The study appears to be relevant since it addresses the research gap in the question how the way school life is organized influences students’ perception of various aspects of everyday life at school. Notably, the subject of this research is not the objective facts of school everyday life, but their representation in the minds, opinions, and assessments of high school students. The article suggests the model of school everyday life as a research object; this model is based on the investigation of various approaches to the analysis of everyday life (socioanthropological, socio-psychological, socio-pedagogical). The goal of the study is to identify the influence external organization of school life has on the peculiarities of senior high schoolers’ everyday life. The hypothesis of the study is as follows: The forms of school life organization as well as the specifics of the school community are reflected in the importance of the topics students discuss outside the classroom, their “attachment” to the functional tools of the Internet, and the prevalence of Internet slang and obscene language in the speech of tenth-graders. The participants were the tenth-grade students (N = 143) of the gymnasium (n = 75) and the lyceum (n = 68) (the city of Ulyanovsk) aged from 16 to 17 years. The following methods were used: “The Circles Test” (Thomas J. Cottle) was used to determine the characteristics of school t ime perception; “The Test of Color Relations” (A. M. Etkind, N. M. Platonova) was used to fix the parameters of the socio-physical space of school everyday life; a questionnaire was utilized to identify the main demographic characteristics and characteristics of the personalized material “world” of school everyday life. The results of the research are as follows: Tenth-graders’ past school experience influences the personal value of the “school past, present and future”; The perception of the physical space of an educational organization depends on its “appropriation” and psychological safety of use; The data are presented on the differences in the content and styles of high schoolers’ communication outside of the classroom depending on the characteristics of their educational organizations; Tenth-graders’ attitude towards the norms of “a school look” as well as the use of gadgets is shown to be linked to the extent to which “school behavior” is regulated in their educational organization. The article concludes that the form of school life organization is a factor influencing some characteristics of the everyday life of senior high schoolers. The study emphasizes the practical application of further research on the issues of interest.

The article summarises the preliminary results of a three-stage study of the influence of the socio-cultural context on the life and educational manifestations of modern high school students. Firstly, data on the Russian representatives of «Generation Z» were specified. At the second stage of the research, the manifestations of «Generation Z» representatives, regarding everyday school life were studied. At the third stage of the research, there were analysed different educational learning situations as opportunities for senior students to show the behavioural and intellectual characteristics inherent in the digital generation. The main results of the study make it possible to set new tasks in the study of the socio-cultural context of the educational situation of modern high school students.

The work is aimed at studying the manifestation of self-esteem in anxious children of older preschool age. The materials of an empirical study obtained on a sample of children of senior preschool age from kindergartens in Ulyanovsk are presented. The study involved children aged 6,5 to 7 years. The study included psychological diagnostics using the following methods: “The Train Engine Method” (Velieva S.V.), the method for identifying children's fears by A.I. Zakharov and M.A. Panfilova “Fears in houses”, Test “Fairy tale” (L. Duss), Method “Ladder” V.G. Schur. The results obtained make it possible to say that among the sample of children of older preschool age, signs of anxiety in one form or another were detected in 40 % of the subjects. Anxiety manifests itself both in a general negative emotional state and in the presence of certain fears. The most prominent are the fear of loneliness and the fear of punishment from parents. In anxious children, inflated self-esteem is less common than in children who are not prone to anxiety. In children with a normal level of anxiety, their own assessment of themselves is higher than the assessments of others (mother and teacher). In anxious children, the situation is reversed, they tend to evaluate themselves lower than the surrounding adults. One of the hypotheses of such results of the study is that the increased level of anxiety and fears in children of older preschool age may be the result of a strict and critical attitude towards them from their parents. In general, the study is intended to prove the fact that the structure of self-esteem in anxious children is characterized by inadequate perceptions of themselves and their achievements (the cognitive component of self-esteem) and low self-satisfaction.