образовательная среда

The article discusses peculiarities of intellectual vagrancy in the educational sphere. It presents the comparative analysis of the terms “intellectual vagrancy”, “social parasitism”, “plagiarism”. The author shows possible reasons, which cause spread of intellectual vagrancy in the modern education. Intellectual vagrancy is considered to be conscious free acquisition of intellectual property products and right of authorship by a person, social group or country with an aim to get access to material and non-material benefits.

The author of the article analyses the potential and risks of pedagogical maintenance of students’ subjective development in the educational environment on the basis of reflectiveenvironmental approach. Subjectivity is seen as an integral quality of a person, which includes activity, reflexivity, awareness, value orientations, and several other subjective properties. Reflexive-environmental approach to building this kind of maintenance is indicated as a possible way to overcome the problems mentioned.

The article analyzes the experience in application of the method of a focus-group for researching and describing of the problem zones of educational sphere in terms of an general education school. The detected problem zones are described in the projection of psychosemantic geometry, art pictures and verbal reactions of the participants of the focus-group (n = 8; teachers with different time records and experience of work, teachers of elementary, secondary and high school).

In article necessity of research and development of adaptive abilities of school leavers. Expands the content of the concept of «adaptive capacity». Give differentiated definition of adaptive capacity, human potential and adaptation abilities of the individual. Expands the role of adaptive abilities of students in their interaction with the educational environment. Adaptive capacity are characterized as quality, contributing to the effective functioning of a dynamic system of the individual interactions with the environment.

In article questions of psychological safety of the educational environment as factor of development of adaptable readiness of the person of the senior pupil are discussed. A line of the problems connected from adaptable readiness of the senior pupil and possible ways of their decision is designated.

The relevance of the topic under study is conditioned by the dissatisfaction of both teachers and students with their relations with each other, which primarily blocks the formation of subjectness, student activity, including that in educational activities. The purpose of the study presented in the article is to study the possibility of predetermining constructiveness of interaction between teachers and students through personal and communicative qualities of teachers.

In a combination of views on apprehension and anxiety, aspects of the interaction of an individual with the environment and uncertainties are emphasized as properties of this interaction, i.e. aspects conceptually close to the synergetic paradigm of modern science. The author grounds the vision on the implementation of the environmental approach in interpreting the fundamental ideas of the post-nonclassical picture of the world about systemic integration and in the relation to the problem of determinism in refraction to the psychological-pedagogical subject area.

The purpose of the study presented in the article is comparative analysis of level characteristics of subjectively perceived psychological well-being of the participants in the educational process in mono- and heterogenous educational space. It is supposed that there is interrelation between gender factors incorporated in a certain model of educational environment and subjective evaluation of psychological security of participants of educational process.

The article presents the results of an empirical study of high school students’ adaptive readiness. The issue of adaptive personality readiness is important today and it is driven by the necessity of students’ readiness development to adaptation and incompetence of psychological knowledge about typological characteristics of adaptive readiness. The article carries out the analysis of the problems of adaptive personality readiness development in contemporary psychology.

This article presents the results of theoretical and long-term empirical study of adaptive readiness of secondary school students. Students (N = 83) and class teachers (N = 3) participated in the longitudinal study. The use of the following complexes of psychological and pedagogical instruments allowed to study the dynamics of adaptive readiness of students with initially high and low levels: «Chart of monitoring students’ adaptiveness and effectiveness of their learning activities» by E. S. Eskina, T. L. Bolbot, «Intellectual abilities test for children» by K.