Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students’ attitudes to distance learning. The purpose of this research is to study the features of the subjective attitude of schoolchildren and students to distance learning. This research involved 140 secondary school students (average age M = 10.7, SD = 7.2 (66.3% men)) and 30 university students (average age M = 22.5, SD = 2.4 (20% men)). The methods used were a questionnaire, Chi-square test and Criterion φ*. Fisher angular transformation. The study showed that schoolchildren do not intend to continue studying in the distance form if they choose, with a generally positive attitude towards distance learning. The self-assessment of motivation to study in a distance format has not changed, both among schoolchildren and students. Students are more likely to have a positive attitude to distance learning than schoolchildren. The variety of choices of advantages and disadvantages of distance learning is greater among students than among schoolchildren. The perspective of this study is thus to study the factors that determine the positive and negative attitudes to distance learning.

The thinking of a manager is conditioned by their motivational features which determine their personal professional success and the effectiveness of the organization’s activities. In this study, we assumed that two groups of sales and advertising managers had differences in the relationships between thinking style and their motivational qualities, as well as their individual need for achievement. We used the following sources: The methodology of A. Belousova for the diagnosis of thinking styles, the “scale of control over action” by J. Kuhl, and “the need for achievement” by Yu.A. Orlov. The selection consisted of 61 people, 25 to 30 years of age, of which 41 were men and 20 were women, from organizations engaged in the sale of a technical group of goods (also known as Group A) and advertising services (also known as Group B), in Rostov-on-Don. The Spearman rank correlation method was used for quantitative data processing. In group Group A, the analysis showed the presence of statistically significant connections. A critical style of thinking has a significant relationship with the level of clarity about the need for achievements and practical thinking is statistically significantly interrelated with control over action in a situation of failure. Whereas, in Group B, an initiative, managerial, and practical style of thinking has a significant correlation with the need for achievement.

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The article presents the results of an empirical study of the collaborative solution of thinking problems by groups of students. The study was conducted in the context of educational activities when students solve educational problems. The student group was divided into subgroups of four people; each subgroup was given a learning task. In accordance with the author’s ideas, collaborative thinking is carried out through the implementation of the following functions: generation, selection, meaning transfer, implementation. These functions are distributed among participants in collaborative problem solving. The purpose of the study was to study the distribution of functions when students collaboratively solve thinking problems. To study the distribution of functions, the author used a questionnaire to determine the distribution of functions between students. The author has shown that in the process of collaborative problem solving, functions are distributed among the participants. It is revealed that in the processes of collaborative solution of thinking tasks, each group of students has a unique combination of functions, which the author defines as the group’s thinking style.

The paper presents the results of an empirical study of the emotional characteristics of students when solving thinking problems. The study used an experiment that simulates a students' collaborative solution to the puzzle-doing problem. To study emotional variables, we used the method of B.I. Dodonov for determination of the general emotional orientation. To investigate feelings experienced by students, we used the method of K. Isard. According to the authors, the following types of general emotional orientation (with decrease) are dominated among students: altruistic, communicative, and mixed types. All students showed the dominance of emotions of interest, joy and surprise under the decision processes, regardless of the emotional type of personality. It was revealed that under the processes of solving thinking problems, students with the dominance of various types of emotional orientation showed a different ratio of emotions. Four strategies of solving thinking problems were identified, which are characterized by the representation of various emotions.

The results of psychometric analysis of the new technique of thinking styles diagnostics are presented. The fundamental principles of thinking style concept by A. Belousova, according to which the thinking style is determined by the dominance of a person’s function in the structure of thinking activity during the problem solving, are covered. In accordance with A. Belousova’s ideas that the collaborative thinking activity as a self-organizing system is carried out by means of functions assumed by each participant: function of generating ideas, the function of selection (review and evaluation of information), functions of sense transfer and function of implementation. Thinking of adult, acting as a complex self-organizing system, combines the same functions: generation, selection, sense transfer and implementation. In this connection, we believe that the thinking style is defined as a characteristic set of functions actualized by a person in different situations of the problem solving. Domination of generation function determines the development of initiative thinking style, selection - critical, sense transfer - administrative, implementation - practical. The results of testing the reliability and validity of a new questionnaire for the thinking style diagnostics on a representative sample of Russians are given. The author’s version of the questionnaire is presented.

The expansion of new digital media and the development of information technology give even bigger importance to media and information literacy, which is recognized as one of the key skills in the educational system almost everywhere in the world. The concept of media and information literacy in this paper is considered from the pedagogical aspect, i.e., the aspect of the educational needs of the teacher in learning and applying digital technologies in the teaching process.The aim of this paper is to determine the level of the teachers’ interest in the application of certain digital technologies in the teaching process on the one hand, and to determine similarities and differences in their needs for learning and applying digital technologies in the teaching process according to their gender and work experience, on the other hand.The conclusion is that teachers who participated in the survey showed high interest in learning and applying digital technologies in the teaching process. The use of the computer and the Internet appeared to be the biggest need teachers have. Key words: digital technologies; educational needs; information literacy; media literacy; teaching process.---SažetakEkspanzija novih digitalnih medija i napredak informacijske tehnologije uvjetuju sve veću važnost medijske i informacijske pismenosti, koja se priznaje kao jedna od ključnih vještina u obrazovnom sustavu gotovo u cijelom svijetu. Koncept medijske i informacijske pismenosti u ovom se radu promatra s pedagoškog aspekta, odnosno s aspekta obrazovnih potreba nastavnika za poznavanjem i primjenom digitalnih tehnologija u nastavnom procesu. Cilj rada jest utvrditi kolika je zainteresiranost nastavnika za primjenu pojedinih digitalnih tehnologija u nastavi, kao i utvrditi sličnosti i razlike u njihovim potrebama za upoznavanjem i primjenom digitalnih tehnologija u nastavi u odnosu na spol i radno iskustvo nastavnika. Zaključak je da su nastavnici očitovali visoku zainteresiranost za upoznavanje i primjenu digitalnih tehnologija u nastavi. Kao najveća potreba nastavnika pokazala se primjena računala i interneta.Ključne riječi: digitalne tehnologije; obrazovne potrebe; informacijska pismenost; medijska pismenost; nastavni proces.

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