The interest of psychologists in the study of safety in the educational environment and its psychological characteristics is increasing. The aim of this study was to select, substantiate, and disclose the psychological factors in the educational environment that influence the psychological well-being of pupils. There were three stages in our research: clarifying the level of psychological safety in the schools in the study; revealing the consistency of the teachers' and the students' evaluations of the level of psychological safety in those schools; determining the nature of the influence of the psychological safety of the educational environment on the psychological well-being of the students. The study involved 172 teachers and 876 students in Moscow and St. Petersburg schools.Psychological safety is a condition of educational environments that are free from psychological violence in the interactions of the people in them; psychological safety contributes to the satisfaction of the needs for personal trust and communication, creates for the participants a sense of belonging (the referential importance of the environment), and contributes to their mental health.The empirical study revealed that (1) the level of the psychological safety of the educational environment in the evaluations of the teachers was higher and had more expressed differentiation than did the level in the students' evaluations; (2) the psychological well-being of the students was closely correlated with the level of psychological safety for the teachers; (3) such components of the well-being of the students as emotional comfort, self-confidence, a higher level of cognitive activity were developed in those schools with high levels of psychological safety for the teachers.The results can be useful in educational psychology and environmental psychology as well as when creating technologies to support the safety of school environments and of the people in them, including situations related to minimizing safety violations and reducing risks and threats.

The success of research projects largely depends on the interaction of students and supervisors. Purposes of the study were to identify the students' expectations of interaction; and to compare the subjective supervisors' estimates of students' research abilities with students' research abilities measured by objective indicators. A sample consisted of students (bachelors, masters, graduates) and supervisors from different faculties of St.-Petersburg State University. The questionnaire; content analysis; psycho diagnostic techniques for studying students' intellectual abilities and research potential, and 10-point assessment scales for supervisors were used. Students' expectations from supervisors were described. It was shown that supervisors' evaluations were often inexact and correlated more with external indicators of research activity of students than with their intellectual capacities. Necessity of focused work to improve the accuracy of the mutual understanding of students and supervisors was substantiated.

В статье обосновываются значимость терминологической подготовки в профессиональной деятельности и коммуникации, необходимость овладения терминологической компетентностью как важнейший показатель профессионализма и фактор повышения качества профессиональной коммуникации. Содержательно раскрыта методология изучения терминологической компетентности, выявлены и описаны ее существенные характеристики. Уточнено содержание терминологической компетентности и ее функции, а также место в классификационной системе компетентностей современного специалиста. Раскрыта связь между терминологической и языковой, информационной и профессиональной компетентностью. Разработана и описана структурно-функциональная модель терминологической компетентности специалиста как теоретическая основа изучения, продемонстрированы показатели проявления ее компонентов-предметно-познавательного, интеллектуально-рефлексивного и коммуникативно-языкового. Структурно-функциональная модель терминологической компетентности специалиста важна для разработки методики ее изучения и отбора методического инструментария. Библиогр. 16 назв. Ключевые слова: термин, терминология, терминологическая компетентность, модель терминологической компетентности специалиста.

No abstract

This article describes methods and results of study of personal features and research potential of Russian students. We revealed differences in these characteristics in 245 students of different years and fields of education. We found out differences in levels of research potential development between bachelor students, master students and specialist students of humanities and natural sciences. We defined and describe those personal features which promote active students' involvement in research and hence-research potential realization, independently of university and educational field. We characterized personal features of students with high level of research potential. Obtained results are a psychological basis for masters' instruction differentiation, scientific supervision style selection and psychological support of students' individual learning and scientific work organization.