The research is relevant as educational computer games are included in students' mathematical activity and form additional opportunities to improve the quality of teaching mathematics in a digital school, to support the formation of the demanded professional competencecomputational thinking. To form the appropriate skills that determine the essence of special computational thinking, the authors propose to include game educational spaces based on digital gamification resources into students' mathematical activities. The research aims to resolve the contradiction between requirements of the modern economy for specialists' high level of computational thinking and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of this research is to study the features of using gamification technologies in teaching mathematics to form the skills and abilities that make up the essence of computational thinking. The article describes directions of educational and cognitive mathematical activity based on the principles of gamification. The authors clarify the concept of "computational thinking", which includes a system of actions for activating patterns, connections between them from human memory, and compile an effective algorithm for solving them: to obtain relevant information on advanced technological developments; to state the problem and model; to use a software product with mathematical content.

For successful technology adaptation today, individuals need not so much acquired experience and knowledge as certain personality traits in the form of skills, competencies, and abilities for collaborative problem solving, as well as achievement motivation and self-development. The purpose of this study was to develop and test a model for the formation of personality traits associated with the development of technical and creative thinking. The study was conducted using the modeling method and a psychodiagnostic approach based on the characteristics of creative thinking. An experimental study was conducted with a sample of 120 students from Plekhanov Russian College of Economics. The age range of the respondents was from 19 to 21 years. The results showed 1) the characteristics and dynamics of students' value systems and creative thinking, 2) a developed program for the development of intrinsic motivation, 3) a model for designing a pedagogical environment for students' engineering and creative thinking in education STEM; 4) testing the developed programs and models. The results also showed that there is a statistically significant relationship between the development of students' intrinsic motivation and the reorientation from normative-limited to creative-free thinking. Considering the results of this study, it was concluded that the model developed by the authors helped to shape and develop students' engineering and creative thinking. Implications for further research and teaching are drawn.

Digital skills are essential for a technologized society. For younger generations, it has become almost necessary to have such skills. This study focuses on a valid and reliable measurement tool to determine the digital skills of university students. The research was carried out with the participation of a total of 463 university students. Exploratory factor analysis and confirmatory factor analysis were conducted to investigate the validity and reliability of the digital skills survey. Consequently, research on the validity and reliability of the digital skills survey in the Russian environment was conducted. 25 items and six factors (access to and management of digital content, digital empathy, use of digital means, digital safety, communication of digital content, creation of digital content) were identified after the analysis. Future research should employ the adapted survey to assess the level of students’ digital skills. In addition, the survey’s validity may be analyzed in the context of other cultures.

Objective: The purpose of the article is to describe the empirical research of self-perception and emotional state of a woman with a pathology of pregnancy. At present, reproductive problems, both in women and men, are quite widespread in the world. According to the WHO data there are about 80 million couples in the world who have some difficulties in conception, carrying and giving birth to children. The reproductive health impairment is becoming one of the main problems of modern society, and consequently, the number of psychological problems also increases, because the inability to conceive or carry a baby safely, provided that there is a conscious desire to have children, is one of the most difficult life situations. Method: The leading method to investigate this problem is diagnostic and static methods that allow us to identify the presence of specific features in self-perception and emotional state of a woman during her pregnancy, focusing specifically on the psychological characteristics of women with pregnancy pathologies. Results: Based on the results of the empirical research, the hypothesis put forward about the presence of the specific features in self-perception and anxiety levels of pregnant women without pathologies and women with pathology of pregnancy was confirmed. Women with pregnancy pathology are less likely to feel self-confidence, they have lowered self-acceptance, but compared to women without pathology of pregnancy, the subjects often blame themselves for the situation that happened, they start to be responsive to their health and react to any bodily changes. Conclusion: Psychological support and guidance of pregnant women at maternity welfare centers (level I) should focus on the formation of personal and social perception of the concepts "I am pregnant" and "My child"; at antenatal clinics of maternity hospitals (II level)-to focus on the formation of rational ideas about the emerged pathology of pregnancy.

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