The aim: The research is devoted to the analysis of theoretical and empirical determinants of formation of structural components of an active life position of modern elderly people. Materials and methods: Psychodiagnostic techniques were selected as tools for data collection. Experiment participants were people aged 65-72 years old (total number – 78 people). Data processing was done by means of the computer program SPSS 21.0. Results: The psychological features of the formation of elderly people’s active life position were determined by the fact that more than 50% of respondents had an average level of cognitive development, more than 60% demonstrated a low level of emotional-volitional component and more than 50% were at medium level of motivational-behavioural component. Most respondents’ high level of cognitive component development does not correlate with a high level of emotional-volitional component development. The leading role in the formation of elderly people’s active life position is played by the motivational-behavioural component. Conclusions: Based on the theoretical and empirical research of the issue of formation of elderly people’s active life position, three structural components of the phenomenon under study were identified: cognitive, emotional-volitional and motivational-behavioural. The results of the experiment suggest that most respondents had medium-low levels of active life position. The main determinant of the elderly people’s reduced vitality is their low level of emotional-volitional component development. The research outcomes allowed us to track the dependence of the level of active life position on the motivational-behavioral component.

The article highlights the results of theoretical and empirical research of personal sanogenity of experiencing crisis conditions by air transport managers. The aim of the research is the empirical study of personal maturity development of air transport managers, their psychological resourcefulness, ability to self-development and scale of sanogenity of personal maturity of air transport managers experiencing unconventional crisis inflicted by COVID-19 pandemic. To assess the level of personal maturity, the Personal Maturity Questionnaire was applied (O.S.Shtepa). Level of actualizing of the personal psychological resources was studied through method of the Psychological Resourcefulness Questionnaire (O.S.Shtepa). To clarify the contents of the need for self-development as the potential of subjectivity, the method of Disposition Characteristics of Personal Self-Development was applied. (S.B.Kuzikova). The outcomes of the empirical research have discovered that air transport managers do not always have sufficient level of personal maturity development which is defined neither by age factor nor by amassed experience. Sanogenity of personal maturity for this social group is determined by their resourcefulness development level and ability to self-development. Successfulness in career development is not equivalent to manager personal maturity development level. Subjective assessment of successfulness and maturity made by managers themselves shows that 71.2% respondents do not reveal their satisfactory personal maturity. However, the majority of them is characterized with sufficient psychological resourcefulness having at the same time poor self-development ability. In the process of psychocorrection the sanogenic potential of personal maturity is actualized through raising self-development ability, reducing tension and traumatization of personality experiencing unconventional crisis.

<p style="text-align: justify;">The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students’ perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students’ attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students’ self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis.</p>