adolescents

The relevance of the problem of adolescent behavior in the digital educational environment is conditioned by acceleration of education digitalization processes, which participate in the formation of a new type of behavior, i.e. digital behavior, that is defined as a system of actions associated with the use of the digital environment. The purpose of the present work is to investigate the current state of this problem and outline the prospects for its further study on the basis of the analysis and generalization of Russian and foreign sources.

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.

The article presents the results of a study in the formation of the ability to self-manage and self-regulate behavior in adolescents with different levels of autonomy (N = 117, aged 13–15), performed with the use of the following psychodiagnostic instruments: AutonomyDependence Questionnaire (G. S. Prygin), Style Self-Regulation of Human Behavior (V. I. Morosanova), and Self-Management Ability (N. M. Peisakhov).

The article presents data of the study of life scripts and adaptive capabilities of adolescents enrolled in an inclusive educational institution. This work represents the results of research carried out on a representative sample of students (Ulyanovsk; N = 98, age 12–17 years) with the use of diagnostic tools: diagnostic technique of social – psychological adaptation of С. Rogers and P. Diamond; technique «Essay » adapted by the author. The differences of socio-psychological adjustment between adolescents with different life scenarios.