The article analyses the psychological well-being and basic beliefs of students from the point of view of various variables, but the particular attention is payed to cognitive style, which is studied as the way of information assessment, determining person's intellectual activity as well as own life activity in general. Theoretical and multivariate regression (stepwise method) analyses allowed us to define the models of psychological well-being and basic beliefs predictors at the significance levels from p≤0.000 to p≤0.043. The number of the students' basic beliefs and psychological well-being style models is 17 of hypothetical 18 models; this result reflects a high (94.4 percent) study subject matter coverage. The following groups of the models were pointed out in a process of categorization: "harmonic" (these cognitive styles are highly efficient and prove that the style criteria correlate with the basic beliefs and psychological well-being ones); "tending to harmonize" (characterized by the cognitive styles inclusiveness dominating, leading to activity efficiency, but including individual style pole-correctors); "ambivalent" (cognitive style poles inclusiveness dominates, while other poles domination decreases). The following conclusions are made on the basis of statistically significant results: the level and peculiarities of the style poles and students' psychological well-being and basic beliefs regression equations correlation is the determinant, defining the success of these poles and beliefs directly or indirectly. The results of the research enlarge scientific facts about cognitive styles being predictors of students' psychological well-being and basic beliefs and make their metacognitive regulation and evaluation possible.

The research is basically aimed at studying the students’ conceptual structure and basic beliefs being formed and correlated as well as at their classifying in accordance with the level of integration and coherence. The students’ conceptual structures and basic beliefs are analyzed in the article; special attention is paid to semantic, categoric and conceptual abilities coherence (homogeneity) and formedness. If speaking about methodology of the research, it includes theoretical and empirical methods. Theoretical, cluster and factor analyses as well as the Kruskal-Wallis rank sum test allowed us to define 5 clusters (groups) with low, medium-low, mean (average), high and extraordinary indices of the students’ conceptual structure and basic beliefs formedness. These clusters significantly differ at levels from p≤0.01 to p≤0.05. The students’ conceptual structure and basic beliefs correlations form the level systems classification characterized by different coherence of these levels. It is sufficient to conclude that different basic beliefs are the core of the students’ subjective inner world and are correlated with these beliefs conceptual structures specificity. The attained results prove the phenomenon of the intellectual resource “splitting”: the intellectual resource can split into productive and non-productive components in case of high-level intelligence, i.e. if the intelligence level is too high the intellectual resource and its basic components can be insufficiently formed and/or poorly developed.

The main goal of the research was to study the semantic and cognitive content of the 'family' concept and the determination of its differential, classificatory, and category-bases cognitive signs through the content analysis of theoretic and empiric material. The research methodology was based on the content analysis and statistics. 105 publications by 184 authors were analysed. 999 persons (whose average age was 27 years) participated in the empiric study. The frequency analysis of the occurrence of signs/indices (213 in total with the total frequency of occurrence of 6798) allowed characterizing the cognitive content of the 'family' concept. At the stage of categorization, the theoretical analysis units were formed into different categories, which were verified empirically and became the conceptual framework of research. The study of the particularities of the manifestation of signs/indices (stability/instability, distinct manifestation, and intensity) and interrelation between the categories conditioned system-based representation of the concept content. The frequency-and-hierarchy-based manifestation of the categories in their interrelation and the statistical analysis of the results (distribution, ranking, and Fischer angular transformation) allowed determining the level blocks of the categories of the 'family' concept. The main level block includes indices, which characterize the interaction between the members of the family and their interaction with their relatives, uniting bases (systemic factors) and the welfare of the family. It has been found that the most pronounced characteristics in the description of the family are the characteristics of positive and empathic feelings in the family.

Such predictors of intellectual activity as categoric, conceptual and semantic ones are analyzed in the article; the analysis is aimed at defining structural peculiarities of the adolescents’ conceptual predictors exemplified by the adolescents with open-minded, closed-minded and neutral (mixed) cognition. Design of the research can be defined as a deductive-correlated one. The research is based on mixed-method studies, containing qualitative and quantitative methods of the data processing and interpreting. Principal Component analysis (PCA) as well as the Kruskal-Wallis rank sum test (IBM SPSS Statistics) allowed us to find out peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors. The average value of the factor structures summary dispersion and differences in predictors significance values from p≤0.01 to p≤0.05 reflects the veracity of the research results. The research proves that adolescents with open-minded cognition are characterized by well-developed long-term semantic memory, i.e. they are able to generate more ideas (Hemp. = 12.082, р≤0.01), their categoric abilities are highly developed (Hemp. = 13.764, р≤0.01). Factor structure in this group of adolescents is a sign of conceptual abilities and conceptual predictors systems integration. The level of cognition openness is one of the basic characteristics of intellectual success. The attained statistic results prove that there are great differences between structural peculiarities of the adolescents with different cognition types intellectual activity conceptual predictors; the results of the research are as well indicatives of the fact that intellectual activity of adolescents with different cognition types is conditioned by the conceptual predictors structure.

В статье подчеркивается, что в связи с современными условиями актуальным становится изучение психологической безопасности посредством исследования системы межличностных отношений. Поскольку психологическая безопасность в межличностных отношениях тем выше, чем лучше люди знают и понимают друг друга в группе, то возникает необходимость говорить о социально-психологической безопасности личности. Отмечается, что реали- зация системы отношений человека осуществляется посредством общения. Эффективность организации процесса общения во многом определяет систему межличностных отношений, а, следовательно – социально-психологическую безопасность людей. Соответственно, подчеркивается, что для обеспечения социально-психологической безопасности личности особое значение приобрета- ет изучение феномена затрудненного общения, различных форм его проявления, психологических детерминант. Показано, что анализ этих проблем позволит разработать конкретные практические рекомендации по оптимизации межличностных отношений, что в конечном итоге будет способствовать развитию социально-психологической безопасности личности.