Abstract: This work is dedicated to the problem of studying the correlation between the individual-personal and motivational characteristics of female students and high school girls with their success in learning a foreign language. The aim of the research is to identify the peculiarities of the relationship between academic motivation and personal traits with academic success in studying a foreign language among high school students and university female students. The first part presents a review of the scientific literature on the research problem. The second part describes the procedure, methodologies, sample, and results of the empirical study. A survey was conducted with 60 students from the 10th and 11th grades of the medical profile at GBOU School No. 1354 in Moscow: 60 girls; the age of students ranges from 16 to 18 years; 60 female students, including 30 girls from the Faculty of Philology at the People's Friendship University of Russia named after Patrice Lumumba, majoring in Psychology (37.03.01), and 30 girls from the Faculty of Psychology at the State University of Education, majoring in Psychology (37.03.01); the age of the students ranges from 18 to 30 years, followed by regression analysis, which allowed identifying predictors of success. Psychodiagnostic methods: the "Five-Factor Personality Questionnaire," which is an adaptation of the NEO FFI questionnaire by P. Costa and R. McCrae, carried out by M.V. Bodunov and S.D. Biryukov; the "Academic Motivation Scale" developed by T.O. Gordeeva et al.; and the average academic performance in foreign language studies according to expert evaluations from teachers. The practical significance of this work lies in the possibility of using the obtained data for psychological and pedagogical support for high school students and university students during the learning process of foreign languages. The study found that there is specificity in the relationship between individual-personal and motivational characteristics and success indicators among female students and high school girls when learning foreign languages. Currently, in the theory and practice of teaching foreign languages to female high school students and students of non-profile majors, it is necessary to consider the fact that personal traits do not serve as clear predictors of success, while motivation influences success in learning foreign languages, and this must be taken into account by teachers working with these categories of students.

Keywords: higher education institutions, schoolchildren, psychology students, educational environment of the university, learning foreign languages, personality traits, five-factor model, academic motivation, students, foreign language

Abstract: In the context of globalization and increasing academic mobility, studies on cross-cultural differences in the development of personal resources have gained particular importance. Psychological capital, which includes optimism, hope, resilience, and self-efficacy, is a key factor in students' successful adaptation and professional development. This review aims to identify and systematize cultural and social differences in the formation of psychological capital among college students in China and Russia. The review is based on the analysis of scientific literature published between 2015 and 2025. Methods of systematization, comparative analysis, and data synthesis were used. The search was conducted in the Google Scholar database using key terms in Russian and English. After filtering, 124 publications were selected for detailed analysis. From this array of sources, 30 of the most significant, representative, and methodologically sound publications were included in the reference list. It was found that the formation of psychological capital in China and Russia is determined by fundamentally different cultural paradigms (collectivism vs. individualism) and social contexts (systemic state support vs. fragmented local initiatives). Chinese students demonstrate a higher level of collectivist attitudes and social resilience, while Russian participants tend to exhibit a more individualistic orientation and a stronger sense of self-efficacy formed under conditions of greater personal responsibility. The results confirm the significance of cultural and social factors in shaping psychological capital. The need to develop adapted programs of psychological and pedagogical support that take into account national specifics is a key conclusion of the work. Future research prospects are related to an in-depth analysis of the influence of digital transformation on the development of students' personal resources in both countries.

Keywords: psychological capital, vocational colleges, cultural differences, social factors, collectivism, individualism, educational practices, China, Russia, comparative analysis

Abstract: The study focuses on psychophysiological aspects of distress in specialists employed in extreme professions characterized by high risk, uncertainty, and increased responsibility. The article analyzes the mechanisms of distress formation in professional activity and examines the influence of emotional regulation, cognitive factors, and physiological responses on behavioral stability and performance. Distress is shown to function not only as a reaction to extreme conditions but also as a complex state affecting emotional regulation, somatovegetative processes, and behavioral strategies. Special attention is given to the relationship between distress, adaptive resources, self-regulation, and professional resilience in extreme environments. The methodological framework of the study includes an analysis of scientific literature on the psychophysiology of stress and extreme professional activity, a comparative analysis of approaches to the study of distress, as well as an empirical investigation of personality and regulatory factors associated with vulnerability and resilience to distress in specialists of extreme professions. The empirical part employed psychological assessment methods aimed at evaluating emotional stability, self-control, and behavioral regulation under conditions of uncertainty. Correlation analysis using Spearman’s rank correlation coefficient was applied to examine relationships between personality characteristics and indicators of behavioral regulation. The scientific novelty lies in the integrated interpretation of distress as a psychophysiological phenomenon shaping professional functioning in extreme occupations. Mechanisms linking distress with emotional regulation, cognitive processes, and behavioral responses are clarified, along with its role in resilience to occupational stressors. The findings demonstrate that distress intensity depends on the nature of extreme factors, individual characteristics, and adaptive capacity. The results may be applied in the development of prevention programs, psychological support systems, and resilience-enhancing interventions for professionals in extreme fields.

Keywords: distress, occupational risk, extreme professions, psychophysiological aspects, stress, emotional regulation, professional resilience, adaptive resources, mental health, extreme activity

Abstract: This article is devoted to the study of the emotional burnout syndrome among beauty industry professionals, a professional group that currently remains insufficiently researched in the context of psychological risks, despite the intense and prolonged interpersonal interaction underlying their work. While the phenomenon of burnout is actively studied by representatives of traditional helping professions (doctors, teachers, psychologists), masters of the beauty industry also face high emotional stress on a daily basis, the need to maintain stable positive interaction with clients, work in a competitive and unstable schedule. This makes them vulnerable to the manifestations of chronic stress, increasing fatigue and alienation that form the basis of burnout syndrome. The present study is aimed at identifying the specific characteristics of burnout among masters of the beauty industry and comparing it with similar manifestations among orphanage educators — representatives of another helping profession. The methodological basis of the study includes a quantitative comparison of two samples (20 people each) using the professional burnout questionnaire. Maslach and S. Jackson, adaptation by N. E. Vodopyanova) and the methods of V. V. Boyko, as well as statistical processing using the Mann–Whitney U-test. The results of the study showed that masters of the beauty industry are significantly more susceptible to emotional exhaustion, increased anxiety, dissatisfaction with themselves, internal tension, fatigue and emotional detachment compared to educators. Statistically significant differences were found between the groups in a number of key components and phases of burnout syndrome development. These differences allowed us to partially confirm the hypothesis of the existence of structural differences in the manifestation of burnout components and fully confirm the hypothesis of differences in its phases. The scientific novelty of the study is to conduct a comparative analysis of a previously virtually unexplored professional group representing the service sector and involved in intensive emotional interaction with clients on a daily basis. The data obtained complement existing ideas about the specifics of burnout and can be used in the development of targeted prevention programs.

Keywords: emotional burnout, beauty industry, professional burnout, emotional exhaustion, depersonalization, helping professions specialists, anxiety, emotional detachment, burnout prevention, interpersonal interaction

Abstract: The subject of the study is emotional burnout as a psychologically determined condition developing in medical trainees during the process of professional formation. The object of the study includes medical students and resident physicians at different stages of professional training. The article examines the structure of emotional burnout, specific features of its manifestation in students and residents, and the impact of educational and clinical workload on emotional functioning. Special attention is paid to emotional exhaustion, depersonalization, and reduced personal accomplishment in the context of professional stress and psychological adaptation. The study employed the Maslach Burnout Inventory adapted by N.E. Vodopyanova. Statistical data analysis was conducted using the Mann–Whitney U test and Spearman’s rank correlation coefficient in SPSS Statistics 26.0. The scientific novelty of the study lies in identifying qualitative differences in the structure and psychological mechanisms of emotional burnout in medical students and resident physicians. It was found that emotional exhaustion combined with reduced subjective professional effectiveness plays a leading role in burnout formation among early-stage students, reflecting cognitive uncertainty and academic overload. In contrast, depersonalization predominates among residents and functions as an adaptive psychological defense in response to clinical responsibility and intensive patient interaction. The study concludes that emotional burnout in medical trainees is a dynamic process that changes throughout professional development. The findings expand current understanding of psychological determinants of burnout and may be applied in the development of differentiated prevention and psychological support programs in medical education.

Keywords: emotional burnout, medical students, residents, stress, psychological health, psychological well-being, mental health, psychological stability, burnout prevention, professional development

Abstract: The article is devoted to the problem of the role of semiotic means in the development of a culture of social interaction between students of Russia and China receiving higher education in the Russian Federation. The object of the study is communication in the course of educational activities. The subject is communication means in the educational environment. The purpose of the study: to identify the completeness and nature of the orientation of students in the field of training "Pedagogical Education", profile "Physical Education" in the content of individual political and sports symbols of Russia and China. The theoretical analysis showed that semiotic means as a way of personality development in the course of communicative connections are a little-studied area of psychology, they were studied mainly from the perspective of the development of cognitive processes. At the same time, science practically does not use the legacy of cultural and historical psychology in terms of semiotic tools for personality development. The research method was a psychological experiment. The material of the author's methodology was ten political and sports symbols of Russia and China. The hypothesis of the study was that orientation in the symbols of another state shows not only gaps in the assimilation of their national symbols, but also creates incentives for in-depth study of both foreign and domestic culture. The scientific novelty of the study lies in establishing the role of political and sports symbols in the formation of a culture of social interaction of students in sports training profiles from different countries. It was shown that symbolic means, due to their specificity, reflect the content of the message clearly and understandably, create the basis for establishing positive contacts between communicants. The experiment revealed the need for an in-depth study of not only those symbols that have material fixation on the territory of the country, but are also located on the territories of other countries. The function of extraterritoriality of national symbols is shown using the example of the monument to the Liberator Soldier in Treptower Park in Germany and the Chinese cultural historical symbol "Dragon", widely used as an attribute throughout the world.

Keywords: social interaction, culture of interaction, political symbols, sports symbols, foreign students, culture, symbols, athletes, star, chinese dragon

Abstract: The author examines the problem of the socialization of veterans of the special military operation who exhibit symptoms of post-traumatic stress disorder (PTSD) as a complex and multi-level process. It is not only about the external return of a person to civilian life but also about the internal psychological changes that accompany this journey. Socialization is understood as the restoration of a sense of belonging to society, the ability to build stable social connections, to accept and realize familiar social roles, and to return to professional and daily activities. The subject of the study is the process of socialization of veterans of the special military operation with PTSD in the context of peaceful life. The object of the study is the personality of the veteran of the special military operation with PTSD, as well as the system of their social connections, interactions, and roles in modern society. The article focuses on the influence of the symptoms of PTSD on various levels of socialization. It analyzes how emotional instability, increased anxiety, changes in self-perception, and behavioral responses complicate the process of returning to familiar social functioning. The phenomenological manifestations of combat experience and their psychological consequences in the context of interpersonal relationships are examined separately. The research employs methods of theoretical analysis, systematization, and generalization of domestic and foreign scientific sources, as well as a comparative method. The literature analysis is based on contemporary studies in the fields of trauma psychology, social psychology, clinical psychology, and social work. The scientific novelty of this work lies in shifting the focus of the analysis of the socialization of veterans of the special military operation with PTSD. In most existing studies, socialization is considered mainly through the lens of adaptation or clinical symptoms. The socialization of veterans with PTSD is viewed not as a separate social problem or as a collection of psychological symptoms but as a holistic psychological process unfolding in the interrelation of the internal state of the individual and the social context of their life. A distinctive feature of this approach is the emphasis on the internal logic of the socialization process. The analysis centers on changes in the system of life roles, transformation of identity, and restructuring of value orientations and personal meanings formed in the context of traumatic combat experience. PTSD is regarded as a factor mediating the ways in which the individual interacts with the social environment.

Keywords: SMO veterans, Special Military Operation, post-traumatic stress disorder, PTSD, rehabilitation, socialization, social adaptation, psychological rehabilitation, socio-economic factors, family relationships