Introduction. The current long-term decline in the level of Russian school mathematics education is confirmed by the international research, the results of the international mathematical Olympiads for schoolchildren, the results of school final exams and university admission tests, and the unsatisfactory quality of training of first-year students. Teachers-mathematicians and many scientists tend to associate the lack of students’ mathematical knowledge with the introduction of the Unified State Exam (USE or EGE - high school final and university entrance exam taken upon completion of the 11^th form) in Russia.

The aims of the present research are the following: to identify the patterns in inter-annual changes in the assignments of the EGE in mathematics and to discuss the content and results of this exam for the last 15 years through the example of school graduates’ certification in the Omsk region.

Methodology and research methods. The research was carried out on the basis of a systematic approach, using statistical and comparative retrospective analysis methods.

Results and scientific novelty. The authors of the current publication examined the dynamics of transformation of the content of the final school exam in mathematics after the introduction of the EGE, evolution/involution of the tasks included in the exam and the influence of these processes and the proposed control and measuring materials (KIMs) on the quality of mathematical knowledge of potential university students. The attention of the authors was focused primarily on the assignments of the EGE, which require detailed, informed solutions and answers (the assignments, which were combined in tests before 2015 under the title “Part C”). The comparison of similar tasks at the traditional final examination at secondary school in 2000 and the written entrance examination of one of the Omsk universities of the same year with the assignments of the specialised EGE-2019 allowed the authors to reveal strong negative tendencies in mathematical training of schoolchildren. The graduates of general education institutions demonstrate the same modest gains in the EGE algebraic tasks from year to year. Although, the tasks are permanently simplified and do not differ in variety. On the contrary, geometric tasks are brought to a high-level, and, therefore, such tasks are not well solved by examinees. However, due to the non-linear rating scale, it is not necessary to do these tasks, as well as some other tasks involving a detailed solution. Without completing such tasks, it is now quite feasible for many students to get the certain number of points to enroll in the university, where the specialised EGE in mathematics is accepted as an entrance exam. But even a significant reduction of the level of assessment of satisfactory knowledge without good teachers, a carefully designed school curriculum and quality textbooks do not give rural school graduates a chance to obtain higher education and move up the social ladder.

Practical significance. The results of this research can be used by the authors of KIMs to change and update the assignments of the Unified State Exam, and also by school teachers, lecturers at the courses and methodologists to change the focus of training.

Introduction. In recent decades, the issues of management of higher education have been actively developed in sociology. The relevance of this topic is reflected in the increasing importance of university activities in the life of society and the conflict situation within scientific and educational organisations, which has developed due to the ambiguous attitude of the academic community towards the university management and the entrepreneurial model of university management.

The aim of the present publication is to analyse and generalise Western sociological studies on university management issues.

Methodology and research methods. The present research is based on comparative analysis methodology. In the course of analytical review, international experience in university management was investigated.

Results and scientific novelty. Social prerequisites, contradictions and implications of transformation of managerial practices in universities are identified and described. The authors of the present article characterise theoretical models of these practices, types and forms of interaction of the university management structure with the academic community. The professionalisation process among managers employed in higher school is outlined.

The authors demonstrate the ideas, discussions and new trends of university research projects in the United States, Canada, France, England, Spain, Germany, Holland, Nordic and other Western countries from a critical perspective. The choice is based on the development of sociology as science and the real achievements in higher education systems in these countries. Thee authors promote the idea that leading Western sociologists not only recorded objective evolutionary changes, their results and quantitative indicators for a long period of time, but also revealed the essence of antinomic explicit and latent processes, which accompany university reforms and their administrative structures. It is emphasised that through a sociological perspective these scientists managed to show the quintessence of social relations, behavioural strategies and value systems, which emerge in the university community and serve as the main resource of development of modern universities.

Practical significance. It is obvious that the Russian higher school is moving along the same trajectory as Western universities, and it is unlikely to leave this track, so when looking at the advantages and disadvantages of foreign experience, the authors of the present article tried to find out the prospects for the Russian system of higher education and possible vectors of its management development. In this regard, the materials of the current publication can be useful both for sociologists of higher education and for practitioners working in the field of university management.

Introduction. In modern society, there is a tendency to significant deterioration in the health of younger generations and increasing number of children and adolescents with disabilities, most of whom face great difficulties in communicating with peers and people around them. This problem is particularly relevant in connection with the introduction of inclusive education, which is still a new phenomenon under investigation in Russia (as in many other countries).

The aim of the present research was to identify and analyse the peculiarities of interpersonal relationships of pre-school children under inclusive education conditions.

Methodology and research methods. In the course of the research, the methods of observation, sociometry, projective tests, problem cases and statistical analysis were applied. For psychological diagnostics, the following tests were used: “Captain of the Ship” by A. A. Romanov, “Me and My Friend in a Kindergarten” by N. V. Miklayeva and U. V. Miklayeva, “Diagnostic of Relationships with Peers” by I. A. Orlova and V. M. Kholmogorova, “The Maze” by L. A. Venger, “Pictures” by E. O. Smirnova and E. A. Kalyagina. The results were processed using the Mann - Whitney U-Test.

Results and scientific novelty. The peculiarities of interaction between nondisabled children and children with disabilities were investigated on the example of relationships between children in the private inclusive pre-school institution. The psychological problems in pre-school children with disabilities in inclusive kindergarten groups have been established. These psychological problems are reflected in children’s low status positions with underdeveloped communication skills and immature ways of solving conflict situations. These children are most often rejected by the peer group, although in some cases peers can play games and communicate with them. The data obtained in the course of diagnostic activities demonstrate that children with developmental disorders lack interest in communication with their healthy peers; also, they do not desire to interact with peers and response to peers’ initiatives. The authors have not confirmed the hypothesis that children of older pre-school age with disabilities have more favorable interpersonal relations with peers than in younger pre-school age.

The theoretical significance of the current research is to enrich special psychology and pedagogical science in the field of inclusion with additional knowledge about the role of peers in the mental development of children with special educational needs.

Practical significance. The proposed recommendations will assist the specialists of pre-school educational institutions to harmonise interpersonal relationships of children with disabilities through building their communication skills and increasing their sociometric status. The authors believe that these research materials can be useful for educators and psychologists employed in the filed of inclusive education.

Introduction. In Part 1, an analytical review of diverse studies into resources and potentials as prerequisites for academic success of university students was conducted. These categories were defined in terms of their differentiation. However, the opposite trend - their systemic integration - remains inadequately investigated.

The aims of the present publication are the following: to reveal similarities and differences in resources and potentials of individual-professional development of university students; on this basis, to develop the contours of the corresponding empirical model.

Methodology and research methods. The work is based on a system-integrative approach to the study of individuality. Initially, this approach involves the identification (differentiation) of the basic components of the system followed by the reverse process - their commonality (integration) into the system. The systematisation of the main positions of the formed model was performed in accordance with the problem and comparative analysis based on the inductive method.

Results and scientific novelty. Students’ resources and potentials are developed through common grounds, linking them to a special class system with a dual configuration. In this system, the phenomena under discussion differ in the way of existence and position on the time axis. Their common feature and integrator is the category of possible, which brings integrity to this system. The formulated hypotheses are aimed at finding independent variables of the designed empirical model - resources and potentials of students’ academic achievements. The list of hypotheses includes testing of self-control variables in the form of a separate item as a mediating link. On this basis, a new understanding of student individual-professional development in higher school is presented.

An integrative model of such student development was built, in which the time factor is taken into account. It is demonstrated that this development can be based on a spiral type - as cyclic continuous transitions from resources to potentials with subsequent transformations of the latter into resources again, but with updated possibilities. In spiral transitions, amalgam formation from different-quality components occurs and mediating links of the system appear. The role of cognitive resources and potentials in academic achievements and learning activities is identified. The relevance of elements of the proposed model to solved educational tasks is a key question for successful implementation of such learning activity.

Practical significance. The research materials enrich the understanding of the content of the concepts of “resource”, “potential” and their contribution to the academic achievements of students. The obtained results contribute to the spread of a systemic approach in the field of research practice for the study of resources and potentials, overcoming lack of integration and creation of integrative models. The described research strategy can be used in teaching the disciplines of “Personality Psychology”, “Cognitive Psychology” and “Developmental Psychology” in classical and pedagogical universities.

Introduction.The preservation and well-being of the indigenous peoples of the Russian North is directly related to the national identity, the values for sustaining vital activities, the continuation and development of traditional crafts. Thus, the professional self-determination of the oncoming generation from the Russian North is the basis for the preservation of their national heritage.

The aim of the present publication was to determine the subjective grounds for the formation of personal readiness to choose a profession among high school students studying and living in the Arctic.

Methodology and research methods. the empirical base of the research was formed by the obtained data using psychodiagnostic tools. The indicators were the subjective well-being of schoolchildren and their readiness for professional selfdetermination. 119 high school students aged 14-17 from educational institutions of the Yamal-Nenets Autonomous District of the Tyumen Region and the city of Tyumen took part in the testing of these complex constructs. The statistical data analysis was carried out along with comparative and correlation analyses.

Results. The research results show the interrelated differences between indicators of subjective well-being and readiness to choose a profession among indigenous high schools students of the Russian North and their non-indigenous peers. The analysis of the statistical validity of differences using the Student’s t-test demonstrated that high school students of the indigenous minorities of the Russian North have higher rates of psycho-emotional stability. Also, they are more independent and optimistic about choosing a profession. The results of the correlation analysis revealed that indigenous high school students of the Russian North have certain advantages over their non-indigenous peers when coping with the challenges of choosing a career. For instance, indigenous high school students are much less dependent on the indicators of subjective well-being. Their stronger psycho-emotional response to harsh living conditions increases their motivation for early professional self-determination.

Scientific novelty. The current study enhances the understanding of the influence of relationships between personal characteristics and subjective well-being on the readiness to choose a career by graduates of secondary schools located in the Arctic.

Practical significance. The research findings and conclusions could be exploited in order to build up more accurate and targeted system of career guidance support for high school students of the indigenous peoples of the North, as well as for other nationalities living in harsh climatic conditions.

Introduction. Academic achievement is reflected in marks (points) achieved in the disciplines studied and it assumes that the student has acquired the required set of skills and knowledge, which he or she can use while performing educational and professional tasks after learning a particular discipline or a group of disciplines. This means that the concept of “academic achievement” represents measuring the student’s ability to comprehend academic programmes in the class or independently.

The aims of the present research were the following: to determine the ability of students to be active users of educational databases and their elements, which are considered to be effective especially in this type of educational activity; to identify the opportunities to improve academic achievement and the quality of academic curriculum implementation (in accordance with the necessary content) through digital educational content.

Methodology and research methods. The present research is based on the field survey methodology. Empirical data were collected through questionnaires and face-to-face interviews. The validity of the collected material was verified through the method of mathematical statistics.

Results and scientific novelty. It is known that information technology today is one of the most important factors, which can have a powerful impact on the quality of the education system in universities. The research conducted at the Northern Border University (Arar, Saudi Arabia) investigated the following questions: how the databases available at the Saudi Digital Library assist students of various specialties (faculties) in their studies; what the real contribution of the databases to the training of future professionals is; how learners define their goals and needs by using these databases. The processed questionnaire and interview results demonstrated that for most students e-learning content is not a tool to improve academic performance. The students’ satisfaction with the offered e-learning content was very low. Meanwhile, the students noted that they needed accessible and quality digitised educational information. However, they lack the information competency to find, store and apply information in its various forms. This competency is not limited only to the skills to work with the computer (all young people possess this skill today) - it includes the skills to systematise and structure the received information; critical attitudes towards it; ability to summarise and draw conclusions. It is also important to have easy and user-friendly database tools. Thus, it is necessary to provide further guidance for learners on effective work with digital databases; to develop students’ research skills; to carry out specialised workshops in order to motivate students to use digital educational resources.

Practical significance. The present research materials can be useful for specialists developing university digital databases based on curricula mastered by students.

Introduction. Nowadays, the specialists note a steady decrease in the level of physical, somatic and mental health of modern student’s youth due to intensive computerisation of the educational space, high teaching loads, increased time for self-training, change of social environment and violations of the basic rules of a healthy lifestyle. In order to prevent the negative consequences of these processes in terms of health preservation and improvement of the situation, it is necessary to identify and follow the trends in young people’s quality of life concerning their physical activity, which is an important condition for harmonious development, especially during the period of youth ontogenesis.

The aims of the present research were the following: to study the indicators of well-being of senior students of technical specialties and to determine the vector of changes in graduates’ quality of life depending on the degree of their motor activity.

Material and research methods. When employing the Russian-language version of the Short Form (36) Health Survey, the students (n = 286) of Irkutsk National Research Technical University (Russia) were examined on a phased basis (7-year time gap). In the course of monitoring procedures, the method of questionnaire surveys was used. The comparison of the obtained data on the physical condition of students of different generations was carried out through comparative analysis. The validity of differences was determined by calculating the Student’s t-test.

Results and scientific novelty. The prolonged survey showed that physical activity of girls decreased by 15.2%, boys - by 15.7% in 2019 compared to 2012. The general state of students’ health condition deteriorated (by 22.5% in girls, by 21.3% in boys). The values of indicators such as “role functioning”, “pain intensity”, “mental health”, “emotional state”, “social and life activity” fell substantially. There was a decreased in the number of students, who observe the regulations, recommended by the World Health Organisation for weekly motor activity. Hypodynamia was diagnosed in undergraduates, who have completed an elective course in physical culture and sports. These facts result from the decrease in the number of students motivated to keep a healthy lifestyle and regularly do physical exercises, as confirmed by the students’ questionnaire answers. More than 21% of respondents surveyed that they felt healthy, and therefore they had no need to take care of their well-being; 37.4% of respondents lack the willpower to stay in shape, and 33.9% mentioned that there was no time for physical education. Although interviewees appreciated the importance of physical activity in people’s daily activities, only 30% visited sports sections and only 14% had a morning workout. It is highlighted that in order to preserve the physical and mental health of the nation, the valeological education of students should become a priority in higher educational institutions.

Practical significance. The current research findings can serve as the basis for the cooperation of pedagogical technologies of physical education in universities, for the provision of recommendations for the corresponding independent classes of students, and for the organisation of hypodynamia preventive actions. A combination of these measures will contribute to improving the health and quality of life of future professionals.