卷 16, 编号 4 (2025)

Background. The article is devoted to the analysis of the content of the concept of the mission of a private school. A theoretical review of the development of the terms mission and messiah in philosophy, psychology, pedagogy and marketing, performing the role of a mediator in the transfer of value guidelines between a private school and consumers of educational services, is carried out.

The research problem is to find an answer to the question of what is common and what is specific in the values and educational approaches of private schools.

Purpose – to study the missions of non-governmental educational organizations using content analysis to compare the prevailing values and philosophies, approaches, and educational technologies used in the educational process, which provide insight into the general trends and directions of development in Russian private school education.

The research methodology is based on a methodological approach that uses comparative analysis and the deductive method. The content analysis method is used as an empirical method.

The main results include the systematization of educational trends and the identification of directions for transforming the target vector of secondary general education in Russian private schools, based on a study and generalization of educational goals through the missions of twenty private schools in the Far Eastern, Siberian, Ural, Central, North-Western, and Southern Federal Districts of the Russian Federation.

The article examines relevant open-access materials and documents, such as websites of educational organizations, analyzes the opinions of scientists on the phenomenon of school mission, and identifies general and specific characteristics in the definitions of missions of non-governmental educational organizations.

In conclusion, it is concluded that at the present time, when private school education in Russia is more than a quarter of a century old, there is a pronounced polarization of ideas about the mission of a private school, which forms a specific “trending” ranking list and can significantly affect the development of the private sector of secondary education in Russia as a whole.

Background. The transformation of modern education is associated with the introduction of the latest information and communication technologies, the search for new effective organizational principles. Distance learning, which has become an integral part of educational systems in all countries, has become a response to these modern challenges. And if in full-time education in the post-pandemic period the scale of the use of the distance format has significantly decreased, then the need for it for correspondence education is only increasing. Hence there is a need to study the possibilities of increasing its effectiveness in Russian correspondence education.

Purpose. Based on the analysis of the main aspects and trends in the development of modern distance learning, it is aimed at studying the possibility of using its potential to improve the quality of the educational process in the correspondence department of a pedagogical university.

Materials and methods. Content analysis of numerous scientific publications revealing multifaceted and controversial trends in the international practice of distance learning allows us to form a methodological framework for the study. The method of unity of theory and practice helps to project positive aspects of distance learning identified in the global educational space into the pedagogical practice of a Russian university. General theoretical methods (analysis, generalization, interpretation, etc.), as well as a questionnaire survey of students, create an empirical context for an experiment conducted at Naberezhnye Chelny State Pedagogical University in the 2023-2024 academic year. Its goal was to increase students’ activity on the electronic educational platform and thereby increase the efficiency of using the potential of distance learning. General theoretical methods (analysis, generalization, interpretation, etc.), as well as a questionnaire survey of students, create the empirical context of the experiment at the Naberezhnye Chelny State Pedagogical University to improve the efficiency of using the potential of distance learning.

Results. The study revealed that modern distance education is an international and multifaceted phenomenon. And the analysis of numerous scientific publications shows that the process of introducing distance technologies into educational practice is associated with a wide range of complex and controversial problems of a social and pedagogical nature. At the same time, in Russian correspondence education, even in the post-pandemic period, there remained a high demand for distance learning. During a three-stage experiment, when studying the disciplines "Pedagogy" and "Philosophy", we applied a three-level typology of the professional competence formation of pedagogical university students in using the distance learning format. The recorded increase in student activity on the electronic educational platform, as well as higher academic performance in the experimental groups compared to the control groups, is a key indicator of the effectiveness of the experiment.

Background. Today many educational institutions work in implementation of the corresponding cultural policy connected with development of national culture; preservation and promoting of historical and cultural heritage of Russia; education of patriots of the country; formation of moral foundations of the person; openness and transparency of multinational communications in the sphere of culture. On the example of Municipal budgetary institution of additional education " M.A. Balakirev school of arts for Children" of the Oryol region the integration process of traditions of the Russian culture with the advanced educational methods is shown, creating the effective system of ethnocultural education and training.

Purpose – to investigate the value of ethnocultural education in the course of formation of the identity of the child, strengthening of his cultural self-identification.

Materials and methods.  The main methods of a research are culturological and the method based on the activity. Article relies on observation, studying of documentation, the analysis of results of activity of pupils.

Results. Ethnocultural education represents the system of training and education aimed at the maintenance and development of cultural and ethnic customs of the people. It promotes the formation of ethnic self-identification, respect for historical heritage and variety of cultural experience.

The municipal budgetary institution of additional education, The M.A. Balakirev School of Arts for Children represents the unique center of education and culture, focused on the educational services aimed at the development of creative potential of children and teenagers in different types of art including music, painting, choreography and folklore art.

Background. The current state of higher pedagogical education requires the search for effective technologies that ensure the formation of professional competencies of future teachers in accordance with the requirements of the Russian Federal State Educational Standards and the Professional Standard for Teachers. In this regard, the importance of pedagogical design increases as it is believed to be a universal cross-cutting technology integrating the theoretical and practical training of students, fostering their professional mobility, independence, innovative thinking, and readiness to solve real pedagogical tasks.

The relevance of choosing this technology is determined by the need to study the content and organization of the educational process in pedagogical universities aimed at developing students’ ability to independently design learning activities, model them, analyze, and assess their effectiveness. Pedagogical design makes it possible to create conditions for implementing the principles of activity-based, competency-based, learner-centered, and anthropological approaches, which contribute to forming in future teachers not only subject knowledge but also methodological, communicative, research, and reflective skills.

The scientific novelty of the study lies in the consideration of pedagogical design as a cross-cutting technology in student training, permeating all stages of their professional development – from mastering theoretical disciplines to completing teaching practice and participating in research projects. This approach ensures continuity, integrity, and practice-oriented training of future teachers. The rationale for selecting pedagogical design as the subject of the study is associated with its potential to address one of the central tasks of modern pedagogy, i.e. training a competitive, competent, highly professional specialist capable of creatively transforming the educational environment.

The purpose of the study is to provide a theoretical rationale for the essence of pedagogical design as a cross-cutting technology in the system of training pedagogy students and to determine its role in the formation of professional competencies of future teachers.

Materials and methods. The study employed theoretical methods (analysis and synthesis of scientific literature, modeling of the structure of project activities) as well as empirical methods (observation, questionnaires, surveys of students and teachers, quantitative and qualitative data analysis). The empirical base included data collected in 2023–2025 during the analysis of the educational process of students majoring in Pedagogical Education (103 individuals) at I.Ya. Yakovlev Chuvash State Pedagogical University, studying at the Faculty of Physics, Mathematics, Informatics, and Technology.

Results. The main essence of pedagogical design lies in creating a holistic educational environment in which project-based activities become a constant, systemic mechanism for developing students’ professional readiness for future employment. The study identified the specific features of using pedagogical design as a cross-cutting technology for forming professional competencies in pedagogy students. It was established that integrating project activities into the educational process promotes the development of future teachers’ skills in planning, teamwork, information search and analysis, and the use of digital technologies. While carrying out academic projects within several disciplines, students set goals and objectives, planned the stages of project work, distributed functions within a group, and searched for and analyzed relevant information sources.

The analysis showed that participation in project activities contributes to the formation of research competencies, i.e., students master methods of pedagogical analysis, diagnosis of educational situations, and reflective self-assessment. For example, as part of their term papers, future teachers independently conducted surveys among school students, developed questionnaires, processed the collected data, and formulated well-founded conclusions. The pedagogical experiment confirmed an increased level of professional competencies, greater student independence in designing educational processes, as well as enhanced reflection and creativity. Difficulties were identified related to students’ insufficient experience in project design and challenges in goal-setting, which indicate the need for strengthened methodological support in implementing this technology.

Background. The article focuses on the application of the competency-based approach in student-centred English language learning for master's students across various specialisations. The rationale for the study stems from the need to integrate language training with professional activities in the context of globalisation, which requires the formation of students' ability to use English for solving professional tasks.

Purpose. The aim of the paper is to identify the potential of the competency-based approach to enhance the effectiveness of the educational process and to foster professional competencies.

Materials and methods. The materials and methods include theoretical analysis of literature, a survey of students and university instructors, pedagogical observation, analysis of students’ learning outcomes, and statistical data analysis.

Results. The application of a competency-based approach in student-centered English language education provides significant advantages, supported by contemporary research. Motivation is enhanced by linking the studied material to students’ professional needs, which aligns with andragogical principles. The development of critical thinking occurs through solving complex tasks that require analysis and synthesis of information. Improvement of communicative skills is ensured by using interactive methods and group work, which is particularly relevant in the context of globalization of professional activities. The integration of language and professional education promotes the formation of professional identity, while fostering continuous learning skills through independent language study strategies lays the foundation for lifelong learning in the context of a rapidly changing labor market. The proposed approach increases motivation, improves professional communication, develops self-directed learning skills, and enhances confidence in using English in professional contexts. Instructors report increased student engagement, better quality of task completion, development of critical thinking, and growth in intercultural competence. The study also identifies certain limitations, including difficulties in assessing competencies, the need for teacher training, and resource constraints. A step-by-step implementation is recommended, involving authentic materials, interactive methods, and collaboration with employers.

Background. Today, more than ever, the research of factors that ensure the stability and unity of Russian society is in demand. Such factors include social institutions.

They provide ordering, formalization and standardization of social relations in society. Their purpose is to satisfy the most important vital needs of the population. Education belongs to the fundamental social institutions and realizes the need of society, which is expressed in the transfer of scientific knowledge, spiritual and moral values, productive practical experience by previous generations to subsequent ones, thus ensuring stability and further progressive development of society. In this regard, the process of formation and development of the social institution of preschool education in Russia is of interest. The study is carried out on the material of the Republic of Tatarstan, which is a subject of the Russian Federation. The considered period -20-30 years. XX century.

Purpose – to consider the process of institutionalization of preschool education in Russia on the example of the Republic of Tatarstan as a subject of the Russian Federation in the period 1917-1940.

Materials and methods. As a methodological basis, the study uses the institutional approach, which allowed us to consider preschool education in the context of historical dynamics of the emerging social institution, to identify the essential characteristics of processes and phenomena of society, to determine the mechanisms of management of these processes and to determine its contribution to the strengthening and preservation of society in the period under consideration. The article is based on a set of sources represented by primary sources, as well as scientific research from the field of sociology, history, pedagogy.

Results. According to the results of the study, it can be stated that the social institution of preschool education created and functioning in Russia in the 20-30s. The social institution of preschool education created and functioning in Russia in the 20-30s of the XX century made its positive contribution to the solution of political, socio-economic and pedagogical problems, thus ensuring the evolutionary development of the state, integration and preservation of the Soviet society.

Background. Formation of self-management competence in students is a relevant task, the solution of which requires targeted work. Self-management competence is understood as the ability to effectively set goals at various stages of life and manage available resources.

Purpose: development of a model for the formation of the self-management competence in students.

Materials and methods: theoretical analysis of literature, synthesis, modeling, experimental work. Wilcoxon T-test and Spearman rank correlation coefficient were used to process the data obtained during the experimental work.

Results. The model for developing students' self-management competence consists of four interconnected components: motivational, target, content-technological, and evaluative. The motivational component is aimed at creating and supporting students' motivation to master the self-management competence (improving the level). The target component represents the goal and levels of competence development. The content-technological component represents two interconnected blocks: content (theoretical knowledge about self-management, methods, techniques, tools (including digital ones), methods of using them) and procedural (a set of forms, methods, and types of work). The evaluative component is represented by materials for professor's assessment and student's self-assessment.

The effectiveness of the developed model is confirmed by the results of its implementation in the practice of teaching students. To identify the level of formation of self-management competence, the teacher's assessment and the students' self-assessment were used. The statistical significance of the results is confirmed by the obtained values of the Spearman rank correlation coefficient and the Wilcoxon T-criterion. The results of the study can be used in working with students of basic and additional educational programs.

Background. The purposefulness and effectiveness of the process of developing the intelligence of a future officer also implies the appropriate selection of the content of education, i.e. those knowledge, values and subject examples characteristic of the social activities of an intellectual officer. In the aspect of the development of intelligence in the context of a military educational organization of higher education, the use of literary and artistic examples is an important component of achieving goals and performing tasks to form psychological properties in the personality structure that characterize the future officer as an intellectual. Poetry as one of the forms of literary, artistic and value understanding of the vicissitudes of being social subjects simultaneously affects the emotional-sensual, intellectual-informational and value-semantic spheres of personality functioning. Therefore, it is possible to use the psychological potential of poetry and poetic images in the process of purposeful development of the intelligence of the future officer.

The purpose of the study is to identify, describe and substantiate the psychological properties of the knight's personality intelligence in the artistic images of romantic poetry by V.A. Zhukovsky, as well as to establish their functions in the development of the intelligence of future officers in a military educational organization.

Materials and methods. To achieve the goal and fulfill the tasks of the study, the authors, within the framework of systemic, activity and cultural approaches, used methods of analysis, analogy, abstraction, deduction, classification, generalization. The use of the author's methodology made it possible to reveal the psychological properties of the knight's personality in the artistic images of romantic poetry V.A. Zhukovsky and their functions in the development of the intelligence of future officers in a military educational organization.

Research results. The subject of this work was the psychological image of a warrior knight in the work of the Russian poet Vasily Andreevich Zhukovsky in the context of the artist's disclosure of the psychological properties of a military man's personality and description of these qualities. From the perspective of generalizing knowledge in the subject field of educational psychology, the authors revealed psychological properties in the artistic images of romantic poetry V.A. Zhukovsky and assessed their functions in the development of intelligence of future officers in a military educational organization.

Background. The widespread use of the Internet has seriously transformed the life of a modern person, providing him with huge amounts of information for various occasions, both objective and falsified. The network levels out differences in geographical locations, smooths out linguistic barriers, allows one to instantly receive information from the most remote corners of the world, turning into a source of information necessary for study and work, a means of communication, entertainment, income, including prosocial and delinquent ways of self-realization and self-affirmation. Part of the new «norm» in the era of globalization have become practices of autoaggressive behavior - piercing, tattooing, smoking, etc.

The younger the child, the more actively the network shapes his worldview, interests, values. The cult of individual success, actively represented on the Internet, gives rise to a feeling of failure, causing a desire to relieve tension through aggressive statements addressed to other people, cyberbullying, etc., which are easier to implement in the virtual space, using anonymous mode or a fake account.

Aggressive behavior is formed in the family. Parents who resort to various types of violence form disharmonious ideas about their own «I» in their growing children. In autoaggressive behavior, the emphasis shifts from the external world to the internal one, leading to socio-psychological maladaptation in the long run.

The aim of the study is to analyze the autoaggression phenomenon.

Materials and methods. The work uses methods of theoretical analysis of literature, induction, deduction, abstraction.

Results. Self-aggression is a consequence of adaptation to conditions that exceed a person's adaptive capabilities, which provokes an increase in somatic and mental illnesses and increases the risk of suicidal behavior. Biological and socio-psychological reasons underlie autoaggression. The negative impact of the reference environment causes object self-perception, personal inflation, reducing the restrictive role of social norms and prohibitions. «Chronic» self-aggression programs a destructive life scenario.

Background. The study of the hardiness of adolescent is a priority area of modern educational psychology. The author substantiates a model of the psychological conditions for the development of the hardiness of adolescent and provides a descriptive characteristic of the relationship between the external and internal psychological conditions of the development of the hardiness of adolescent and the structural components of adolescent hardiness.

Purpose. The purpose is creation of a model of psychological conditions of the development of hardiness of adolescent and its description.

Materials and methods. The research is based on the study of literary sources; analysis and synthesis of empirical materials. The theoretical and methodological basis of the research is a set of approaches to ensuring the development of adolescent hardiness, as well as general methodological principles: the principle of determinism, the principle of development.

Results. A theoretical analysis of the scientific literature on the research topic has been carried out. The levels of development of the structural components of adolescent hardiness are described. The proposed model of psychological conditions for the development of hardiness in adolescent has been substantiated, including external psychological conditions (educational, family, social conditions) and internal psychological conditions (emotional-volitional, value-motivational, and cognitive-activity components). Each condition is meaningfully characterized. A descriptive characteristic of the relationship between the external and internal psychological conditions of the development of the hardiness of adolescent with the structural components of adolescent hardiness is presented. The results of the research can be used in the practical activities of specialists in educational organizations.

Background. The study of the unconscious concept extends beyond Freud's psychoanalytic approach, which long dominated scientific discourse. Despite psychoanalysis's significant contributions, modern psychology requires a re-evaluation of the unconscious through the lens of cognitive science, neuroscience, and philosophy of mind. The relevance of this work stems from the need to overcome terminological confusion between psychoanalytic and cognitive understandings of the unconscious.

Purpose. Reveal the historical and philosophical premises of the idea of the unconscious.

Materials and methods. The article primarily employs theoretical-analytical methods, along with historical-scientific and philosophical analysis.

Results. Historical analysis has revealed that the concept of the unconscious existed long before Freud (for example, in the works of Alhazen, Leibniz, Helmholtz), but was marginalised due to the dominance of the Cartesian paradigm. Criticism of psychoanalysis has shown that its terminological expansion overshadowed other scientific approaches, slowing the study of cognitive aspects of the unconscious.  

The cognitive unconscious has proven its empirical validity but requires further theoretical development, particularly regarding the 'intelligence' of the unconscious. Domestic science pays little attention to the cognitive unconscious, despite the potential for research in this field (for example, D.N. Uznadze's set theory).  

Background. Student years are a key period for developing the ability to overcome difficulties and effectively realize their potential. The essence of the process of self-actualization in the educational process is to transfer from the teacher to the students the ways and means by which a person can become who he can become. The resilience formed during this period helps students maintain good physical and mental health, adapt more easily to difficult circumstances, successfully realize their potential and feel like full-fledged individuals. Research on the relationship between self-actualization and resilience is important for society, as it shows the social and cultural changes taking place in the student social group.

Purpose. Based on theoretical and empirical analysis, to investigate the relationship between indicators of self-actualization and the resilience of the personality of psychology students in the process of studying at the university.

Materials and methods. A set of general scientific methods was used to solve research problems: theoretical methods with the analysis of psychological and pedagogical literature, empirical methods for diagnosing self-actualization and resilience. The parametric Student's t-test was used to identify differences between groups of students; correlation analysis using the parametric Pearson coefficient was performed to study the relationship between self-actualization and resilience.

Results. Empirical data on differences in self-actualization and resilience of first- and fourth-year students have been obtained. There were no statistically significant differences in the relationship between indicators of self-actualization and resilience between the first and fourth years, correlation differences in the relationship between indicators of self-actualization and personality resilience among first and fourth year students were revealed.

Background. This article is devoted to the urgent problem of formation and maintenance of professional motivation of young teachers in the context of dynamically changing educational paradigm and increasing demands on pedagogical activity. Introduction to the profession is often associated with the phenomena of professional burnout, adaptation stress and dissonance between idealized ideas and realities of the educational process, which determines the urgent need to develop innovative approaches to support professional development. The narrative approach is considered as a promising tool, allowing for deep reflexive understanding of individual professional experience, construction of personal meanings and formation of a stable professional identity.

Purpose. The goal is a theoretical and empirical substantiation of the potential of the narrative approach in optimizing the professional motivation of young teachers.

Materials and methods. The work used the methods of narrative interviewing, autobiographical analysis and thematic coding, which made it possible to identify key patterns of meaning-making in professional activity.

Results. The obtained results demonstrate that the use of narrative practices contributes not only to an increase in the level of professional motivation, but also to the development of self-efficacy, resilience and the ability to constructively overcome professional difficulties. The research materials are of practical value for the systems of professional education and advanced training of teaching staff, as well as for the development of mentoring programs for young specialists.

Background. Semantic set, semantic disposition, semantic construct, motive, needs, values and meaning of life form the subject's biased attitude to the objects and phenomena of the objective reality surrounding him and, thus, become personal determinants that determine the process of semantic formation. At the moment, a significant amount of analytical research has accumulated on the personal determinants of meaning formation, which requires theoretical and methodological understanding.
The analytical approach greatly facilitates research, in some cases, allowing us to inductively summarize a significant array of research results on the problem of meaning formation conducted in domestic psychology. At the same time, the analytical approach leads to the fact that the subject is studied "in parts", outside the context of a broader system, as a result of which the ideas about it are disjointed and unsystematic. An isolated study of the determinants of meaning formation leads to the loss of a holistic picture of the formation of a subject's personal and biased attitude to the objects and phenomena of reality.

Purpose – is to examine the current state of personal determinants that determine personal attitudes towards objects and phenomena of objective reality, and to substantiate the need to move from an analytical to a more mature epistemological, systemic phase of their study.

Materials and methods. The work uses comparative historical and bibliographic methods to study the problem of personal determinants of semantic formation.
The comparative historical research method allowed us to trace the main stages of studying the determinants that determine the personal attitude of the subject to the objects and phenomena of the objective reality surrounding him.
The main objective of the bibliographic method in this work is to analyze existing scientific approaches to personal determinants that determine the transformation of objective reality into subjective reality. The research version of the bibliographic method was used to consider the available approaches in order to substantiate the advantages of the structural-level approach in the study of personal determinants that determine the specifics of subjective attitudes to objects and phenomena of objective reality.
The work is based on a set of sources presented by articles, monographs and textbooks on the problem of meaning formation.

Results. The main scientific results of this work: the paper substantiates the need to move from the analytical to the systemic phase of the study of personal determinants of meaning formation: semantic set, semantic disposition, semantic construct, motive, needs, values and meaning of life; it is indicated that based on the concept of a dynamic semantic system (DSS), it is possible to combine the personal determinants of semantic formation into a connected and unified epistemological system; a methodological basis is proposed – a systematic approach that will allow us to consider the personal determinants of meaning formation as interrelated parts of the DSS.

An integrative study of the personal determinants of meaning formation as the content of different levels of DSS will make it possible to better understand the process of forming personal and subjective attitudes towards objects and phenomena of reality and advance in a theoretically and methodologically sound understanding of the process of meaning formation in psychology as a whole.

Background. The relevance of the fundamental justification of psychological methods is due to the stressful states of society. The "Neurographics" method, based on graphic drawing, interacts with conscious and unconscious structures of the psyche, developing fine motor skills and stimulating the neuronal system, helps to relieve tension and transform destructive situations. The effectiveness of the method is confirmed by research in the field of psychophysiology and neuroscience, as well as the work of scientists who distinguish the role of mirror neurons and dopaminergic systems of the brain in the creative process.

Purpose. A study of scientific papers on neurobiological processes in the brain during stress and when using psychotechnics related to drawing, including the "Neurographics" method as a way to restore neural connections

Materials and methods. Studies by Russian and foreign scientists confirm that the creative process activates the sensory and emotional regions of the brain, integrating cognitive and physical processes through drawing. Neurography, by interacting between the left and right hemispheres of the brain, promotes structuring and clarity of thought. In the process of creating a neuro-picture, emotional tension decreases, the parasympathetic nervous system is activated. 

Results. The scientific studies of penetration into the psychophysiology of creativity described in this article have shown that activities of any creativity have a positive effect on stabilizing the emotional state, reducing anxiety during stress, increasing self-esteem, developing communication and cognitive skills. The Neurographics method is a complex thinking process. Diving into the depths of the subconscious, practitioners unconsciously activate the left hemisphere, which creates graphic lines, then consciously turn to the right hemisphere, which makes up the overall picture. This helps to adjust the attitude to life, smoothing out sharp corners - after all, in nature itself there are no sharp corners, they should not be in life either. Releasing positive energy, a person gains new strength and begins to create.

Background. The article examines the results of studying the need-semantic sphere of managers at three levels of management in organizations and enterprises: the first managers (directors), their deputies and middle managers. The personality of a manager, leader, or leader has been studied quite deeply by psychological science, but from the standpoint of a need-based semantic approach, this issue has not been sufficiently studied. Earlier, we proved that the need-semantic sphere of managers, in comparison with ordinary employees, has statistically significant differences in a number of psychological parameters: an active orientation towards dominance as a form of social leadership, a high level of development of cognitive and achievement meanings, which are associated with a pragmatic approach to business and an understanding of time prospects.

Purpose. To study the features of the need-semantic sphere in three categories of managers: directors, deputies, and middle managers.

Materials and methods. The main research methods include the analysis of scientific literature related to the issue under consideration, a set of diagnostic techniques: motivational-semantic formations, life-meaning orientations, semantic differential, and methods of statistical processing.

Results. The study revealed significant links between achievement needs and affiliation with the hierarchical level of a leader: the higher the position, the lower these needs. An analysis of the data showed that middle–level managers demonstrate the highest indicators of the overall meaningfulness of life and the locus of control from the entire sample, while deputies have the lowest. In the group of first managers and managers, these parameters are almost identical and significantly differ from those of the deputies – they demonstrate a more external position. The assessment of subjective representations of concepts about oneself (in time) and the world in the surveyed groups revealed significant differences in the semantic factors "strength" and "activity", while all groups have identical indicators in the semantic factor "assessment". When assessing time coordinates, the world, and themselves, middle-level managers demonstrate significantly lower performance compared to other groups, while in the group of deputies, the highest results were obtained in time coordinates, and directors demonstrate a high self-assessment of activity.