Introduction. The article is devoted to the theoretical understanding of the problem of subjectivity in psychological knowledge, through the knowledge of the substantive characteristics of this concept and the establishment of their functional role. The problem of subjectivity has long been interested in both philosophers and psychologists of various schools. Dealing with the problems of pedagogical psychology, there is a stable relationship between the results of training and the development of the subjectivity of students.Materials and Methods. In the preparation and implementation of scientific research, a theoretical analysis of domestic and foreign literature, the study of scientific articles and publications on the topic was used; synthesis and systematization of the results of domestic and foreign studies; content analysis.Results. The article summarizes theoretical ideas about the phenomenon of subjectivity in domestic and foreign psychology, revealed its systemic content and functional characteristics, as well as the criteria for their selection. Theoretical generalizations allowed the author to formulate a definition of the definition of subjectivity in relation to the goals and objectives of the study.Discussion and Conclusions. As the category "subject" is differentiated, it is noticed that this concept is used to describe various areas - on the one hand, and the centralization of the concept – on the other hand. In the first case, such expressions as "subject of activity," "subject of communication," "subject of knowledge," etc. are known.In the second case, a certain globalization of the category occurs, which allows you to characterize multiple areas of human life, the phrase "subject of life" is used here. Subjective experience, as opposed to objective, provides for the use of the subject as a tool of cognition. Subjectivity arises at a certain stage of personality development as a new systemic quality of personality that can change the specifics of human behavior. Subjectivity performs an organizational function in theconstruction of its activities and life relations. The function of assigning human and cultural functions. The function of realizing the maturity of the "I-concept" of the personality, providing self-identification of the personality. The function of developing and implementing life strategies. Function of personality self-development. Function of motivational hardness of personality. Function of responsibility for their activities.

Introduction. In the conditions of modernization of the education system, the problem of the formation of personality resistance in the educational environment becomes relevant. On the basis of domestic research on the psychology of the environment, an analysis was made of the characteristics, criteria, conditions, approaches to the requirements for the modern educational environment, which will contribute to the formation of psychological determinants of personality resistance. The formation of personal resistance in the educational environment is possible in an innovative personality-developing environment, which should be psychologically safe, humanitarian - based on humanistic and moral values. A system of psychological support is presented, which is based on the principles of trust, using a polysubjective approach. The analysis and comparison of the results of the ascertaining and forming experiment was carried out in order to determine the effectiveness of the activity of the personality-developing environment on a group of students of 1-2 courses of the socionomic profile.   Materials and Methods. The work used a diagnostic complex, which makes it possible to determine the component structure in order to study the manifestation of personality resistance in the subjects, and also carried out a meaningful analysis and comparison of the results of the ascertaining and forming experiment with the aim of the effectiveness of the program of the forming experiment.   Results. As a result of the implementation of the formative program, students are dominated by a high level of development of all components of the psychological structure of resistance, which is characterized by a wide range of knowledge about behavior strategies in various situations. A tendency was found to increase the choice of terminal values in comparison with instrumental ones. A more detailed analysis showed that among the terminal values among the groups of subjects, the indicators of long-term goals, which ensure self-development and predicting behavior strategies in various situations, increased. According to the analysis of the content characteristics of instrumental values, the following can be noted: the students' indicators for ethical and business values increased, as well as the indicators for self-affirmation values and, which is especially interesting, for altruistic values. All this, in our opinion, testifies to the assimilation of a wide range of social actions by all subjects in the process of practice (especially in volunteer activities). In the group of students, the values of business and the values of self-affirmation prevail, the values of communication are much less pronounced. It should also be noted that altruistic values are quite clearly represented among students, which indicates an increase in the stability of the individual. An interesting fact, from the point of view of our study, is the lack of individualistic and conformist values among students. It should be noted that the personal position of the subjects has changed significantly in terms of deepening subjectivity, more balanced indicators are observed.   Discussion and Conclusions. The study was aimed at testing the system of psychological support in the process of formation of resistance as a personality trait in the subjects – students showed its effectiveness. As a result of the implementation of the formative program, a high level of development of the presented components of the psychological structure of resistance prevails.

Introduction. The article analyses the thinking peculiarities of younger schoolchildren with learning disabilities that hinder or disrupt the process of assimilation of educational material, which can lead to school failure. In many studies, thinking is considered a primary component of the cognitive development of a student's personality, but, at the same time, the question of the relationship between the mechanisms and processes of thinking of younger schoolchildren and the occurrence of learning disability has not been practically investigated.Purpose. To study the thinking peculiarities of younger schoolchildren with a learning disability.Materials and methods. The study sample includes 71 primary school students aged 7 to 12 years. The following methods were used in the study: Establishing the Sequence of Events" (A. N. Bernstein) and Excluding Items (Forth is a crowd) (N. L. Belopolskaya). The reliability of the data obtained was ensured by applying the Kraskel-Wallis test. The processing was carried out using the SPSS 22 software package.Results. The analysis of the obtained data revealed that there are significant differences in the level of development of figurative-logical thinking, mental operations of analysis and generalisation in schoolchildren, depending on the class of study. The tendency to the significance of differences depending on the age of the subjects was revealed.Discussion and conclusion. The peculiarities of thinking of younger schoolchildren experiencing learning disabilities can be compensated with growing and through the transition from class to class. Such compensation can be achieved by the development of the functions of planning, regulation, and control of activities, the development of figurative-logical and conceptual thinking, and thought processes that are formed during educational activities. The results of the study can be used in pedagogical practice for the implementation of psychological and pedagogical support and the organisation of special conditions for teaching children in a comprehensive school.