The article presents the results of a theoretical and empirical study of the problem of style peculiarities of the human life activities, namely the styles of communication of student youth aviation industry as a specific form of human activity, the essence of which is the interaction of partners, subject-subject relations. The style of life activities is considered as a way of existence of a person characterized by originality; it covers the entire system of human being, its internal and external manifestations, and provides activity of a certainty in the characterization and predictability of behavior in a wide range of situations. The authors proceed from the assumption that enhancement of the subject’s life activity requires taking into account the existing and expanding (or forming), in the given direction, style peculiarities of the activity in mutual connection to its personal qualities. The article reflects the basic theoretical foundations of the conducted research and the empirical data obtained on students’ communication styles and their connection with the mental qualities of the personality. It is revealed that modern student youth is characterized by use in communication of a wide range of means, among which, according to various classifications, prevail styles such as: altruistic, cooperative, collegial, liberal, dialogical, compromise, whichintheir content indicate the orientation of the subject on partner, cooperation with him, finding a common solution, mutual respect, etc., demonstrating the ability to communicate. The data obtained also indicate the need for students to expand the irarsenal of communication toolsanduse the ircap abilitiesin a variety of conditions and requirements of life activities. The study proved that there is a mutual connection between the communication styles with the mental (personality) qualities of students: personality qualities may lead to an inclination for a particular style of communication, and vice versa. The same testifies the possibility of their formation of certain styles on the basis of development (or creation) of corresponding personality qualities; extension of the same style peculiarities of interaction, the use by a person of specific styles in life will promote the development of personality’s associated with this mental formations.

The article presents the results of theoretical and empirical research of the problem of psychological aspects of ensuring the efficiency of professional activity of a Project Engineers in the context of the theory of general and special abilities, the need to take into account the general and individual-typological in the mental development of the subject of labor. The importance of considering professional skills in connection with the intellectual readiness of the subject to the activity and individual style of its implementation is theoretically substantiated. The empirical study revealed the presence of correlations between the efficiency of professional activity, psychological readiness and individual style of activity. The most referent in the description of the professional skills of project engineers are the time of labor tasks performance and individual style of activity, and the organizing factor in the unity of these indicators is the generalization of mental activity, which forms the core of intellectual readiness for work. Correlation analysis of the data allowed us to identify the presence of clear links between: 1) the efficiency of activity by time indicator and ISA: the more ISA corresponds to the reference method, the less time is spent on solving the labor task, and vice versa; 2) between ISA and intellectual readiness for activity; the higher the level of complexity of labor tasks, the higher the level of correlation between these phenomena.

The article is devoted to the problem of developmental effects of the pedagogical process in educational institutions. It is noted that ensuring the development of the child in the learning process involves the definition of proper developmental effects (as opposed to pedagogical), which are taken as the basis for setting its specific purpose, designing appropriate content, methods and organizational forms of work - the components of the pedagogical system. Developing effects differ from pedagogical effects proper - knowledge and ways of actions (abilities and skills) mastered by students, provided by educational programs; such effects are defined by concepts and filled with the content of development, its components and characteristics. The article examines the essence of psychological development as a basic concept for understanding the problem posed, in the procedural and substantive aspects. Particular attention is paid to the disclosure of the most important laws and characteristics of development, the knowledge of which is important to consider in the pedagogical process. In particular, the position of development in the form of phylogenies and ontogenesis, which include biological and social components, is disclosed. Such characteristics of development as: differentiation, integration, heterochronicity, compensation of functions, as well as irreversibility, progress and regress, zigzag-like and others are considered. There is a position on development as a result of interiorization of the exterior and exteriorization of the interior; human activity is viewed as a necessary condition of development - performance and mastery of activity according to the structure and given characteristics in specially organized conditions; internal contradictions are defined as driving forces of development. The age-related aspect of development is also touched upon, with its most important foundations in age-specific periodization. It is noted that the effects of development at certain age stages must be considered in accordance with age-specific norms of manifestation. The article states that in the pedagogical process it is also important to take into account the knowledge regarding the features and possibilities of the formation of specific psychological phenomena in a particular category of children, according to their essence. Such phenomena are defined and specified based on the structure of the psyche, the most important components of which include psychological processes (cognitive and emotional-volitional), personal properties and personality as a whole, their components and characteristics. It is noted that the forms of human activity (activity, communication and behavior, taking into account their structure, completeness of characteristics, and, in particular, arbitrariness) in which the psyche is born, manifests, functions and develops should also be considered as important developmental effects.

The article describes the personality characteristics of future psychologists-practitioners, who may at the same time be constituents of their professiogram, among which communicative competence occupies an important place. The purpose of our research was to study the psychological and pedagogical correlates of communicative competence of future psychologists-practitioners through the analysis of its separate components, which are resources for building effective communications. Communicativeness is defined as a professional basic competence that includes the following elements: tolerance, intolerance, acceptance of oneself, acceptance of others, self-regulation of one’s own emotions and states, flexibility, contactability, understanding of client’s emotions. At the same time, communicativeness is explored as the basic competence of a psychologist-practitioner, which sets the client up for positive and productive interaction in the process of psychological help, which is not an innate skill, so it can be improved during both professional training and during life. The statistical significance of the selected psychological and pedagogical correlates and their psychological components is determined. The multidimensional correlation study showed significant positive and negative correlations between the studied indicators. The components of psychological and pedagogical correlates of communicative competence are analyzed and substantially explained: tolerance, intolerance, flexibility in the communicative process, contactability, communicative control, communicative abilities.

The objectives of the research: The article considers the problem of preparing teachers for activities in the information space, which covers both the virtual space, where electronic communications are provided via various Internet networks, and certain technical devices. Considerable attention is paid to the study of the peculiarities of the psychological readiness of teachers to use information and communication technologies. The complex of research methods is used in the work: Psychological features and problems of the influence of information and communication technologies on the implementation of effective interaction between teachers and students are identified. Theoretical results: Based on the analysis, the essence and structure of psychological readiness of teachers to interact with students in the digital educational environment are revealed, which contains cognitive, motivational and operational components. Empirical results: A set of methods for studying the levels of psychological readiness of teachers to use information technology and interaction with students in the educational environment is grounded and the results of their application in a representative sample of educators are presented. It is noted that the introduction of ICT in the educational environment contributes to improving its quality, as well as improving the organization of educational institutions and their management.