Innovative capacity of a personality is one of the most important constituents of human capital assets. The development of innovation activity in a personality is impossible without the goals, values and motives of self-fulfillment. Nowadays both a modern researcher and a practicing psychologist take a particular interest in personal traits' developmental level and peculiarities of the value-motivational moments in groups with various degrees of expressiveness. Particularly, a practicing psychologist works out and manages psycho-technology of the value-motivational personality sphere for effective selffulfillment in society. The study of the value-motivational features of young students with various degrees of innovativeness was conducted. The article considers re-examinations to an analysis and a research of the value-motivational features of the individual innovativeness activity. The paper also presents a comparative and empirical analysis of the above-mentioned characteristics of young students. The recent data on a personal and gender-based value-motivational sphere and an innovativeness demonstration were presented in terms of the specified research policies and ground results.The results of the study are of particular interest for practicing psychologists who can broaden the sphere of personal value-motivational structure investigation and determine the basic ways of psychocorrective work in effective human capital assets development. The diagnosis of the value-motivational innovative activity and the elaboration of the personal developmental programmes are the fundamental basis for the innovative personality potential improvement and self-fulfillment in professional career.

The study of personal qualities' development and the peculiarities of value-motivational aspects in groups with various manifestation levels of these qualities are of particular interest for contemporary researchers as well as for practicing psychologists who develop psychotechnologies aimed at personal value-motivational sphere management.This article suggests new approaches for analyzing and studying value-motivational aspects of personal activity, predetermining innovation activity. It also provides an analysis of a comparative empirical study that evolves value-motivational characteristics in students with various innovativeness levels.The author submits a detailed theoretical analysis of innovation behavior based on manifestations of personal value-motivational activity. Resulting from the given theoretical analysis, a suggestion is made that the manifestation and development of personal potential is determined by values and motives. Personal innovation potential is regarded as an effective combination of various activity forms, and innovativeness is a personal quality that is manifested by a form of effective activity. Currently, psychologists are highly interested in evolving value-motivational structure of personal innovativeness.The given article discusses the results of an empirical study aimed at revealing value-motivational peculiarities of students in groups with various levels of innovativeness manifestations. Indicative peculiarities of value-motivational characteristics are revealed in groups with low, middle and high levels of innovative qualities. Furthermore, gender differences in innovativeness manifestation and value-motivational characteristics of this quality in young men and women are thoroughly described.New data concerning the personal and gender specifics of the value-motivational sphere and innovativeness manifestation in young adults are presented using a thoroughly described research strategy as well as results substantiation.

Кафедра социальной и дифференциальной психологииРоссийский университет дружбы народов ул. Миклухо-Маклая, 10/2, Москва, Россия, 117198 Развитие потенциальных способностей и возможностей личности в юношеский период является одним из важных направлений в деятельности современных психологов-практиков. Отсутствие научно обоснованного подхода к анализу становления инновационного потенци-ала личности и формированию принципов и методов управления его развитием позволило сформулировать цель исследования -на основе эмпирических данных разработать техноло-гию становления и самореализации инновационного потенциала личности, способствующую внедрению системы практических основ для развития инновационного потенциала в различ-ные периоды развития личности.В статье осуществлена интеграция психолого-педагогических подходов к анализу предпо-сылок основ развития инновационности личности и креативности в образовательном про-странстве средней школы. В результате исследования проанализированы качественные и ко-личественные характеристики особенностей проявления инновационности и креативности у учащихся 13-14 лет и учащихся 16-18 лет. Интерпретация многочисленных данных по-зволяет утверждать, что существуют значимые различия в особенностях проявления креатив-ности и инновационности у учащихся разных возрастов.На основании полученных данных в статье представлены рекомендации по совершенство-ванию психолого-педагогических технологий сопровождения становления инновационного потенциала личности в средней школе.Ключевые слова: креативность, инновационность, инновационный потенциал личности, учащиеся средней и старшей школы ВведениеНовые вызовы общественного развития в ХХI веке требуют от человека про-явления качеств личности и способностей, позволяющих адаптироваться к ди-намично изменяющимся условиям жизни и деятельности. Реальность профес-сиональной деятельности предъявляет требования не только к интеллектуальным и творческим способностям, но и к таким личностным качествам современного специалиста, как скорость внедрения новых идей и проектов, лидерство, ответ-ственность, умение работать в команде, инициативность, умение добиваться ре-зультата при ограниченных временных и производственных ресурсах.

In the 21st century, in the era of growing infantilism, one of the important tasks of modern psychology and pedagogy is to solve the problem of educating and developing the responsibility of adolescents and young people. There are various hypotheses about the emergence of infantilism and irresponsibility and their manifestations in childhood and adulthood. The strength of society is the strength of individuals who make it up; therefore, in modern science it is important to identify the causes of social infantilism and introduce technologies for its prevention and correction. On the basis of a theoretical analysis, the authors consider the dominant symptoms of infantilism (irresponsibility, mental discomfort, loneliness, sexual behavior disorders, narcissism and gender chauvinism) as well as their manifestations in different age periods. According to the authors, the main reasons for the development of infantilism in adolescents and young people are as follows: (1) the lack of collective education and the low influence of teachers, psychologists and the educational environment as a whole on the personality development; (2) the pronounced style of pedagogy of freedom, provoking the development of egoism; (3) the delegation of responsibility for education exclusively to the family in the absence of psychological and pedagogical support for family relations; (4) the deformed model of family relations against the background of falling birth rates, shifting gender roles and family values. To prevent and correct infantilism among adolescents and young people, specialists in the field of modern education need to carry out systematic diagnostic work with families and pay close attention to the introduction of practical technologies for the prevention of irresponsible behavior among younger schoolchildren and adolescents. In addition, it is necessary to introduce psychological and pedagogical education of the younger generation on the issues of personal self-development, self-education and self-fulfilment.

The authors present the results of the 3rd International Forum on Commitment to Mental Health, which was organized and held by the Department of Psychology and Pedagogy of the Faculty of Philology of the Peoples’ Friendship University of Russia (RUDN University) in cooperation with the National Health League, ManpowerGroup and Clever Consulting LLC (Moscow, October 5-7, 2022). The work of the forum lasted three days and its program was interesting in different formats of interaction: (1) On October 5, 2022, the following events took place online: Round Table on Commitment to Mental Health Issues: Social, Psychological and Medical Aspects, Corporate Section on Best Practices: Managing Psychological Well-Being at the Organizational Level and Section on Practical Guidelines: How to Maintain and Strengthen Psychological Health (online broadcast was organized on the website: https://mentalhealthforum.ru/); (2) On October 6, 2022, RUDN University hosted the International Scientific and Practical Conference in a hybrid format at which 194 presentations were offered including: a plenary session, seven panel session, poster session and the Mental Health Film Festival; (3) On October 7, 2022, the International Charitable Sports and Psychological Festival was held (which included a concert, art therapy master classes and outdoor sports activities). The International Forum brought together more than 1000 participants, including psychologists, teachers, medical workers, teachers, graduate students and students from 25 regions of Russia and 14 countries.