* translated into English with an online translation service, the original text can be found here 

Social identity as a set of certain properties and qualities of a person helps her feel like a part of a group. One of the key components of social identity is its value-volitional component, since social identity cannot exist without a clear self-determination of the system of values and beliefs. They appear during periods of identity crisis and are regarded as the basis for choosing a direction in life [Miklyaeva, Rumyantseva, 2017]. The most distinct social identity manifests itself in this form as attnodetest is one of the most historically stable social identity as a conscious representation of the person about its own national identity, in the form of knowledge, understanding, informed assessment of its membership in a particular national community, anchored in the sphere of emotions and feelings experienced by man as the representative of his people [Chotiner, 2000]. The fullness of the content of the system of cognitive and emotional components is a condition for the stability of the ethno-identity of the individual, ensuring its constructive, fruitful life in society [Gudzovskaya, 2015].

An empirical study of the structure of ethnic identity in adolescents revealed a ratio and interrelation of its cognitive and emotional components. It was found that 9-16 year olds are aware of their nationality as a factor determining their sense of belonging to a significant group. All teenagers are ready to increase the amount of time to learn as much as possible about their ethnic group, its history, traditions, customs; they have shown interest in the history and culture of their people; the desire to increase personal activity in social groups that include members of their own ethnic group, to communicate with other people in order to learn more about their ethnic group; to consciously observe the traditions of their ethnic group and to prefer their own nationality in a situation of choice.

The acquisition of knowledge about their national identity by adolescents leads to increased connections with the emotional component associated with national feelings and experiences. The more ethnic knowledge teenagers acquire, the more they want to learn about their people, their customs and culture. This, in turn, encourages changes in the attitude to one’s nationality, to increase awareness of its acceptance, and to strengthen and expand positive national feelings. For all students, the priority is a conscious belonging to an ethnic group, a cognitive component of ethnoidentity.

Revealed that younger and older students in General have the same attitude toward the following characteristics of the emotional component of EI: a feeling of resentment when you hear something offensive to his people; a deep sense of personal pride when sounded outstanding achievements of its people; the idea that national pride is a feeling that we need to educate from childhood; a sense of joy about belonging to their ethnic group; sense of connection to their ethnic group; sense of pride for his people; a sense of pride when the anthem of their country; a sense of pride when the flag of your country is raised; a sense of joy and excitement when folk music sounds.

Rank structure of ethnic identity of younger students are more differentiated than the older, which she is more continuous. For older students, the language is more important, for younger students-the significance of nationality. Expanding the information field on ethnic issues allows younger students to distinguish between national groups and think about relations between peoples as an important area that affects the life of each person. For high school students, feelings of belonging to their national group, attachment and love for the national territory, strengthening of such social feelings as national pride, national shame, etc. are significant.

The obtained data allow us to conclude that ethnic identity can be considered as a psychological characteristic of a person, a factor of personal development, including social giftedness of a person, one of the basic constructs of its self-consciousness. Ethnoidentity is characterized in General by completeness and constancy towards the end of adolescence, when the formed system of ideas about ethnos and ethnic phenomena allows teenagers to consciously and accurately identify themselves with a certain national group, to recognize and use in the practice of interaction a fairly large set of ethno-uniting and ethno-differentiating features.


  1. Gudzovskaya A.A. CHuvstvo «my» kak osnova vospitaniya grazhdanskoj identichnosti //Nauchnoe obozrenie: gumanitarnye issledovaniya. – 2015, №7 S.34-41.
  2. Miklyaeva A.V., Rumyanceva P.V. Teoriya social’noj identichnosti kak istochnik sovremennyh praktiko-orientirovannyh psihologicheskih issledovanij: zarubezhnyj opyt // ANI: pedagogika i psihologiya. 2017. T. 6. № 2 (19). S. 276-278.
  3. Hotinec V.YU. Etnicheskoe samosoznanie [Tekst] / V.YU. Hotinec. SPb.: Aleteya, 2000. 74 s.

* The research was carried out with the financial support of the RFBR in the framework of scientific project No. 19-29-07489


* translated into English with an online translation service, the original text can be found here

The modern period of social life is usually called a transitive period, that is, a period of dynamic changes in the socio-cultural space [Fedotova,2010]. M. G. Fedotova [Fedotova,2010], E. M. Dubovskaya [Dubovskaya, 2014] and others see in the ongoing TRANS-formations “transitivity” from one way of life to another, new, not yet defined. The thesis about “transition” includes the social optimism of the authors, which is conditioned by the habit of life or the desire to live in the relative certainty of social space.

It is possible that social life is becoming as dynamic as technological progress. Arguments in favor of transitivity as a stable characteristic are current events in the world and in the country that affect the lives of almost the entire population of the Globe. Social life cannot be the same after the collapse of the USSR, after the emergence of the world wide web, after the terrorist events, after the coronavirus with accompanying quarantines and self-isolation. “Variability is becoming more and more a constant characteristic of the current situation” [Dubovskaya, 2014].

Transitivity is characterized by the simultaneous existence of a set of socio-cultural contexts [Orestova, 2018], changes in behavior norms, re-evaluation of past events, and unstable orientations of the future. V. B. Agranovich provides a classification of nine features of such a society. Among them: the irreversibility of the character of social processes, innovative activity, Antinomianism of culture, the need to choose between conflicting value systems, an increase in the share of people with “market orientation” (E. Fromm), the identity crisis [Agranovich, 2005].

An important feature of the transitivity of social life is the perceived confusion, repeated intrapersonal conflicts of adults, their fears that there may be a perversion of the moral regulation of behavior.

How can the education system exist in a transitive environment? How can they (should they?) teachers prepare students for life with a wide range of value systems? What should parents take care of when bringing their children into the education system? We will focus on the problems of socialization taking place in school, its qualitative result-the formation of students ‘ identity.

The experience of one’s own identity, its integrity, correspondence to oneself in different periods of life, borders of identity with the world, is the most important sign of a person’s mental health. To experience a subjective level of well-being or happiness, identity must be positively evaluated, consistent in its main characteristics, stable and, at the same time, flexible.

During adulthood, the child’s identity is formed on the basis of its biological characteristics, along with the acquisition of social experience and environment. Identity can be in different degrees conscious, differentiated, fragmented. Since the time of E. Erickson, two main components of human identity have been identified: social identity and personal (reflexive) identity. Social identity – the experience of being a member of certain groups, experiencing a sense of community, inclusion, acceptance. Personal identity – awareness of their individual traits, their uniqueness, difference from others.

Among the components of social identity are biological (gender, age, race and ethnicity, appearance, family relations), based on direct interaction (friends, classmates, colleagues in the sports sector, etc.), based on common values or interests (flower lover, traveler, music lover, DotA player, liker), based on belonging to broad communities (urban identity, belonging to the country, civil identity, universal). Differentiated social identity, its multiplicity and multilevel nature makes a person more stable in situations of change or uncertainty, in situations of loss of one of their social statuses (for example, job loss).

Personal (reflexive) identity-ideas about one’s own personal qualities, interests, and features. The formed personal identity allows the child to feel confident in a situation when it is necessary to have their own opinion, personal position, in a situation of social comparisons, situations that require finding an original solution.

The school as an institution of socialization in the conditions of transitivity should not reduce social identity to the role of “student”, but, on the contrary, actualize multi-level components of social identity, which is the key to the formation of flexibility and stability of identity, sympathetic, not hostile, attitude of students to representatives of outgroups. The school’s emphasis on the formation of unified norms and behavior of students should be supplemented by support for the uniqueness of the child’s personality.

Teachers will be able to cope with such tasks only if they themselves have a differentiated multi-level identity, if their personal uniqueness is supported both in society and by specific heads of educational institutions.

The article was prepared with the financial support of the RFBR, project 19-29-07489 (MK).


  1. Agranovich V.B. Tranzitivnyj period razvitiya obshchestva i kache-stvo obrazovatel’nyh processov. Inzhenernoe obrazovanie, 2005, №. 3. S.158–163.
  2. Dubovskaya E.M. Tranzitivnost’ obshchestva kak faktor socializa-cii lichnosti // Psihologicheskie issledovaniya. 2014. T. 7, № 36. S. 7. URL: http://psystudy.ru (data obrashcheniya: 11.05.2020).
  3. Orestova V.R., Tkachenko D.P. Kino kak faktor stanovleniya identichnosti molodezhi  v tranzitivnom obshchestve // Anan’evskie  chteniya  –  2018:  Psihologiya  lichnosti:  tradicii  i sovremen-nost’:  materialy  mezhdunarodnoj  nauchnoj  konferencii,  23-26 oktyabrya 2018 goda / Pod obshch. redakciej N.V. Grishinoj, S.N. Kostrominoj.  Otv. red. I.R. Murtazina, M.O. Avanesyan – SPb.: Ajsing, 2018. S. 50-51.
  4. Fedotova M. G.K soderzhaniyu ponyatiya «Tranzitivnoe obshchestvo». Vestnik Vyatskogo gosudarstvennogo universiteta, 2010, №1 (4). S. 28-31.


* translated into English with an online translation service, the original text can be found here

An excursion into the history of child and youth self-determination practices shows that they are absolutely dependent on the socio – cultural situation, and the current one against their background is unique and has no analogues in the past. We will prove this by the example of the texts of Russian literature, which we will consider as a kind of sublimation of psychological difficulties of a person and a way of his adaptation to the challenges of time. In the highly literaturocentric Russian culture, literary texts are quite representative of such projections.

In a Patriarchal society, the laws of stable cultural transmission worked, which is evident from the example of ancient Russian texts that captured the medieval worldview. The problem of infantile consciousness contradicting the dominant values is not articulated in them. Perhaps for the first time this contradiction is reflected in household stories of the XVII century, and the problem of “fathers” and “children” there is solved differently, depending on the position of the author (in “the Tale of Woe-Woe” wins the morality of Domostroy, and in “the Story of Frol Skobeyev”-the morality of “new man”).

Problems of self-identification become relevant in Peter’s time, marked by the breakdown of the cultural paradigm. True, the fictitious texts of this period do not directly depict the adolescent consciousness, but the very theme of choosing a life path that does not repeat the father’s is already present (“History of the Russian sailor Vasily Koriotsky…”). It is present – as an edification of the “fathers” – and in the regulating cultural texts (“youth is an honest mirror, or an indication of everyday behavior…”).

Recall that the child at this time has not yet become a significant social subject – it is rather a passive object of education. We also remind that children’s literature as a special territory of literature, where specific “children’s” tasks of growing up are solved, also does not exist yet.

The EIGHTEENTH century is truly a turning point in the context of our theme: the problem of education is the main educational problem – it becomes Central in all its varieties: in a direct sense (the image of the ignoramus Mitrofanushka in the Comedy D. I. Povidine), civic (A. N. Radishchev), finally, the value “education of the soul” (the entire sentimentalism).

We emphasize the key role of N. M. Karamzin’s literary, life – creating and cultural activities in shaping generations of readers. The book this time and will become an important cultural model for the younger man, and the behavior of a literary character – a role model (almost like the medieval reader’s hagiographic literature). The subsequent period of the flourishing of Russian literature brought many brilliant examples of this kind.

At the same time, the literature of the “Golden age” reliably captured the experience of adolescent reflection on the topic ” how to live?» and ” to make a life with whom?”, which defined the plot and became a kind of topos: let’s remember” the Captain’s daughter “(1836) by A. S. Pushkin,” the Little hero “(1857) by F. M. Dostoevsky,” First love “(1860) by I. S. Turgenev, ” Childhood. Boyhood. Youth” (1852-1856) by L. N. Tolstoy and others. About Tolstoy’s trilogy, we can even say that their author came to writing not for the sake of solving aesthetic problems, but for the sake of understanding this personally significant for him – child and adolescent – experience, which became the beginning of conscious life-building.

The experience of the classics, which used to solve the problems of “fathers” and “children” and “what to do” on the pages of books and “grind” psychological and social experience into cult books for children and youth, was adopted by Soviet literature. “School stories” from Gaidar to the late Soviet-an example and proof of this.

Post-Soviet literature, which had ceased to be a preserve of ideas, lost its influence, partly giving way to cinema. The audiovisual has won over the verbal purely quantitatively – this is a reality to be reckoned with.

The identity of a modern teenager in the context of cultural pluralism is inevitably multiple, because it is formed under the influence of many factors – both transmitted by society (let’s call them repressive, in the fucoldian sense: this is traditional culture, educational standards, and the family “educational press”), and freely chosen. The latter are whimsical, diverse and uncontrolled, since they are determined by the interests of the growing person, and, according to the laws of repulsion from the experience of “fathers”, are often destructive in relation to their values. The Internet space in which this self-determination takes place is uncontrolled and inexhaustible, as are the strategies of self-identification themselves. The book occupies its modest place here-much compromised by its involvement in the school-educational canon.


* translated into English with an online translation service, the original text can be found here

The purpose of the work is to look at the pedagogical tasks performed by local, global, historical and virtual content in the modern conditions of media education.

You can’t envy a modern schoolboy and student – the world makes quite high demands on them. As a hundred years ago, the world is local – the world is objective around us, it requires sensory development. But the virtual world, the global world, has also been built around us. New information technologies integrate us into this world. Reflection becomes a different source of experience from sense perception.

Local and historical content cannot be mastered without pedagogical efforts and discursive discussion.

Soviet classicist Yuri Bondarev tells how he asked high school students “What do You think about Bunin?» . In response, I received: “who is Bunin?!”. “What can you say about Natasha Rostova? “I think it’s some kind of literary heroine.”

At an exhibition in the library a student gives an answer to my question about Lermontov places: “Selo… Tsarskoe Selo…” I Ask you to name at least one representative of the philosophy of the Silver age – I get it: “Thomas Aquinas, Nekrasov”.

To the question “Who do you know from the Marshals of the Soviet Union?» students give an answer: “Georgy Zhukov and Vasily Terkin”. In General, the data of sociologists on the historical consciousness of the younger generation of Russians provide food for thought.

With regard to global content, pedagogy has already completed the initial task of providing communication literacy in the media space and access to global media content. Exponential growth of cultural communities in the virtual environment, blogging, the phenomenon of virtual communication, the presentation of a significant number of discourses on the Internet, including hitherto unseen, marginal, overcoming the isolation of some communities affect the spread of certain norms of discourse on the Internet.

The twenty-first century marks the beginning of scientific reflection on Internet texts. In addition to local, historical and global content, virtual content is also important – not local, not global, not real ( for example, eSports, fantasy, etc.).

The demonstrated materials allow us to conclude that pedagogical efforts in media pedagogy are conditioned by the dialectic of interaction between local and global and the development of historical thinking. The dialectic of global, historical, local and virtual in media pedagogy leads to the problem of developing reflection on individual and collective experience and on virtuality. Television, Newspapers, blogs, movies, video hosting materials – in short, everything that is designated in the modern conditions of a single multimedia cultural space by the word “content” – affects our understanding of the global and local, on reflection on the experience of the collective (historical thinking) and the individual. The way content is integrated into modern training, into modern manuals, shows the significant role that media plays in shaping our thinking, our ideas. Media doesn’t just reflect, it shapes our consciousness. And this is not only an exclusively positive or exclusively negative influence.


* translated into English with an online translation service, the original text can be found here

The results of research in the field of psychological and pedagogical science, our practical work, indicate that gifted students have a number of difficulties, largely related to the sphere of interaction with microsocime. Often these difficulties are associated with social identity.

Keywords: giftedness, gifted child, identity, social identity*The study was supported by the Russian Foundation for research in the Russian Federation, project no. 20-013-00656 Formulation of a scientific problem. Today, the problem of developing the gifted is directly related to the new conditions and requirements of a changing society and state. In their development, gifted children, along with a number of features, have distinctive characteristics.For psychological and pedagogical practice, the understanding of children and adolescents themselves, self-awareness among peers and adults becomes particularly relevant. Most researchers identify the characteristics, and therefore the difficulties of socialization, of such a category as gifted children. Based on the diagnostic materials, we have identified the features of the social identity of gifted schoolchildren.Characteristics of the degree of study of the problem and justification of the need for further research.According to a number of domestic researchers (D. B. Bogoyavlenskaya, A. I. Savenkov, V. S. Yurkevich, etc.), gifted children are children who demonstrate high achievements and differ in a number of outstanding abilities. The development prospects of such children are determined by their level of achievement and potential opportunities in one or more areas: academic achievement, intellectual activity, creative thinking, leadership and communication [3]. The socio-psychological aspect of personal identity was considered in the works of G. M. Andreeva, who says that the formation of social identity is directly related to the development of social experience, assessments and expectations of others [1].The social identity of gifted students can be manifested through the complexity of self-assessment, the presence of belonging to certain social groups, or detachment from them, the attitude to its representatives, making informed decisions in relation to the representatives of the group [2].Obtained result. Identification of the social identity of the gifted was provided on the basis of a multi-Subject school for gifted students of Kostroma state University. Participants in the study were teenagers in grades 8-9 (n=20). The diagnostic tools are methods for assessing the relationship of a teenager with the class, the method of communication and organizational skills (CBS), and the Method of self-assessment of leadership.In the analysis of the data of primary diagnosis of gifted adolescents multi-disciplinary school, we have identified the following features of social identity of this category of children: the individualistic learning styles of the peer group, often a low level of communication skills, lack of understanding from peers and teachers; difficulties in evaluating themselves.Thus, effective social and pedagogical work with gifted students allows us to provide a systematic consistent activity that contributes to their social identification.


1.Andreeva G.M. To the issue of identity crisis in the conditions of social transformations [Electronic resource] // Psychological research: electron. scientific journal 2011. N 6 (20). S. 1.2. Grushetskaya I.N., Scherbinina O.S. The content of socio-pedagogical work to overcome the difficulties of social development of gifted students: scientific method. recommendations for teachers and specialists of educational institutions / I. N. Grushetskaya, O. S. Shcherbinina. – Kostroma: Kostroma. state Univ., 2018 .– 66 p.3. Savenkov A. I. Psychology of children’s giftedness: a textbook. – 2nd ed., Rev. and add. – M.: Yurayt Publishing House, 2019 .– 334 p.


* translated into English with an online translation service, the original text can be found here

The article presents the results of an empirical study of the features of the formation of social identity of primary school children aged 8-10 years under the influence of computer gaming activities. The influence of the factors “gender”, “time CG”, “genre CG” on the construction of positive and negative social identity of students is considered.

Keywords: social identity, primary school children, computer games, positive identity, negative identity.

The modern world is faced with challenges that require the individual to Mature and flexible social adaptation processes. The values, norms, and learned social roles that underlie the Self-concept have a significant impact on the formation of an individual’s identity in General and his or her civic position in particular. The founder of the theory of identity e.Erickson noted that the child has many opportunities to experiment with self-identification, but sometimes the child for some reason chooses “undesirable self-identification” [7, p. 63].

Modern researchers (L. V. Kalinina, A.V. Averchenko, D. p. Sidorenko, M. Yu. Kuzmin) claim that in primary school age there are neoplasms (the desire for active social interaction, arbitrariness and emotional-volitional self-regulation based on learned norms, rules and patterns of behavior, etc.) that contribute to the active formation of a child’s social identity [3; 4; 6].

According to V. G. Pakhomova, A. A. Bagdasaryan and M. E. Sargsian, researchers note changes in the Self-concept, a decrease in the ability to emotional regulation, and an increase in aggressive and asocial tendencies in children’s behavior [1; 5].

To study the impact of computer games on the formation of social identity of younger students, we conducted a study on the basis of two institutions of General secondary education in Minsk. The sample consists of 321 students in grades 3-4 (166 girls, 155 boys). Research methodology-questionnaire ” Who am I?» (modification of the test By M. Kuhn and T. Mcpartland) [2].

The results of the study showed that 90% of students aged 8-10 years play computer games every day. Boys spend more time playing computer games than girls. Boys prefer games with aggressive content (97% of boys), girls play both aggressive (58%) and developmental (42%) games. Boys include more social roles in the “I – virtual” construct than girls (26 – boys and 20 – girls). Children who do not play computer games choose on average only about 13 social identities. Among the positive social roles in the “I-real” construct, younger students most often choose family “son (daughter)”, “brother (sister)”, as well as group and collective roles – “student (student)”, “friend (girlfriend)”, “classmate (classmate)”. Every second student identifies with the role of “person” and every third-with the role of “child”.

Out of negative virtual identities, every fourth child chose the social roles of “sniper” and”Superboy”. From 7 to 15% of the surveyed students answered the question ” Who am I in the virtual world?» (construct “I-virtual-real”) chose the roles of “killer”, “destroyer”, “bandit”, “criminal”.

A multivariate analysis of the results of the study showed that the formation of social identity of primary school children is influenced by the factors “gender”, “time of CI” and”genre of CI”. When constructing the regression model, we found that changes in the structure of positive social identity of primary school children in 7% of cases, and in the structure of negative social identity in 20% of cases can be explained by the influence of computer gaming activities.

Conclusion. Computer games influence the formation of social identity of primary school children aged 8-10 years, and this influence has gender characteristics, as well as depends on the duration of gaming activities and the genre of computer games preferred by students.


  1. Bagdasaryan A. A., Sargsian M. E. Influence of computers and the Internet on primary school children / / Science and education today. – 2019 – № 1 (36). – P. 78-81.
  2. Ilyukovich T. P. Diagnostic method “Who am I?” for studying the features of the formation of social identity of younger schoolchildren // Pachatkovaya school – 2019 – № 5 – P. 46-57.
  3. Kuzmin, M. Y. Features of the dynamics of identity of primary school children, adolescents and young adults // Siberian psychological journal. – 2016 – № 62 – P. 54-66.
  4. Kalinina L. V., Averchenko A.V. Social test as a means of forming the civil identity of younger schoolchildren // ANI: pedagogy and psychology. – 2017 – Vol. 6 No. 1(18). – P. 332-335.
  5. Pakhomova V. G. Psychological features of the image of the Self of younger schoolchildren-active and inactive users of computer games. Community. Management. – 2015 – Vol. 16 No. 1 – P. 6-17.
  6. Sidorenko D. P. Age-related aspects of maturity in the formation of the social Self of schoolchildren // Acmeology. – 2016 – P. 87-93.
  7. Erikson, E. Identity: youth and crisis / E. Erikson. – Moscow: Progress Publishing group, 1996 – 344 p.


* translated into English with an online translation service, the original text can be found here

In contrast to baby animals, humanity has the longest period of childhood: even a child’s own body does not begin to own as quickly as a chicken that has just hatched into the world. Gradually, the little man learns to communicate with the help of speech, and with its help gradually appropriates the experience of humanity, its values, and culture. Or does not assign, because he listens less and, even more, reads, and runs more, imitates and competes in social positioning himself “in the wrong” contact environment, but for some reason this environment may be more comfortable for him…

The sense of “friend or foe” close, but not related identify, however, the expectations of a wide group of other perforce considers “baby primates” to the group of those who are in the moment, “it can and it cannot be – because even the babies.” On the other hand, the uniformity of interests (for example, to run and play) forms a company of “like-minded people” who do not want to do what “another age”, “another gender”, “another social status”, etc. does. But those close to me who give support and life support, have the most powerful influence and even power: “my people will protect me” as soon as I became ill, and perhaps teach me something else interesting that you want to “not lose”. They will teach you either by their own example, or, as with humans, by telling you about the examples of all the many people who lived before us.

So, thesis 1A: the Group with which a person identifies should be subconsciously needed for something – it is comfortable, warm and interesting, but without it there is not enough something important for a person.

And related thesis 1B: As soon as the group is bad, the group hurts, offends or tires of influences, you want to run away from it. Identification breaks up quickly if you can find a seemingly large acceptance in another (not necessarily new) group, where “I am understood”, where “I feel good”.

Thesis 2A: Multiplicity of identification – not a plus and not a minus, but the fact of the presence of any person at the same time many social roles (son, brother, grandson, neighbor, friend, etc.). The ability to experience empathy or to identify “all mankind”, or to step back from the “nerds” because “we, so-and-so, they do not respect” or feel “elite” by birth or presence of a gift is connected with the reflection and awareness (sometimes distorted) about the characteristics of different social groups, and desire to be accepted for ourselves in the most meaningful groups.

Thesis 2B: Multiplicity of identification becomes a problem if there is no “island of stability or berth”, and the feeling of” a place where I am unconditionally ” accepted, especially in weakness and trouble. For some, the family they created is closer and calmer than the parent family. For some, the opposite is true. But this does not, as a rule, cancel the sense of connection, uniformity and care for these two families. Just as the “feeling of nostalgia for the lost” does not disappear because of the fateful identification of a person with another social group, an identification that made it impossible to experience satisfaction while living in their (large or small) homeland. Although professionally, economically, or politically, a person could be quite successful, experiencing an indubitable involvement for him in a group that has the most significant values for him.

Thesis 3: Institutional opportunities and limitations in the formation of students ‘ identity are associated with the following factors:

– Additional education may be perceived as an ideological pressure that is inconsistent and difficult to provide in a society oriented in a liberal-democratic way. Embedded education occurs in any case, but it is difficult to control it, and to make it single-directed. At the same time, some of the students may begin to identify with chemical scientists, someone with a certain political movement, and someone with “young people who were annoyed by the teachers”.

– Family education, as well as the influence of the media and unmanageable information and communication environment, provides the very multiplicity of identification that the school can hardly change, but can expand and make more reflective. However, the creation of a place for self-realization and even attempts at self-affirmation in school can not be provided only by the format of training sessions. Based on the experience of countries where students may be too early to start choosing subjects to study, thus changing the composition of their “classmates”, we can say that it is an additional non – academic, but mandatory day (Saturday) for various types of social activities that allows students to identify with the community and values of this school, and with communities of narrower interest groups (by sport, social role, for example, newspaper publishers, or a professional group close to the visited circle).


* translated into English with an online translation service, the original text can be found here


The article reveals the relevance of the study of socio-cultural identity, presents the features of the process of development of socio-cultural identity of the individual in adolescence.

Keywords: personal and socio-cultural identity, personality, youth, socio-cultural space, self-determination.

*The study was supported by the Russian Foundation for research in the Russian Federation, project no. 20-013-00656


Studies of identity in youth in foreign, Russian and Ukrainian psychology have been conducted for a long time, but they do not lose their relevance today. It is obvious that social, political and economic changes, as well as the military conflict in the Donbas, have affected people’s perception of life and their place in it and have led to a qualitative rethinking of the problem of identity, the relevance of which is constantly increasing. Adolescence and adolescence are the main stages in the development of identity, since these periods are the most favorable conditions for significant changes in the structure of self-consciousness and the formation of identity. The peculiarity of youth age remains the uneven development of self-determination spheres by young people [2].

The study of this problem was carried out by e.Erikson (Erikson, 1950), J. Marcia (J. E. Marcia, 1966) A. S. Waterman, S. K. Waterman, H. Tajfel, J. Turner, D. R. Matteson, H. D. Grotevant, S. L. Archer, G. M. Andreeva, V. S. Ageev, E. p. Belinskaya, I. S. Cohn, V. S. Mukhina, T. G. Stefanenko, G. U. Soldatova, V. A. Yadov, etc.

By socio-cultural identity, we mean an identity that is formed as a result of socialization and provides a person with self-determination in the socio-cultural space. Under the socio-cultural space, we understand the state of the actual social environment at a certain time within the cultural tradition of a given society [1].

Sociocultural identity can be considered in the following aspects:

  1. a) cognitive-semantic (awareness of belonging to a certain group (community);
  2. b) emotional-value (a set of feelings, assessments, relationships related to formed knowledge, ideas, opinions about membership in groups, actualization and a sense of adequacy/inadequacy of one’s own “I”);
  3. C) activity-oriented (implementation of interiorized anthropo-images of samples, corresponding scenarios and ways of behavior within and outside the group) [3].

The years of military conflict in the Donbas have led to a blurring of the guidelines necessary for self-determination. In a situation of social instability, young people face the problem of an identity crisis, being forced to re-evaluate their beliefs and previous choices and search for themselves in a new reality, without compromising their sense of continuity and integrity.

By studying the socio-cultural identity in various educational institutions in the region, we can conclude that young people have a positive attitude that shows a desire to belong to their own ethnic group through their attitude to the place of residence, the Russian language, culture, and traditions of the region. And the fact that most of the young people with their families remained in the Donbass, did not go to the cities controlled by Ukraine and to other countries where there is no war, indicates the formation of positive attitudes to their own ethnic community.

The process of forming a socio-cultural identity depends on the social system (E. Erikson) [4]. In modern reality, it is the variability of social situations that affects the process of identity formation of the younger generation, which, growing up and socializing, tries to adopt all the variety of existing patterns of behavior and form its own identity. A significant proportion of young men and women Express a positive attitude to the generally accepted social norm – their own family and parents, which indicates a high degree of protection in the family, as well as the importance of interpersonal relationships. Most of them positively assess their social space: their environment, their activities, their education, but not the sphere of entertainment, which is limited in time due to the curfew in the Republic.

Priorities in choosing professions have changed. The least popular are industrial professions, which have become less popular due to the trend of closing mines and partial operation of factories. The most popular professions are doctor, teacher, military, lifeguard, lawyer, police officer, and entrepreneur. Most of the young people have a clear idea of their future profession, which indicates a high level of career guidance at universities.

It can be noted that significant difficulties faced by young men and women in solving the problems of personal self-determination are due to the complex socio-political situation in our region, the prolonged military conflict, which perpetuates uncertainty about the future (“blind in life”) and uncertainty about the future, that is, a superficial orientation towards the future. Most of today’s youth plan their lives on microintervals (for a month, week, day), which indicates that they build a short time perspective and makes it possible to plan more realistically.

Thus, during the formation of the young Republic, the problem of the development of socio-cultural identity of the individual in adolescence becomes particularly relevant. This problem is particularly evident in the work of a psychologist who has to provide daily assistance to young men and women in understanding and realizing their certainty. In this context, the efforts of the Psychological service of educational institutions should be directed to the study of psychological aspects of the multi-faceted identity issues of modern youth in order to optimize the passage of the identity crisis, as well as to develop programs for the development and correction of self-determination in the socio-cultural space.



  1. Kobzeva O.V. Specifika sociokul’turnoj identichnosti v podrostkovom vozraste / O. V. Kobzeva // Kazanskij pedagogicheskij zhurnal. – 20190. – № 2. – S. 102-105.
  2. Krylov K. Identichnost’ // [Elektronnyj resurs]. – Rezhim dostupa: URL: http://www.antropotok.archipelag.ru/text/a063.
  3. Social’no-pedagogicheskie usloviya stanovleniya sociokul’turnoj identichnosti lichnosti: monografiya. – Voronezh: VGPU, 2006. – 200 s.
  4. Erikson E. Identichnost’: YUnost’ i krizis. – M.: Progress, 1996. – 344 s.



* translated into English with an online translation service, the original text can be found here

The article presents the results of studying the features of identifying gifted teenagers with a group, society and building a personal identity based on existing ideas.

The results were obtained on the basis of a survey, and testing of gifted adolescents, as well as observation of them during diagnostic situations.

Keywords: giftedness, gifted child, identity, personal identity.

*The study was supported by the Russian Foundation for research in the Russian Federation, project no. 20-013-00656

Formulation of a scientific problem. Personal identity of a person as a fairly broad concept includes a number of components. These components will depend on the point of view of the identity phenomenon.

In the modern world of opportunities and network space, in our opinion, the question becomes more and more relevant: what social group does a person identify with? How much does it accept its values? What are the goals of his interaction with this group? What is his place in it?

Social identity as a search for answers to the questions “who am I?” and “who Am I With?” is of particular importance in adolescence.

For a number of years, we have been studying the socialization and social development of gifted children and adolescents, where the aspect of social and personal identity occupies a significant place in research.

The purpose of the article: to characterize the features of the personal identity of gifted teenagers in a significant social environment for them.

Characteristics of the degree of study of the problem and justification of the need for further research.

Research by modern domestic and foreign scientists suggests the need for a new look at working with gifted children, the educational environment of modern educational organizations for the development of subjectivity of gifted children and creating conditions for their socialization. This problem is covered in the works of N. V. Bordovskaya [1]. The problem of self-determination of gifted high school students is discussed in the works of D Ozcan [5].

This confirms the need to strengthen social and pedagogical work to create conditions for the successful solution of problems of socialization and social development of gifted students, the development of their existential sphere [4].

The presented ideas are confirmed by L. A. Leutina, who focuses on the predominance of the adaptive approach over the activity approach in the process of socialization of the younger generation in modern society [3].

Undoubtedly, this affects the identification of the gifted teenager with the group and his personal identity.

Obtained result. Our research was conducted on the basis of a multi-Subject school for gifted students of Kostroma state University [2]. The study covered two groups of school participants: students in grades 8-9 (n=18), and participants in the senior group of the school, students in grades 10-11 of schools in the city of Kostroma (n=15).

The children were offered a classic exercise in the framework of creating conditions for self-determination and preparation for writing a “life plan” – write ten answers to the questions “Who Am I?” and “What Am I?”.

Suddenly and immediately, we faced a problem: they do not know and do not want to write answers. For all the benevolence of the emotional atmosphere in the group in the classroom, they did not immediately tell me why they did not want to. They didn’t know the answer to that question.

The problem is particularly acute in the younger group, where children aged 14-15 are engaged. The result of their responses in most cases was a listing of their social roles and statuses (person, student, son, grandson, class, school, Earthman, high school student, friend, etc.). the Second group of responses from this group of gifted students concerned the definition of themselves in terms of their interests “fond of programming; achieving their goals; someone who likes to chat; athlete, biologist, Orthodox person; role player; gamer, etc.”.

It should be noted that the participants of the senior group (10-11 class) 16-17 years old answered the question easier and faster, which is explained by their age characteristics and more successful solution of personal and social self-determination tasks. In their responses, they also identified themselves with a list of their social roles; with a list of their Hobbies. In addition, a group of responses appeared, where children identify themselves by personal characteristics (aggressor; cute; pleasant companion; “dust”; dreamer, etc.).

Conclusions from the study. The results obtained indicate that the identification process is active in older adolescence and adolescence. At the age of 16-17, gifted children can relate themselves more clearly to a certain group and role, they are already ready for the majority to answer the question “Who Am I?» But this does not apply to all members of the group.

This exercise showed the complexity of the process of personal self-determination and personal identification in gifted high school students. They are not just not ready to think about this issue, but sometimes refuse to think about it.

Thus, creating conditions for personal self – determination is an important task of socio-pedagogical work with gifted students, which contributes to their personal identification and building future plans based on the formed ideas.


  1. Bordovskaya N.V. Vyzovy vremeni i novyye modeli razvivayushchey obrazovatelnoy sredy // Chelovek i obrazovaniye. 2013. № 2 (35). S. 4-11.
  2. Diakov I.G.. Shcherbinina O.S. Organizatsiya raboty s odarennymi shkolnikami na baze universiteta // Yaroslavskiy pedagogicheskiy vestnik. № 1. (106). S.23-29.
  3. Leutina L.A. Sotsializatsiya detey v sovremennykh pedagogicheskikh issledovaniyakh// Voprosy obrazovaniya. №3. S.152-173.
  4. Shcherbinina O.S. Preodoleniye trudnostey sotsialnogo razvitiya odarennykh detey: monografiya / O.S. Shcherbinina; nauch. red. I. Rozhkov. – Kostroma: Kostromskoy gosudarstvennyy universitet. 2019. 179 s.
  5. D Career decision-making of the gifted and talented // SOUTH AFRICAN JOURNAL OF EDUCATION. NOV 2017. Volume 37. Issue: 4 Special issue: SI. Article number: 1521.


* translated into English with an online translation service, the original text can be found here

Despite the attractiveness of the visible evidence of various behavioral images, identity cannot be characterized by any function, property, distinctive feature, and even more so by any external characteristic of the individual. Identity is a qualitative, not a quantitative characteristic, it is a characteristic of the existence of a person as a whole, and not of his existence in any part. And as soon as we move to the level of philosophical analysis and generalization, to the level of qualitative human development, the set of possible identities we have is quite small. Any social individual: citizen, Philistine, populist – in the original sense of these words-is a representative of the people, a part of society. No matter what color of skin he was, no matter what profession he worked in. First of all, whether he wants it or not, he always personifies the social subject in his activity.this is the whole that he necessarily implements, this is his first and main identification and, consequently, identity. Here, by the way, there is a significant number of problems, which is called “burnout” or “professional cretinism” when people are so personifiziert in a public entity that in all situations far beyond the immediate professional functions of a person continues to engage in this activity, and nothing but the personification of man has no. So some Director commands everywhere and everyone, the teacher tries to teach everyone, and the doctor diagnoses everyone he meets, if there is nothing else. And if there is something more, if there are other dependencies of a person’s existence, then he forms a more complex unit, he forms his own unity of himself as an individual and can grow in it to individuality. It will include the public subject, but will no longer be reduced to it. This will be another subject with different grounds and other goals of activity, which does not exclude the continuing personification of the public subject, but, nevertheless, doubles the existence of a person and increases his opportunities, increases the degree of his freedom, because in some individual or domestic relations, he can apply his social and professional skills, and in some exclusively public and public situation, he can go beyond the situation and act as a person, which is fundamentally alien to state structures.

However, in society there are such seemingly narrow professional activities as management, scientific knowledge, sacralization, artistic creativity, which immanently require the professional to go beyond their professional group and identify themselves with the entire society, with the people, with the country, with its history. In these conditions, the individual develops a civilizational identity. In some special, critical situations, for example, threats to the existence of a society, this requirement to go beyond their social group is imposed on all citizens, on all individuals as members of a given society – they must all identify themselves with this society, act on its behalf and in its interests, which allows this society to survive.

More rare is the situation of real existence of the highest level of integrity, in which a person can go beyond the boundaries of their society, realize their universal nature and belonging, this is a universal identity. But this is all, and this is the whole set on the map of multiple social identity: four or at least three hypostases of each individual’s being. Each social individual, as a rule, is one in three persons.

* The research was carried out with the financial support of the RFBR in the framework of scientific project no. 19-29-07489