подросток

The system of educational work in contemporary schools in recent times has started to obtain a greater significance with regards to the fact that many teachers and parents frequently face situations, in which a competent solution to behavioural reactions of these children, adolescents in particular is required. As a result, a strain in the interrelationship between the older generation and the chilren can emerge, at times also amongst the children themselves.

The article presents the results of theoretical analysis of the problem of development of ethno-cultural tolerance in adolescents under conditions of an educational process. It is shown that ethno-cultural tolerance is one of the major value-related orientations of adolescents. It describes context- and process-related characteristics of formation of ethnical tolerance of a personality in adolescence. The author singles our principles, major methods and forms of its development under conditions of general educational process.

The article views personal peculiarities of city and countryside teenagers. It presents the result of the empiric investigation, which was carried out on a sample of city (n = 620) and countryside (n = 580) teenagers (aged 12–18) with application of the following psychodiagnostic tools: questionnaire regarding change of aggressive and hostile reactions (Buss-Durkey Inventory), E. S. Romanova’s questionnaire of emotional strain; State-Trait Anxiety Inventory – STAI by Spielberger and Khanin, L. D.

The research results of correlation between the level of 14–15-yearold adolescents’ (n = 60) emotional intelligence (EI) and the level of learning motivation (LM) are presented. The following methods were used: Reuven BarOn’s Emotional Quotient Inventory (adapted A. S. Petrovskaya); Inventory «Study of adolescents’ learning motivation during the period of graduation from secondary school» (N. V. Kalinina, M. I. Lukyanova). Significant correlations between factorial clusters of EI and their inner scales were revealed.

The article presents empirical research data regarding the process of modern adolescents’ adulting. The relevance of the study is conditioned by contradictions associated with changes in the adulthood criteria, avoidance of their standard understanding, lengthening the transition period from childhood to adulthood. The purpose of the study is to identify individual and psychological characteristics of adulting process in adolescents.

Modern educational practice has no clear scientific understanding regarding the specifics of self-realization of adolescents in connection with their satisfaction with life. Analysis of the concept of “selfrealization” in modern psychological discourse has revealed three well-represented in scientific literature ways of self-realization: selfexpression, self-realization and self-transcendence. It is shown that methods of self-realization can be correlated with different vectors of its orientation.