The article analyzes the psychological and pedagogical literature on the problem of psychological prerequisites for professional self-determination in senior school age. The factors and stages of professional self-determination are determined. The factors of professional self-determination are selfesteem, formed value orientations, professional orientation, the presence of internal motives for choice, personal professional plans, the level of claims, inclinations, the level of general and special abilities of the individual, and the presence of stable motives, professional self-awareness. It was revealed that professional self-determination is the main neoplasm in adolescence and implies that the pupils have two kinds of information: on the one hand, about the world of professions in general, about the requirements of each of them, on the other hand, about themselves, their abilities, and interests. The process of professional self-determination is considered a continuous personal path, during which a person determines professional activity for himself. Students identify the professional activities to which they are predisposed, based on personal qualities and various factors. A psychological and pedagogical study was carried out, the results of which determined and empirically substantiated the psychological prerequisites for professional self-determination in senior school age. Characteristic psychological prerequisites for high school students with a high level of readiness to choose a profession are formed value orientations, a pronounced professional orientation of the individual, and the presence of internal motivation for choice.

The article studies the problem of the prevention of school bullying. It was revealed that bullying is a conscious, systematically repeated aggressive behavior directed at one or more people, and based on the inequality of forces. The motives of school bullying can be completely different: revenge, envy, competition, rivalry, attracting attention, personal dislike for the object of bullying, and other motives. The pedagogical communication style of an elementary school teacher can also increase the risk of bullying in early school age. The analysis of the recommendations and existing programs for the prevention of bullying showed that there are many separate exercises, recommendations, and scenarios of "class hours" dedicated to the prevention of bullying in primary school. At the same time, as a rule, these recommendations and scenarios are not systematized within the framework of a ready-made bullying prevention program for children aged 7-11 years. The following are identified as effective forms of bullying prevention: collective creative activity, the method of group projects, and the formation of traditions in the student group. An important component of bullying prevention is the psychological education of teachers and parents.

The article studies the process of organizing students' independent work in the electronic information and educational environment of the university. It is concluded that to improve the quality of independent work, the study of educational and scientific literature and familiarity with audio and video materials should be provided. The reliability of the functioning of electronic educational materials is due to the development of educational and methodological support. The electronic information and educational environment are saturated with modern information resources, containing such components of educational activities as: educational, extracurricular, and research activities, as well as monitoring and evaluation of learning outcomes. The article defines the content basis for the construction of educational material for the formation of professional, general professional, and special (professional) competencies in the process of performing assignments for independent work. The article presents tasks using interactive technologies that involve constant interaction and educational dialogue between the teacher and students, between students in a group, and between students and content. An experimental study was carried out to organize the independent work of students using electronic information and the educational environment. This study has demonstrated that the training program used as part of the experiment is effective for building independent work while increasing motivation for learning and arousing interest among students. The work carried out is aimed at the formation of professional competencies of students in the discipline "Pedagogy". The use of game elements and feedback elements makes the process of independently mastering the discipline more dynamic.

The paper discusses the features of self-study at HEIs in the context of distance learning. Self-study at HEIs embraces a variety of types of work like doing homework, studying learning material, doing individual assignments, preparing term papers, projects, reports, abstracts, essays, project work, participating in subject olympiads, competitions, research papers and many others. Student self-study activities are quite diverse and can be focused not only on the reproduction of knowledge acquired, but also on the creativity of students. Moreover, they are mainly geared towards strengthening independent and individualized learning, currently dominated by the development of distance learning. Distance education today is the most progressive and rapidly evolving in the learning process, including higher education. Rather than promoting the acquisition of content-rich knowledge, higher education is tasked to shape productive thinking of students, develop the intellectual potential of a person capable of selfeducation and self-organization in the context of future complex professional activities. Distance learning to enable student self-study is viewed as a pattern of student self-study based on information and communication technologies enabling to communicate, receive and transfer knowledge, tasks remotely via the Internet. Distance learning can be effectively implemented in the process of student self-study activities under certain pedagogical conditions. It demonstrates certain unique features, and calls for flexible and updated pedagogical methods. The paper provides an empirical study that made it possible to identify the main problems and difficulties among university students being involved in extracurricular self-study activities.