This article discusses psychological characteristics of communicative and speech competence of the agriculture faculty students. The authors pay attention to the study of students communication skills in the process of interaction, their ability to translate meaning, skills of information interpretation and effective meaning transfer. The study involved 120 students aged 17 to 23 years (M=20.75, SD=2.25 (37% men). Methods were used: a survey – “Communicative competence” of L. Michelson in the modification of Yu.Z. Gilbukh; testing – subtest No. 6 of the Wechsler test; analytic tasks – a method of supplementing / completing / restoring a speech utterance, a classification method; statistical methods (descriptive statistics , Mann Whitney U test, Kruskal-Wallis test). The study found that first-year students differ from senior students in communicative competence. The speech competence of graduate students in a qualitative aspect is better developed, however, it is distorted by the influence of personal characteristics and the situation. The research prospects are aimed at studying the differences in speech and communicative competence of students who completed training courses on the development of these abilities. It is also promising to study the characteristics of the process of meaning, as variables in the formation of speech and communicative competence.

Introduction. Technologies and digital communication play a crucial role in everyday life. With the increasing number of people spending a significant amount of time online, the study of subjective factors influencing online behavior strategies becomes highly relevant. The novelty of this research lies in identifying online behavior strategies among young individuals and examining the factor structures of young people with different online behavior strategies. This article presents the results of studying the personality traits of students with various online behavior strategies. Methods. Various methods were employed, including theoretical analysis and summarization of research findings on this issue; psychodiagnostic research methods; mathematical and statistical analysis (descriptive statistics, Mann-Whitney U-test, cluster analysis, factor analysis). In the study, 177 students aged 17 to 21 participated. Two groups were distinguished in order to differentiate students based on their online behavior strategies: students with an entertainment-oriented Internet behavior (n = 124) and students with a productive-oriented Internet behavior (n = 53). Results. The following results were obtained: among contemporary youth who are active in the online environment, two strategies of online behavior are identified - entertainment-oriented online behavior strategy and productive-oriented strategy. The choice of behavior strategy is related to the respondents' personality traits. Significant differences were found between the groups of students with different online behavior strategies in terms of adaptability, self-acceptance, and autonomy. Discussion. The authors examine the personality traits of youth with different online behavior strategies. In conclusion, it is concluded that the factor structures of students with different online behavior strategies differ.

The paper deals with the problem of thinking styles and creativity as predictors of students psychological readiness for innovation. The aim of the study was to identify the influence of students thinking styles on their psychological readiness for innovation. The study involved 100 students of the Don State Technical University, aged from 17 to 27 years. The research methods were the survey method, statistical analysis methods (descriptive statistics, multiple regression analysis (step-by-step)). The following methods were used as psychodiagnostic tools: the questionnaire Psychological readiness for innovation (V.E. Klochko, O.M. Krasnoryadtseva); the method of measuring the style of thinking (A.K. Belousova); the method of determining the type of thinking of J. Bruner in the modification of G.V. Rezapkina; the questionnaire Styles of thinking (R. Bramson, A. Harrison, adapted by A. Alekseev, L. Gromova). The study found that students psychological readiness for innovation is influenced by thinking styles and creativity. Predictors of psychological readiness for innovation are creativity, realistic and critical thinking styles. The preference for activities that require innovation is influenced by creativity, initiative, idealistic and realistic thinking styles. Predictors of readiness for change are creativity and critical thinking styles. The practical significance of the research lies in the possibility of applying in the educational process the knowledge about the influence of students thinking styles and creativity on their psychological readiness for innovation.

Issues of negative impact of digital processes on society in general and on people in particular are considered as well as problems of influence of network communications, virtual space, digitalization of education, formation of digital culture on personality. It is argued that in emerging digital society devalued the phenomenon of knowledge in the traditional sense, value and significant in practical terms, is not the possession of knowledge per se, but the ability to buy it, isolate of tremendous information resource, and at a certain time and at scale. There is an analysis and generalization of the transformations generated by the “age of the figure” and affecting humans. The category of “person in his social ipostasis” is chosen for scientific analysis, which allows to better understand the essence of the ongoing transformations, and, most importantly - their social and psychological consequences. The analysis found that the radical transformation of human existence has led to changes both in human psychophysics and in his cognitive, mental, communicative, axiological spheres.

The development of personal resources of coping behavior of students is possible under the condition of structuring personal time, tactical planning and strategic goal-setting, i.e. self-organization of activities. This article examines the features of the structure of personal resources of coping behavior of students with an average and high level of the general indicator of self-organization of activity. The study involved 67 students aged 19 to 21 years. Methods were used: survey; statistical methods (descriptive statistics, Spearman rank correlation coefficient, structural - psychological analysis according to generalized indicators of the index of organization, integrativity and differentiation of the structure, the express-х2 method for comparing matrices and structuralograms for their «homogeneity b-heterogeneity» (A.V. Karpov). The study established significant differences in the structural organization of such personal resources of coping behavior as indicators of optimism, self-efficacy, self-control, components of reflection, parameters that ensure the process of structuring personal time, tactical planning, strategic goal-setting among students with a high and average level of the general indicator of self-organization of activity. Research prospects are aimed at studying the structure of personal resources of coping behavior of students with a low level of the general indicator of self-organization of activity.

The problem of accompanying talented youth is closely related to the phenomenon of social status, including the individual psychological characteristics of the perception of their own social status. This article examines the quantitative characteristics of the subjective assessment of the real and ideal social status by students of different levels of education, as well as the relationship between socio-psychological attitudes and the semantic space of the social status of student youth. The study involved 169 students aged 16 to 47 years (M = 20.6, SD = 4.4 (56.4% men). Methods were used: semantic differential, survey - methodology for diagnosing socio-psychological attitudes of personality by Potemkina O.F., World assumptions scale (WAS) R. Janoff-Bulman (adapted and re-standardized by Padun M.A., Kotelnikova A.V.); statistical methods. The study established differences in factor Evaluation, factor Potency and factor Activity, real and ideal status of students at different levels of education, differences in the socio-psychological attitudes of students at different levels of education, as well as the relationship of subjective assessment of real and ideal social status with socio-psychological attitudes. Research prospects are aimed at studying the content characteristics of the subjective assessment of the real and ideal social status of student youth.