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Dekina E.V., Shalaginova K.S. PECULIARITIES OF THE DEVELOPMENT OF PERSONAL AND PROFESSIONAL READINESS FOR PEDAGOGICAL ACTIVITY OF COUNCELLOR ASSISTANTS. Pedagogical Review. 2022. Issue 4 (44). P. 172-180

The question of the development of personal and professional readiness for pedagogical activity among counselors’ assistants is considered. The concept of “personal and professional readiness” is analyzed. The article is devoted to the problem of training counselors - future teachers who can help the child enter the new digital world and not lose their individuality. Its purpose is to identify the features of the development of personal and professional readiness for pedagogical activity among counselor assistants, to develop and test a program aimed at developing personal and professional readiness for pedagogical activity among counselor assistants. The results of the study and the experience of testing the program are presented, within the framework of which not only the formation of interest in the teaching profession, but also the development of the necessary competencies takes place. The author’s approach to the content of the program is to use innovative technologies: an interactive seminar, business games, classes with elements of training, art therapy, parables, project sessions, workshops, professional tests, remote interaction, etc. The study used theoretical, empirical methods and methods data processing. The study was conducted on the basis of the children’s public association “Young Aleksin” in Aleksin, Tula region. The study involved assistant counselors in the amount of 20 people aged 15 to 17 years. The results of the study can be used in the preparation of counselors for work in children’s healthimproving, school camps; students who are interested in teaching activities.

Keywords: counselor’s assistant, teacher’s profession, children’s health camp, personal and professional readiness, pedagogical activity, professional self-determination, training program

Dekina E.V., Shalaginova K.S. Features of the organization of professional tests of students in boarding schools. Pedagogical Review. 2023. Issue 3 (49). P. 35-41

To solve the problems of professional self-determination, it is important to identify the interests of pupils, carry out work on career guidance, help determine how to choose a profession and become a professional. Children studying in boarding schools have their own individual characteristics, so traditional vocational guidance programs require adjustment, the use of different forms of work. Relevant is the definition of the content and forms of professional self-determination, through a professional test, which involves the inclusion of a student in professional activities. When using a professional test, not only acquaintance with the content of the future profession occurs, but also the alignment of an individual trajectory of self-development. The study was conducted on the basis of GU TO SRTSN No. 4, Shchekino, Tula Region. The purpose of the study is to study the peculiarities of the organization of professional tests of students in boarding schools. Theoretical, empirical methods and data processing methods are used. The diagnostic program included a questionnaire to identify readiness to choose a profession (V. B. Uspensky), a differential diagnostic questionnaire (E. A. Klimov), “Motives for choosing a profession” (S. S. Grinshpun), “Profession choice matrix” (G. V. Rezapkina), “Communicative and organizational inclinations” (V. V. Sinyavsky, V. A. Fedoroshin). A program of psychological and pedagogical support for professional self-determination of students was compiled and tested using professional tests. The result of the professional tests was an acquaintance with the world of professions in the Tula region, the development of individual characteristics, the definition of preferred areas of work, motives for choosing a profession, gaining practical experience in a specific professional activity. This orientation contributes to the successful choice of the trajectory of further education and the creation of conditions for increasing the readiness of students for professional self-determination, the formation of professionally significant qualities.

Keywords: professional self-determination, career guidance, professional trial, individual trajectory, boarding schools

Shalaginova K.S., Bodrova A.E., Saratov A.P. Methodological aspects of diagnosis of the relationship between procrastination and stress among students: rationale and use of an integrated approach. Pedagogical Review. 2026. Issue 4 (68). P. 127-136

The article analyzes the methodological aspects of diagnosing the relationship between procrastination and stress in students. The authors substantiate the need for a comprehensive psychodiagnostic approach that takes into account the multidimensional nature of these phenomena. Procrastination is considered not only as a behavioral malfunction, but also as a maladaptive coping strategy associated with emotional avoidance. Stress is understood within the framework of R. Lazarus' cognitive-transactional model. Three standardized methods were used in the study: P. Steele's Procrastination Scale (PSI) adapted by N.M. Klepikova and I.N. Kormacheva, D. Amirkhan's "Indicator of Coping Strategies" (CSI) adapted by N.A. Sirota and V.M. Yaltonsky, as well as the Depression, Anxiety and Stress Scale (DASS-21) by S. and P. Lovibondov adapted by A.A. Zolotareva. All methods have high psychometric characteristics and are adapted for the Russian-speaking environment. Empirical data was processed using methods of descriptive statistics and correlation analysis (Pearson coefficient). The empirical sample consisted of 35 3rd year students of the Faculty of Psychology aged 20-21 years (25 girls and 10 boys). The presented diagnostic complex allows for a comprehensive assessment of the structure of the relationship between academic procrastination and psychological stress, as well as to identify maladaptive patterns of behavior among students. The results of the correlation analysis empirically substantiate a holistic maladaptive scheme in which procrastination, being closely related to anxiety and active coping deficiency, acts as a key behavioral mechanism mediating and exacerbating psychological stress in the academic environment. The results presented in the article provide a meaningful basis for the development of psychological recommendations, a wellfounded diagnostic complex meets the principles of theoretical congruence and contextual relevance, and creates an empirical foundation for verifying hypotheses about the structural relationships between procrastination and stress. The practical significance of the work lies in the fact that its results can be used in the practice of the psychological service of the university to identify students with a high level of procrastination and develop targeted programs aimed at developing goal-setting skills, self-regulation and adaptive coping strategies; as illustrative material on problems of motivation and stress; as well as in individual psychological counseling of students. experiencing difficulties related to academic procrastination and emotional burnout.

Keywords: procrastination, stress, psychodiagnostics, coping strategies, integrated approach, academic environment, self-regulation