predictive value of personal or social features and the attitudes of the given individual for reaching high competency in the second language. 374 schoolchildren (165 boys and 202 girls) from three regional non-Georgian schools were administered with the questionnaire consisted of several blocks: Parents’ attitude to second language acquisition; Motivation; Anxiety related to the second language usage; Anxiety in class; Sense of self-confidence in the process of the Second language acquisition. The best predictors for success in SLA are: General interest in the foreign languages, parents’ involvement in learning process, instrumental motivation and self-confidence in the process of language acquisition. The study has implication for foreign language teachers and experts of bilingual educations. Key words: academic achievement, instrumental motivation, second language, self-confidence, SLA.