St. Tikhon’s University Review . Series IV: Pedagogy. Psychology

This article deals with education as a civil procedure for familiarisation with the national culture, social relations, reveals its opportunities for civic education, the formation of attitudes of patriotism. The authors of the article trace the mutual infl uences in the development of attitudes of patriotism, civil position and state policy. The article examines distinctive features and manifestations of civic stand and patriotism. It studies specifi cities of formation of world outlook of a person in the context of culture and education. Besides, the article presents the factors infl uencing the harmonious development of attitudes of patriotism. The article sets out the tasks of civic education and patriotic upbringing of students through the development of civic solidarity and the formation of a desire for independent and creative work of their inner world. The article scrutinises the dangers of pedagogical interference in the context of developing a sense of love for motherland and attitudes of patriotism. In the fi nal part of the article, it is concluded that in developing a positive attitude towards the motherland of a younger schoolchild, is necessary to infect them with a sense of motherland. In work with high school students, it is necessary to prevent the possibility of its undesirable distortion. And in this intention to develop the inner world of students, the school should be guided by the principle of kalokagathia, while attitudes of patriotism could take a proper place in the mental development of an individual as a unique personality and as a social unit that is part of a family, nation and all humanity.

education, culture, upbringing, civil position, attitudes of patriotism, world outlook, development

1. Bodalev Aleksej A., Rutkevich Lev A. (2003) Kak stanoviatsia velikimi i vydaiushchimisia [How to Become Great and Outstanding]. Moscow (in Russian).
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3. Dolgorukov Pavel D. (1996) “Chuvstvo rodiny u detei” [“Children’s Feel of Homeland”], in Khrestomatiia. Pedagogika rossiiskogo zarubezh'ia [Onthology. Pedagogy of the Russian Emigration], Moscow, pp. 67‒89 (in Russian).
4. Gessen Sergej I. (1996) “Mirovozzrenie i obrazovanie” [“Worldview and education”], in Khrestomatiia. Pedagogika rossiiskogo zarubezh'ia [Onthology. Pedagogy of the Russian Emigration], Moscow, pp. 38‒59 (in Russian).
5. Jasvin Vitol'd A. (2001) Obrazovatel'naia sreda: ot modelirovaniia k proektirovaniiu [Educational Milieu: From Modelling to Designing]. Moscow (in Russian).
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7. Mann Tomas (1991) Joseph und seine Brüder. Moscow (Russian translation).
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10. Shenderecka Antonina P., Smagin Vladimir P., Syroed Nadezhda S., Sokoljuk Nadezhda V. (2000) Filosofiia. Konspekty lektsii. [Philosophy. Lecture Notes]. Vladivostok (in Russian).
11. Sidorenko Vladimir F. (1984) “Genezis proektnoi kul'tury” [“Genesis of the Project Culture”]. Voprosy filosofii, 1984, vol. 10, pp. 86‒92 (in Russian).
12. Starova Tatyana Je., Muhina Tatyana G. (2017) “Retrospektivnyi analiz organizatsii grazhdanskogo vospitaniia molodezhi v vuzakh Rossii” [“Retrospective Analysis of the Organisation of Civic Education of Young People in Russian Universities”]. Vysshee obrazovanie segodnja, 2017, vol. 4, pp. 48‒53 (in Russian).
13. Triandis Harry K. (2007) Culture and Social Behavior. Moscow (Russian translation).
14. Zimniaia Irina A. (1997) Pedagogicheskaia psikhologiia [Pedagogical Psychology]. Rostov-on-Don (in Russian).

Shneider Lidia

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Stashkevich Olga

The reported study was funded by RFBR according to the research project №18-513-00003 Bel_a

The aim of this article is to present results of an integrated analysis of educational potential as a subject of modern social and pedagogical studies. The object of the analysis is modern social and pedagogical studies (including the studies of issues in education carried out by specialists in other branches of scholarly knowledge in the humanities) presented in academic papers, texts of doctoral theses that touch upon the topics of educational potential. The topic of the analysis is invariable and variable characteristic features of the essence of the educational potential, main methodological media of its study, systemic and structural approaches. The article employs theoretical methods of research, namely analysis, synthesis, generalisation, interpretation, typifying. As criteria of the analysis the following are considered: the essence of educational potential; methodological media of study of educational potential; systemic and structural characteristic features of educational potential; development of educational potential. The article makes the following conclusions. In the number of invariants being characteristic of the essence of educational potential the authors include the ability to carry out an activity, realisation of functions, their resource support; means, sources, resources available and allowing mobilisation, employment in solving educational tasks; range of factors and conditions making it possible to realise educational practices and influence the change in processes and systems. The peculiarity of types is related to the degree of necessity (not used, not registered, denied) or exceeded size and meaning; it is based on the understanding of the essence and content of upbringing; peculiarity of the “owners” of the potential, its type. In the number of top-priority approaches, from the positions of which the educational potential is studied, we can include ontological, activity-oriented, systemic, personality and activity-oriented, axiological, acmeological approaches. The structure of the educational potential is made detailed following the systematic notion of its essence. A range of studies emphasise the integrative character of this property. The realisation of educational potential is primarily regarded as pedagogical management of resources, opportunities, funds, sources.

education, educational potential, integration, methodological approaches, structure, development of educational potential

1. Agafonova Yuliya A. (2011) «O vospitatelnom potentsiale shkolnykh sredstv massovoy informatsii» [«On Educational Potential of School Mass Media»]. Sotsialnyye otnosheniya, 2011, vol. 1 (2), pp. 111–119 (in Russian).
2. Bayborodova Lyudmila V. (2007) «Puti i sredstva povysheniya vospitatelnogo potentsiala uchebnogo protsessa» [«Ways and Means of Increase in Educational Potential of Educational Process»]. Yaroslavskiy pedagogicheskiy vestnik, 2007, vol. 4, pp. 3–7 (in Russian).
3. Berezhnaya Irina F., Vyunova Natalʼya. I. (2008) «Vospitatelnyy potentsial universitetskoy obrazovatelnoy sredy» [«Educational Potential of the University Educational Environ-ment»]. Vestnik Voronezhskogo gosudarstvennogo universiteta. Seriya: Problemy vysshego obrazovaniya, 2008, vol. 1, pp. 90–97 (in Russian).
4. Bolotova Marina I. (2009) «Integratsiya vospitatelnykh potentsialov semi i uchrezhdeniy dopolnitelnogo obrazovaniya detey» [«Integration of Educational Potentials of a Family and Establishments of Supplementary Education of Children»]. Vestnik Vyatskogo gosudarstvennogo gumanitarnogo universiteta, 2009, vol. 3, no. 3, pp. 94–98 (in Russian).
5. Buslova Elena V. (2010) «Vospitatelnyye potentsialy obshchestvenno-prosvetitelskoy deyatelnosti» [«Educational Potentials of Socio-Educational Activity»]. Vestnik Kostromskogo gosudarstvennogo universiteta im. N. A. Nekrasova. Seriya: Pedagogika. Psikhologiya. Sotsialnaya rabota. Yuvenologiya. Sotsiokinetika, 2010, vol. 16, no. 3, pp. 91–94 (in Russian).
6. Vospitatelnyy potentsial semi (2000) [Educational Potential of Family]. Magnitogrsk (in Russian).
7. Ershova Maria V. (2017) «Vospitatelnyye potentsialy uchrezhdeniy dopolnitelnogo obrazovaniya v rabote s podrostkami, sklonnymi k protivopravnomu povedeniyu» [«The Upbringing Potential of Institutions of Supplementary Education in Work with Adolescents Prone to Unlawful Behaviour»], in Tekhnologii vospitaniya v obshcheobrazovatelnykh organizatsiyakh: materialy Vserossiyskoy nauchno-prakticheskoy konferentsii [Technologies of Education in Institutions of Secondary Education], Kostroma: Kostromskoj gosudarstvennyj universitet, pp. 62–65 (in Russian).
8. Klochkova Lyudmila I. (2014) «Tekhnologiya resursoobrazovaniya v razvitii vospitaniya shkolnikov» [«Technology of Formation of Resource in Development of Education of Schoolchildren»]. Sovremennyye problemy nauki i obrazovaniya, 2014, no. 2, p. 200 (in Russian).
9. Korobkova Venera V. (2015) «Zakonomernosti razvitiya vospitatelnogo potentsiala sovremennoy semi v otkrytom obrazovatelnom prostranstve» [«Regularities in Development of Educational Potential of a Modern Family in Open Educational Space»]. Gumanitarnyye, sotsialnoekonomicheskiye i obshchestvennyye nauki, 2015, vol. 1, pp. 220–224 (in Russian).
10. Korobkova Venera V. (2007) «Teoreticheskiye podkhody k probleme razvitiya vospitatelnogo potentsiala semi v sovremennykh issledovaniyakh» [«Theoretical Approaches to the Problem of Development of Educational Potential of a Family in Modern Research»], in Psikhologicheskiye problemy sovremennoy semi [Psychological Problems of Modern Family], Moscow: Gos. NII sem’i i vospitaniya, pp. 465–472(in Russian).
11. Korobkova Venera V., Metlyakova Lyubov` A. (2010) «Sovremennyye podkhody k razvitiyu vospitatelnogo potentsiala semi v usloviyakh informatsionnogo prostranstva shkoly» [«Modern Approaches to Development of Educational Potential of a Family in Conditions of Informational Space of the School»]. Pedagogicheskoye obrazovaniye i nauka, 2010, vol. 9, pp. 84–86 (in Russian).
12. Kuchmayeva Oksana V., Maryganova Elena A., Petryakova Ol`ga L., Sinelnikov Aleksandr B. (2006) «Vliyaniye ekonomicheskikh pokazateley na vospitatelnyy potentsial semi» [«Infl uence of Economic Indicators on Educational Potential of Family»] in Nauchnyye trudy Gosudarstvennogo nauchno-issledovatelskogo instituta semi i vospitaniya [Proceedings of the State Institute of Family and Education], Мoscow: Gosudarstvenny`j NII sem`i i vospitaniya, vol. I, pp. 58–70 (in Russian).
13. Kuchmayeva Oksana V., Maryganova Elena A., Petryakova Olʼga L., Sinelnikov Aleksandr B. (2010) «O sovremennoy semye i eye vospitatelnom potentsiale» [«On Modern Family and its Educational Potential»]. Sotsiologicheskiye issledovaniya, 2010б no. 7, pp. 49–55 (in Russian).
14. Nedvetskaya Marina N. (2005) Upravleniye kachestvom pedagogicheskogo vzaimodeystviya shkoly i semi [Quality Management of Pedagogical Interaction between School and Family]. Moscow (in Russian).
15. Povalyayeva Ol’ga N. (2014) «V. V. Rozanov o vospitatelnom potentsiale russkoy khudozhestvennoy literatury» [«V.V. Rozanov on Educational Potential of Russian Literature»]. Kazanskiy pedagogicheskiy zhurnal, 2014, no. 2 (103), pp. 109–114 (in Russian).
16. Polisubyektnost vospitaniya kak usloviye konstruirovaniya sotsialno-pedagogicheskoy realnosti (2009) [Multisubjectiveness of Education as Condition of Designing Socio-Pedagogical Reality]. Moscow (in Russian).
17. Polyakov Sergej D. (2004) V poiskakh realisticheskogo vospitaniya [In Search of Realistic Education]. Moscow (in Russian).
18. Sannikova Anna I., Korobkova Venera V. (2016) «Evolyutsiya idei razvitiya vospitatelnogo potentsiala semi v otkrytom obrazovatelnom prostranstve Rossii kontsa XIX — nachala XXI v.: istoriko-metodicheskiy aspect» [«Evolution of Ideas of Development of Educational Potential of Family in Open Educational Space of Russia of the Late 19th — Early 21st Centuries: Historical-Methodological Aspect»]. Obshchestvo: sotsiologiya, psikhologiya, pedagogika, 2016, vol. 1, pp. 56–61 (in Russian).
19. Semenov Vladimir D. (2000) Obshchina i klub: vospitatelnyy potentsial i ego predely [Community and Club: Educational Potential and its Limits]. Izhevsk (in Russian).
20. Sizikova V. V., Fomina S. N. (2008) «Problema snizheniya vospitatelnogo potentsiala semi v sovremennykh usloviyakh» [«Problem of Decrease in Educational Potential of Family in Modern Conditions»], in Sotsialnaya pedagogika: teoriya, praktika, perspektivy [Social Pedagogy: Theory, Practice, Prospects], Мoscow: RGSU, pp. 263–267 (in Russian).
21. Chirkova Mariya V., Pershina Tat`yana V. (2016) «K probleme razvitiya vospitate-nogo potentsiala semi, vospityvayushchey rebenka doshkolnogo vozrasta» [«On the Problem of Development of Educational Potential of the Family Bringing up the Child of Preschool Age»]. Nauchnometodicheskiy elektronnyy zhurnal «Kontsept», 2016, vol. 17, pp. 509–513 (in Russian).
22. Yarmakeyev Iskander E. (2010) «Vospitatelnyy potentsial obrazovatelnogo protsessa v vuze: sistemno-metodologicheskiy analiz» [«Educational Potential of Educational Process in Higher Education: Systematic and Methodological Analysis»]. Vestnik Tatarskogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta, 2010, vol. 19, pp. 164–169 (in Russian).

Shakurova Marina

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Kozelskaya Carolina

This paper deals with the processes that took place around Jan Amos Comenius and his works in a period that was decisive for the formation of the pedagogy of the modern time. It presents a retrospective look revealing the perception of the personality and ideas of Comenius. The author of the article focuses her attention on the works of Daniel Georg Morhof (1639‒1691), in which a multifaceted evaluation of Comenius’ work was given by his younger contemporary. The constructive criticism of Comenius from a prominent person of encyclopaedic learning, whose scientifi c systematisation has greately infl uenced the content of education, academic curricula and ways of its acquisition, retained its signifi cance up to the late 18th century. On June 30, 1770, in his talk on benefi ts of national education, J. M. Schaden, professor of Moscow University, referred to Morhof’s works and insisted on correcting, improving, and changing John Amos Comenius’ Orbis sensualium pictus. Publishing Michel’s paper, the editors take into account the modern tendency to mythologise Comenius’ legacy and are willing to compare and comment on the interpretation of Comenius’ ideas in various historical epochs and diff erent countries. This introductory paper should be regarded as an invitation to discussion.

pedagogy, history of pedagogy, Daniel Georg Morhof, Jan Amos Comenius, legacy, pansophia, pampedia

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2. Comenius J. A. (1966) De rerum humanarum emendatione consultatio catholica. Prague: Academia, pp. 543–597.
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4. Dolch J. (1965) Lehrplan des Abendlandes: zweieinhalb Jahrtausende seiner Geschichte. Ratingen.
5. Hestermeyer W. (1969) Paedagogica Mathematica: Idee einer universellen Mathematik als Grundlage der Menschenbildung in der Didaktik Erhard Weigels, zugleich ein Beitrag zur Geschichte des pädagogischen Realismus im 17. Jahrhundert. Paderborn.
6. Kern M. (1928) Daniel Georg Morhof. Landau/Pfalz.
7. Michel G. (1973) “Daniel Georg Morhof — Eine Comenius-Kritik am Ausgang des 17. Jahrhunderts”, in G. Morhof. Schulbuch und Curriculum. Comenius im 18. Jahrhundert. Veröff entlichung der Comenius-Forschungsstelle im Institut für Pädagogik der Ruhr-Universität Bochum, № 2, Ratingen, Kastellaun, Düsseldorf, s. 5–21.
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11. Wiedemann C. (1967) “Polyhistors Glück und Ende. Von Daniel Georg Morhof zum jungen Lessing”, in H. O. Burger und K. v. See (eds.) Festschrift Gottfried Weber zu seinem 70. Geburtstag. Bad Homburg, Berlin, Zürich, s. 215–235.

Kurovskaya Yulia

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

This article has been translated by V.A. Brun-Tsekhov in compliance with the Galina Ivanchenko Foundation. The translation has been edited by Yu.G. Kurovskaya in compliance with the State Assignment of the FSBSI Institute for Strategy of Education Development of the Russian Academy of Education within the project 27.8520.2017/BP. We express the deepest gratitude for his consultations to Dr.Sc. (Education), Professor, Corresponding Member of the Russian Academy of Education V.G. Bezrogov.

This article analyses the results of the study of ideals as a dynamic basis for attitudes of university students. And shows on the basis of the obtained empirical results the diff erences in personal development of young people who have ideals and who do not have ideals. Based on a comparative analysis of groups of young people who have ideals and who do not have ideals, it shows diff erences in such personal characteristics as maturity of the person, refl ection, responsibility for one's life, the content of the temporal perspective, attitude to the country. It shows the similarity of both groups in the direction of improving themselves and others; attitudes to social norms and adherence to these norms. The results obtained have allowed the author to show the transition from an externally given example (ideal) to an internal self-regulation process on the basis of an individual personal example.

university students, ideal, attitudes, personal example, personal maturity, reflection, responsibility, perception of events, direction of improvement, attitude to country

1. Bozhovich Lidia I. (2008) “Lichnost' i ee formirovanie v detskom vozraste” [“Personality and its Formation in Childhood”]. St Petersburg: Piter (In Russian).
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3. Kljuchko O.I. (ed.) (2015) “Zhiznennye perspektivy uchashhejsja molodezhi: cennosti i smysly bytija” [“Life Prospects of Students: Values and Meanings of Being”]. Moscow: Moscow City University (In Russian).
4. Koroljova Alexandra Ju. (2017) “Ideal kak komponent napravlennosti lichnosti v predstavlenij ah sovremennoj rossij skoj molodezhi” [“Ideal as a Component of Orientation of Personality in Views of Modern Russian Youth”], in A. L. Zhuravljov, V. A. Kol'cova (eds.) Fundamental'nyei prikladnye issledovanij a sovremennoj psihologii: rezul'taty i perspektivy razvitija [Fundamental and Applied Research of Modern Psychology: Results and Prospects of Development]. Moscow, pp. 253‒261 (In Russian).
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7. Naumova Diana V. (2015) “Otnoshenie k gosudarstvu v strukture grazhdanskogo mirovospriiatiia molodezhi: diagnostika i rezul'taty” [“The Attitude to the State in the Structure of Civil Perception of Youth: Diagnostics and Results”], in I.V. Egorov, L.B. Filonov (eds.) Ezhegodnik nauchno-metodologicheskogo seminara «Problemy psikhologo-pedagogicheskoi antropologii»: Sbornik nauchnykh statei [Yearbook of Scientifi c Methodological Seminar «Problems of Psychological and Pedagogical Anthropology»: Collection of Academic Papers]. St Petersburg, pp. 43‒53 (In Russian).
8. Naumova Diana V. (2017) “Distinktivnost' grazhdanskogo mirovospriiatiia molodezhi v razlichnykh regionakh Rossii” [“Distinctive Features of the Civic Worldview of Young People in Different Regions of Russia”]. Sibirskii pedagogicheskii zhurnal, 2017, vol. 3 (17), pp. 93‒103 (In Russian).
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14. Shnejder (ed.) L.B. (2016) Grazhdanskoe mirovosprij atie molodezhi: teoretiko-jempiricheskoe issledovanie [“Civil World-Perception of Young People: Theoretical and Empirical Study”] Moscow: Moscow State Regional University (In Russian).
15. Timoshhuk Igor (2004) “Diagnosticheskij instrumentarij issledovanij a nekotoryh aspektov otvetstvennosti u studentov-psihologov” [“Diagnostic Inventory of Research of some Aspects of Responsibility of Psychology Students”]. Prakticheskaja psihologija i social'naja rabota, 2004, vol. 8, pp. 37–40 (In Russian).
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17. Volovikova Margarita I. (2015) “Issledovanie predstavlenij uchashhejsja molodezhi o nravstvennom ideale” [“A Study of Students’ Ideas on Moral Ideals”], in Nacional'no-kul'turnaja identichnost' v sovremennoj Rossii: istoki, osobennosti, perspektivy [National and Cultural Identity in Modern Russia: Origins, Features, Perspectives]. St. Petersburg, pp. 151‒165 (In Russian).

Egorov Ilya

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The reported study was funded by RFBR according to the research project №18-513-00003 Bel_a.

The article presents an analysis of foreign studies dealing with the impact of various factors on the psychological health of schoolchildren and the success of their education. The most important of these factors are the pupil, the family, the school on the whole and the teacher. At the same time, the infl uence of these factors, according to the fi ndings, often turns out to be quite diff erent from what it seems to the ordinary consciousness. A study of the results of decades of research has allowed the authors to make a conclusion about the dominant role of the pupil and his or her own eff orts in the success of learning and in the state of his/her psychological health. A chronic disease of the child, contrary to the established opinion, though negatively aff ects the educational success and psychological health of the pupil, has no great infl uence on his or her performance. Much more important are the expectations of parents of the child, their emotional support and faith in him. Other important factors are the peculiarities of the school culture and the school routines. In addition to considering foreign studies, the article describes the characteristics of several of the most performant American schools, in which the factors of the educational environment are expressed with particular clarity and the study of which has been conducted by the authors themselves. The article also shows that the relationships developed with teachers strongly infl uence the success of education and psychological health of pupils. Even if other intra-school factors are not positive, a teacher who is able to take the point of pupils on certain issues may have a significant positive impact on their academic performance and well-being.

learning performance, psychological health, educational environment, metaanalysis, pupil, family, school, teacher, well-being, parental expectations

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10. Marzano R. J. (2000). A New Era of School Reform: Going Where the Research Takes us. Aurora, CO: Mid-Continent Research for Education and Learning.
11. Seipp B. (1991). “Anxiety and Academic Performance: A Meta-Analysis of Findings”. Anxiety, Stress, and Coping, 4 (1), 27–41.
12. Stekelenburg C. R. (1991). The Eff ects of Public High School Size on Student Achievement: A Meta-Analysis. Unpublished Ed. D., University of Georgia, GA.
13. Strong W. B., Malina R. M., Blimkie C. J. R. (2005). “Evidence Based Physical Activity for School-Age Youth”. The Journal of Pediatrics, 146 (6), pp. 732–737.
14. Witter R. A., Okun M. A., Stock W. A., Haring M. J. (1984). “Education and Subjective Well-Being: A Meta-Analysis”. Educational Evaluation and Policy Analysis. 1984, vol. 6 (2), pp. 165‒173.

Vachkov Igor

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

Vachkova Svetlana

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.

This article is devoted to one of topical problems of modern psychology, namely the problem of support of high capability in the process of psychological advising. High capability is seen as a complex psychological phenomenon that includes the personality as a whole and is determined by higher spiritual aspects in the development of the individual. Particular attention is paid to the dialogical approach of T. A. Florenskaya in psychological advising. The article describes principles of a spiritually oriented dialogue developed by her and considered as a creative process. In T. A. Florenskaya's studies of spiritual development, the following aspects are emphasised: “the spiritual self” is manifested in the creativity of the person who pursues his/her creative vocation; this is facilitated by a dialogue with the external interlocutor, believing in his or her spiritual abilities. It is noted that giftedness can be manifested quite early, already in preschool age. The article sets out results of a psychological study aimed at identifying the specifi city of development of preschoolers with signs of high capability and supporting their talents. Among 290 preschoolers examined by means of a complex diagnostics, children with high creative potential — the main constituent of high capability — have been identifi ed: 13.6% out of examined children of 5-6 years of age, 15% out of a sample of 6-7-year-olds. A combination of high creative potential and insuffi ciently developed speech, communication, attention have been identifi ed in part of preschoolers who have signs of high capabality. Particularly often problems with the development of speech have been observed. The parents have been consulted as to the interaction with the child, which to the greatest degree would further his or her harmonious and fruitful development, the realisation of talents and overcoming of diffi culties. The use of dialogical approach has allowed us to direct parents to the discovery of such interaction. It is emphasised that such dialogue requires certain spiritual experience of the advisor, development of dialogical orientation in communication, ability to be in the state of creative openness.

dialogue, T. A. Florenskaya, spiritually-oriented communication, consulting, high capability, preschool age, parents, creative potential

1. Florenskaya Tamara A. (1991) Dialog v prakticheskoj psihologii [Dialogue in Practical Psychology], Moscow (in Russian).
2. Florenskaya Tamara A. (1998) Mir doma tvoego. Psihologija v zhizni [The Peace of your Home. Psychology in Life]. Moscow (in Russian).
3. Florenskaya Tamara A. (2001) Dialogi o vospitanii i zdorov'e: duhovno-orientirovannaja psihoterapija [Dialogues on Upbringing and Health: Spiritually-Oriented Psychotherapy]. Moscow (in Russian).
4. Inina Natalia V. Na puti k sebe [On the Way to Oneself], available at: www.psy-rpu.ru/education/articles/na-puti-k-sebe (03.08.2018).
5. Kolpakova Marianna Iu. (2004) “Dialogicheskij podhod v psihologii i psihoterapii” [“Dialogical Approach in Psychology and Psychotherapy”]. Moskovskij psihoterapevticheskij zhurnal, 2004, no. 4, pp. 177–192 (in Russian).
6. Kolpakova Marianna Iu. (2017) “Duhovno-orientirovannyj dialog v kontekste otechestvennoj kul'tury” [“Spiritually-Oriented Dialogue in the Context of National Culture”]. Vestnik PSTGU, Ser. IV: Pedagogika. Psihologija, 2017 no. 44, pp. 87–107 (in Russian).
7. Kolpakova Marianna Iu. (2015) Preodolenie trevogi. Kak rozhdaetsja mir v dushe [Overcoming of Anxiety. How Piece is Born in the Soul]. Moscow (in Russian).
8. Larionova Ludmila I. (2017) “Kul'turno-psihologicheskaja model' intellektual'noj odarennosti” [“Cultural-Psychological Model of Intellectual Capability”], in L. I. Larionova, A. I. Savenkov (eds). Psihologija odarennosti i tvorchestva: monografija [Psychology of Capability and Creativity: Monograph], Moscow, St Petersburg, pp. 125–137 (in Russian).
9. Matjushkin Alexei M. (1989) “Koncepcij a tvorcheskoj odarennosti” [“The Concept of Creative Capability”]. Voprosy psychologii, 1989, no. 6, pp. 29–33 (in Russian).
10. Tihonova Elena S. (2014) “Duhovno-orientirovannyj dialog v praktike pomoshhi detjam s obshhim nedorazvitiem rechi” [“Spiritually-Oriented Dialogue in the Practice of Helping Children with General Speech Underdevelopment”]. Vestnik PSTGU. Ser. IV: Pedagogika. Psihologija, 2014, vol. 1 (32), pp. 108–120 (in Russian).
11. Tihonova Elena S. O dialogicheskom vzaimodejstvii s sem'ej doshkol'nika, imejushhego obshhee nedorazvitie rechi [On Dialogical Interaction with Family of Preschooler with General Underdevelopment of Speech], available at: http://открытый урок.рф.статьи /50479 (06.08.2018).
12. Tihonova Elena S., Kolpakova Marianna Ju. Dialogicheskij podhod v praktike psihologicheskoj raboty s det'mi [Dialogical Approach in the Practice of Psychological Work with Children], available at: www.portal-slovo.ru/pre_school_education/43471.php (03.09.2018).

Belova Elena

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The article presents results of a study of the level of job satisfaction, as well as of symptoms of professional burnout of teachers working with children with emotional and behavioural deviance in several educational institutions of Moscow. To assess the level of job satisfaction and symptoms of burnout, a questionnaire was used. 65 teachers (51%) work in classes for teenagers with behavioural and emotional deviations, 63 teachers (49%) work in regular classes. The study was based on the prerequisite that those teachers who work with diffi cult teenagers, would have a lower job satisfaction and a higher degree of burnout symptoms. The study has registered that teachers who deal with teenagers with emotional and behavioural deviations more often state that they are more dissatisfi ed with their work than those who teach in ordinary classes. Besides, the study has revealed signifi cant diff erences in the degree of expression of symptoms in each phase of the burnout. The theoretical background of the article is made up by analysis of a range of foreign and Russian sources that contain fundamentals of the topic in question; this has also allowed us to select the most relevant techniques of obtaining the looked-for information.

professional burnout, job satisfaction, deviant behavior, psychological well-being of teachers, teacher, student with deviant behavior, empirical research, professional activity, emotional deviations, behavioral deviations, personality deformation

1. Alexopoulos E. C., Palatsidi V., Tigani X., Darviri C. (2014) “Exploring Stress Levels, Job Satisfaction, and Quality of Life in a Sample of Police Offi cers in Greece”, in Saf. Health Work, vol. 5, pp. 210–215.
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3. Christen M., Iyer G., Soberman D. (2006) “Job Satisfaction, Job Performance, and Eff ort: A Reexamination Using Agency Theory”, in: J. of Marketing, vol. 70, pp. 137–150.
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8. Jennings P. A., Greenberg M. T. (2009) “The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes”. Review of Educational Research, vol. 79, pp. 491–525.
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10. Locke E. A. (1976) “The Nature and Causes of Job Satisfaction”, in Dunnette M. D. (ed.) Handbook of Industrial and Educational Psychology. Chicago, 1976. P. 54.
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15. Tsouloupas C. N., Carson R. L., Matthews R., Grawitch M. J., Barber L. K. (2010) “Exploring the Association between Teachers’ Perceived Student Misbehaviour and Emotional Exhaustion: The Importance of Teacher Effi cacy Beliefs and Emotion Regulation”. Educational Psychology, vol. 30, pp. 173–189.
16. Vodop'yanova N., Starchenkova E. (2008). Sindrom vygoraniya: diagnostika i profi laktika. [Burnout Syndrome: Diagnostic and Prevention]. St. Petersburg (in Russian).

Nikitskaya Ekaterina

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

Markova Svetlana

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

The work was carried out with the financial support of The Russian humanitarian science Foundation, the project №17-06-00796.

This article presents results of studies of positive identity of adolescents, high school students and fi rst-year college students. The author has carried out a comparative analysis of the expression of a positive personal and social identity of teenagers at schools and colleges. The article includes a description of the qualitative results of the study of positive personal and social identities of adolescents and high school students, which allows us to discover the content of the achieved identity. The obtained data on the study of the positive social identity of school and college students prove that adolescents, on the whole, have a prosocial orientation, characterised by their willingness to share standards common for a group, rules and values which are broadcast in society. Positive personal identity is represented by a large number of respondents among the tenthgrade students. The qualitative analysis revealed the similarity of preferences in words which are self-descriptions of adolescents and high school students by the methods of MILI and MISI. As a result, in all groups of subjects the words “friendship” and “communication” coincided, which emphasises the importance of self-realisation in satisfying communication and among friends. Besides, the word “life” became characteristic of the positive social identity of adolescents and high school students. The materials of the research can be used in activities of teachers, social educators and practical psychologists working in the educational system while developing various assistance programmes for students.

adolescents, high school students, fi rst-year college students, positive identity, factor of socialisation, socialization, adolescent and teenage period

1. Andreeva G. M. (2011) “K voprosu o krizise identichnosti v usloviiakh sotsial'nykh transformatsii” [“On the Problem of Identity Crisis in Conditions of Social Transformation”]. Psikhologicheskie issledovaniia, 2011. № 6 (20); available at http://psystudy.ru (01.09.2018).
2. Bozhovich L. I. (1995) Problemy formirovaniia lichnosti [Issues in Formation of Personality]. Moscow, Voronezh.
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4. Pantin V. I., Semenenko I. S. (2004) “Problemy identichnosti i rossiiskaia modernizatsiia” [“Problems of Identity and Russian Modernisation”], in Poisk natsional'no-tsivilizovannoi identichnosti i kontsept “osobogo puti” v rossiiskom massovom soznanii [Search of National and Civilisational Identity and Concept of “Specifi c Way” in Russian Mass Conscience]. Moscow, pp. 1–9.
5. Pantin V. I., Semenenko I. S., Lapkin V. V. (2010) “Identichnost' v sisteme koordinat mirovogo razvitiia” [“Identity in the Framework of World Development”], in Vyzovy global'nykh politicheskikh izmenenii [Challenges of Global Political Change]. Moscow, pp. 40–59.
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7. Shneider L. B., Khrustaleva V. V. (2014) “Assotsiativnyi test kak osnova konstruirovaniia metodiki izucheniia sotsial'noi identichnosti” [“Associative Test as Grounds for Constructing Techniques of Study of Social Identity”]. Vestnik RMAT, 2014, № 3, pp. 83–96.

Grigorieva Marina

In the present-day reality, the Orthodox clergyman is more and more integrated in various social processes and interactions, becomes a more and more active subject of communication. In this regard, one of the main spheres of communication is social perception, which is understood as perceiving and evaluating, both of the other person and oneself through the eyes of this other person. The main mechanism in such “self-perceiving” is social refl ection. The object of this study is social refl ection of the Orthodox clergyman manifesting itself in the choice of various objects of social reflection, namely churchgoing and non-churchgoing young people. Main aims of the article are the study of the image of an Orthodox clergyman in the conscience of churchgoing and non-churchgoing young people; defi nition of intentionality of social reflection of the clergyman; assessment of accurateness of social refl ection of the clergyman in the case when its object is churchgoing and non-churchgoing young people. The logic of the research process includes a theoretical analysis, definition of the diagnostic inventory, description of the study and results obtained.

social refl ection, social perception, image, priest, regular churchgoing, intentionality, youth, perception, attitude, self-perception

1. Aleksii II, Patriarch (2000) “Doklad Patriarkha Moskovskogo i vseia Rusi Aleksiia na Iubileinom Arkhiereiskom Sobore Russkoi Pravoslavnoi Tserkvi (avgust 2000)” [“Report of Patriarch of Moscow and all Rus’ Aleksii at the Jubilee Bishops’ Council of Russian Orthodox Church (August 2000)”]. Zhurnal Moskovskoi Patriarkhii, 2000, № 9, pp. 16–54.
2. Aleksii II, Patriarch (2003) “Doklad Patriarkha Moskovskogo i Vseia Rusi Aleksiia na ezhegodnom Eparkhial'nom sobranii goroda Moskvy 23.03.2003” [“Report of Patriarch of Moscow and all Rus’ Aleksii at the Annual Diocesan Assembly of Moscow, 23.03.2003”]. Zhurnal Moskovskoi Patriarkhii, 2003, № 4, p. 49.
3. Bogoiavlenskii A. E. (2004) “Poniatiia “imidzh”, “reputatsiia” i “obraz” v kontekste “Kritiki chistogo razuma” I. Kanta” [“Notions of “Image”, “Reputation”, “Picture” in the Context of “Critique of Pure Reason” by I. Kant”]. Aktsenty. Novoe v massovoi kommunikatsii, 2004. № 5–6, pp. 57–62.
4. Il'in I. A. (2008) Vozvrashchenie [Coming Back]. Minsk.
5. Krivykh S. V. (2012) “Sotsial'naia refl eksiia v osnove sotsial'nogo vzaimodeistviia” [“Social Refl ection in the Basis of Social Interaction”]. Regional'noe obrazovanie XXI v.: problemy i perspektivy, 2012, № 4, pp. 27–31.
6. Lopantsev Iu. M. (2015) “Formirovanie modeli sovremennogo sviashchennika v protsesse reformirovaniia sistemy dukhovnogo obrazovaniia Russkoi Pravoslavnoi Tserkvi (po Sobornym postanovleniiam i dokladam ierarkhov Russkoi Pravoslavnoi Tserkvi)” [“Formation of a Model of a Modern Priest in the Process of Reforming the System of Spiritual Education of the Russian Orthodox Church (According to Council Resolutions and Reports of Hierarchs of the Russian Orthodox Church)”]. Izvestiia VGPU, 2015, № 9–10, pp. 202–203.
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9. Shirokalova G. S. (2017) “Obraz sviashchennika v zaprosakh molodykh” [“Image of the Clergyman in Requests of the Young”], in S. N. Piatkin (ed.) Materialy Vserossiiskoi nauchno-prakticheskoi konferentsii s mezhdunarodnym uchastiem “Patriarkh Sergii i tserkovnogosudarstvennye otnosheniia v 20 veke: trudnyi put' k sotrudnichestvu” [Proceedings of of the Conference “Patriarch Sergy and Church-State Relations in the 20th Century: Diffi cult Way to Collaboration”]. Arzamas, pp. 209–219.

Voronin Sergey

*According to the International Standard Classification of Education (ISCED) 2011, the degree of Candidate of Sciences (Cand.Sc.) belongs to ISCED level 8 — "doctoral or equivalent", together with PhD, DPhil, D.Lit, D.Sc, LL.D, Doctorate or similar.

I Express my gratitude to Tatiana Dubovitskaya, doctor of psychological Sciences, Professor of the Department of psychology and defectology, Sochi state University, for her advice in the process of writing this article