This article aims to study the relationship between personal reflection and the intensity of motivation for learning in a university.In order to achieve this goal, the following techniques were employed: A.V.Karpov and V.V.Ponomaryova’s technique for identifying the individual level of reflectivity, and T.I.Ilyina’s technique for assessing learning motivation in university students.The empirical study involved 143 subjects.The obtained data indicate that for the first-year students the meaning of the ‘mastering the profession’ motive is directly connected with their reflections on the present and future activities, while the meaning of the ‘getting a diploma’ motive is inversely correlated with the reflection of communication.In the second year, the intensity of the ‘gaining knowledge’ motive correlates with the reflection of communication, and the meaning of the ‘mastering the profession’ motive has an inverse relationship with the reflection of future activity.In the third year, the values of the motive for acquiring knowledge correlate with the integral indicator of reflection, whereas in the fourth year none of the reflection components are interconnected with the components of the motivation for learning in the university.

Objectives. This literary review is devoted to domestic research in the field of psychology of Internet addiction and addiction to computer games. Background. The popularity of topics related to Internet technologies is explained by their novelty, great dynamism and poorly studied, which causes social anxiety, catalyzing the activity of scientists in this area. In addition, one can note the high rate of spread of cyberdictions, due to which some authors are in a hurry to call them a threat to society. The structure of the study. The article provides data on the criteria, diagnostic techniques, causes, programs for the prevention and rehabilitation of Internet addiction and computer games, gives psychological characteristics of addicts, and traces the current trends in research into this problem area. Conclusions. According to the results of domestic empirical studies, Internet users, Internet addicts and gamers have negative psychological characteristics. The Internet has a destructive influence on the person, which is manifested in the simplification of speech, isolationism, and Internet users have difficulties in communication, a tendency to negativity, inadequate self-esteem, etc. Internet addicts will be characterized by deviations in the intellectual, motivational spheres, interpersonal relationships, coping strategies, value orientations, and planning. Users who are addicted to computer games will be distinguished by inconsistency with social norms, an overestimation of their capabilities, an unformed form of self, and unmotivated actions. Currently, the grounds for highlighting the criteria for cyberdictions are being rethought, more and more publications are turning to the positive impact of the Internet and computer games, noting their resource potential.

На широком эмпирическом материале показывается выраженность состав-ляющих мотивации к обучению студентов различных форм и ступеней обра-зования, разных курсов обучения, а также их взаимосвязь с личностной реф-лексией . Результаты дают возможность утверждать, что адекватность учеб-ной мотивации студентов магистратуры выше, чем у студентов бакалавриата очной формы, причем у последних этот параметр максимален на 1-м курсе и минимален на 3-м . У бакалавров очно-заочной формы обучения наблюдается тенденция снижения показателей мотивации к обучению от 1-го курса к 3-му и увеличения -на 4-м . Также дается сравнение учебной мотивации респон-дентов с различным уровнем рефлексии . Показано, что у высокорефлексив-ных студентов мотив овладения профессией и адекватность мотивации вы-ше, чем у низко-и среднерефлексивных учащихся . Кроме того, демонстриру-ется, что самые высокие показатели рефлексии у тех учащихся, которые со-бираются работать по выбранной профессии и при этом знают, в какой имен-но области, а самые низкие -у студентов, которые не представляют, будет их будущая профессия соответствовать той, что они получают в вузе, или нет .Ключевые слова: высшее образование, учебная деятельность, новые социально-экономические условия, мотивация к обучению, адекватность мотивации, рефлексия .* Тихомирова Татьяна Сергеевна, тьютор Федерального ресурсного центра по организации ком-плексного сопровождения детей с расстройством аутистического спектра, ФГБОУ ВО МГППУ, Москва, Россия . Е-mail: t_tatyana_92@list .ru * Кочетков Никита Владимирович, кандидат психологических наук, доцент кафедры теоретических основ социальной психологии факультета социальной психологии ФГБОУ ВО МГППУ, Москва,

The article presents a report on the VI International Scientific and Practical Conference in memory of M.Yu. Kondratiev “Social Psychology: Questions of theory and practice” held on May 12—13, 2021 at the Moscow State Psychological and Pedagogical University. Its main reports and events are highlighted, and the importance of the conference as an event that connects professionals in the field of social psychology is noted.

In the review of the monograph «Social Cognition as the Highest Psychic Function and Its Development in Ontogenesis», the relevance of the disclosed subject matter is described, the importance of the book’s publication at the present time, in the context of opposition to the natural and humanitarian paradigms in psychological science and the «revisionist revolution» in proficiency is emphasized. In addition, a meaningful description of each section of the book is given, and the main conclusions obtained by the authors are given.