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Strategies of meaning formation are included in the highest level of regulation of an individual life. The article presents the results of empirical determination of the polar meaning strategies marker. In the initial modeling of the meaning formation processes, two polar strategies are proposed: adaptive and developmental. The system of personal meanings occupies a central place in the structure of the personality and is correlated with its properties manifested in interactions. For an empirical description of polar strategies, we developed nine scales of personality properties according to the type of private semantic differential. In these bipolar semantic scales, we used words that denote personality traits that act as indicators of meaning. An empirical study was carried out with the use of various techniques for studying semantic regulation of a person to determine a marker that allows one to identify these meaning strategies. The battery of tests included: the author’s private semantic differential, including nine scales of personality properties, “Test of life-sense orientations” (by D. A. Leontiev), test “Who Am I?” (by M. Kuhn), “Multiple intelligence test” (by G. Gardner), “Test of frustration tolerance” (by S. Rosenzweig), “Questionnaire of personality reflection” (by I. A. Stetsenko). An empirical sample (n = 145) found that a stable positive statistically significant correlation (p≤.05) exists only between the indicators of nine developed scales of personal properties and the indicator “Meaningfulness of life” in the “Test of life-sense orientations” by D.A. Leontiev. This indicator “Meaning-fulness of life” can be used as an indicator marker of polar strategies of meaning formation: adaptive and developmental. Its use contributes to a more effective study of the processes of meaning formation and reduces the laboriousness of diagnostic procedures.

The article substantiates the importance and relevance of studies on ethnic identity and value orientations, since they predetermine the assimilation of the spiritual culture of society, the formation of value orientations significantly contributes to the development of the individual. For that goal, a study was conducted with 160 bachelor and master students (ethnic Armenians and Russians living in Russia and Armenia) with a use of Twenty Statements Test and Schwartz’s Value Survey. The results of the study allowed us to describe common characteristics of the value-semantic aspect of the ethnic identity in Armenian and Russian title ethnos and diaspora. Thus, we aimed to describe of the process of identifying and assigning the values in Armenians as a dual process: the acceptance of values, the norms of the group with which a person is identified; the comparison of himself and his group with others, which has a positive impact on the cohesion of his group.

The article reveals the notion of distance education, meaning formation, meaningful technologies. The modern concept of psychological and pedagogical support of talent is associated with the concept of the child’s abilities disclosure in education. Discussion about the developing potential of distance education, where, on the one hand, the student’s development potential is flattened, compressed and translated into “one-dimensional space” in the process of education; on the other hand, there is a whole range of opportunities to initiate independent activity of students, to include mechanisms of cognitive and personal development of a modern student. The psychological bases of active learning technologies in distance education of gifted students are described. The author’s classification of interactive learning technologies using remote technologies is considered, where each technology finds several concrete embodiments. The results of an experimental study of gifted students’ independent activity initiation in distance education are presented.

This study looks into psychotechnics used in education and contributing to initiating logic among students, their personal growth and characterizes psychological features of “sense-deducting”. Here you will find a review of the sense-making techniques considering as one of the categories of psychotechnics. The described techniques are based on the human psychology, they improve the quality of instruction, create a favorable and unique system of values, take into account the individual characteristics of all types of education, and influence the sense-making process development among children. Sense-making techniques are stated in the author's classification and extended by practical methods. The study of psychological features of influence of sense-making techniques on the personality of a student lets us see new patterns in personal, subjective and “meta-subjective” results of acquiring of the school program via transformation and development of value/logic consciousness of a child. The work emphasizes that the use of sense-making techniques is effective in the educational and after-school activities of the educational organization. The achieved results make it possible to understand, to substantiate the naturalness and relevance of the sense-technical approach according to personal and academic indicators of students. In the process of competent and correct use of the semantic techniques, we see the possibility of conveying the best, productive and quality pedagogical experience, as well as the perspective of innovative developments in the psychological and pedagogical sciences. For children and adolescents, information, thanks to sense-techniques, starts to be personal in nature, knowledge is objectified, learning activity becomes an individual need.

The article presents an analysis of using distance learning technology in university education in the context of the COVID-19 pandemic and the attitude of students to this format of education The authors justify the urgency of the problem under study for modern education and update the basic requirements for education in the situation of growing uncertainty The paper describe the methodological foundations and genesis of the development of distance learning, distinguishes the concepts of "distance education" and "distance learning" The authors determine the features of distance learning in modern conditions and highlight the main problems and contradictions that were provoked by the COVID-19 pandemic and the social isolation The aim of this study is to evaluate emotional attitude of university students of the humanities and natural sciences to distance learning, implemented in the pandemic situation The presented results of an empirical study reveal the pros and cons of distance learning, the active use of Internet resources by students in learning, and the willingness to rebuild in a changing environment © The Authors, published by EDP Sciences, 2020

In the digital age of a transitive society, interaction between people is undergoing significant changes. Many researchers talk about the virtualization of modern society, in which visual communication comes to the fore. However, despite the prevalence of the above-mentioned processes, questions remain about strategies for presenting themselves to society using social networks, and how people position themselves when publicly presenting themselves in an online environment. As part of the empirical study, the object was 30 boys and 30 girls, representatives of modern youth who actively use social networks. The age of the subjects is from 14 to 17 years. We used four test methods: the "Who am I" Method of Kuhn and McPortland; the "Scale of self-presentation tactics" by S.J. Li in the adaptation of Pikuleva O.A.; "Scale of perfectionist self-presentation" By P. Hewitt in the adaptation of Zolotareva A.A.; "Test of self-confidence" by V.G. Romek. The theoretical and practical significance of the research lies in the development of ideas about the specifics of self-presentation of modern youth who actively use social networks. The results of the study can be used in the practice of family and individual counseling of parents and adolescents, as well as in teachers and psychologists of various educational institutions.

Insights into meaning regulation expand, thus making possible to forecast human behavior with greater accuracy. This is of special importance in overcoming crisis situations in a fast-changing society. A meaning-making strategy defines the direction and content of generated meanings, which control human behavior and attitude to what is happening. To develop a meaning psychology, one should improve the well-known simple schemata of dual interpretation of meaning-making strategies. The next, more complex, yet more adequate level of meaning-making interpretation, is the trialectic approach. The authors of this article propose a theoretical justification to the trialectic model of meaning-making strategies. This theoretical model grounds the following triad of meaning-making strategies: hypoadaptivity strategy, hyperadaptivity strategy and preadaptivity strategy. It permits to better detect the actual human meanings and simulate development of man in today’s world. Determination of such peculiarities enables to carry out multi-variant empirical diagnostic of deeds, attitudes, and behavioral responses.

The authors conducted a study aimed at studying the characteristics of students with different models of information behavior in connection with the changes in psychological boundaries when using Internet technologies. The article reveals the role of information technologies and technical means, which become an important component of the life of a modern person and change his living space. The authors show the influence of information technologies on mental processes and relationships of people and consider the features of information behavior in connection with possible violation of psychological boundaries when using technical means The article analyses the problem of diagnosing information behavior and contains an overview of diagnostic methods of studying Internet addiction. It’s shown that in modern world information behavior is needed to be studied outside the context of addictive behavior. In the empirical part of the study authors distinguish the models of information behavior: entertaining, informational, communicative, productive and pragmatic. The empirical study defines the main behavioral characteristics of the presented information behavior models and investigate the changes in psychological boundaries when using the Internet among students with different models of information behavior. The results of the study allow to reveal the subjective attitude of students to the possibilities and availability of Internet resources in connection with differences in the severity of the expansion of psychological boundaries in communication, in the reflection of violation of boundaries, in changing needs.

The research in question investigates the technologies of initiating independent activity within the framework of distance learning and their psychological aspects. The authors' classification of educational technologies of initiating students into independent cognitive activity is presented. Such technologies utilize various psychological mechanisms of exciting students' cognitive interest, intensifying cognitive processes, developing independent activity skills, and, as a result, increase motivation for independent activity and learning on the whole. These include such types of technologies as devel­opmental technologies, interactive technologies, technologies of information transfer, technologies of meaning-making initiation. The research of the attitude of distance learning educators to independent activity of students and the con­tent of the academic courses were done at Moodle-based education programs. The findings show the differences in retention rate among distance learning educators whose competence in terms of initiating students into independent (self-guided) activity varies. It's emphasized that interactive lectures, video­conferences, audio-visual aids, interactive seminars, glossaries, interactive tests are considered the most efficient technologies in initiating students into independent (self-guided) activity. The obtained results have made it possible to stress the developmental effect of distance learning technologies and the technologies of initiating students into independent (self-guided) activity in various psychic spheres of students: cognitive, individual, emotional. We men­tion the changes in motivational sphere of students and their meaning-making activity. In the course of correct development of distance learning we notice the development of voluntary and nonvoluntary cognitive activity. A student starts actively participating in educational process, he becomes the creator of his own world.