FEATURES OF PSYCHOLOGICAL READINESS OF STUDENTS TO RESOLVING INTER-ETHNIC CONFLICTS IN A MULTICULTURAL SPACE

The relevance of the problem of studying the features of psychological readiness of students to resolve inter-ethnic conflicts in a multicultural space is due to the fact that they must consciously perceive the generally accepted value systems, principles and attitudes of Russian society, as well as their importance for the state as a whole. The assessment of civil society and oneself as a member of it, as well as the feelings that arise in relation to one's civic affiliation, are included in the general structure of the psychological readiness under study. The objective of the study: to theoretically substantiate and experimentally confirm the features of students' psychological readiness to resolve interethnic conflicts in a multicultural space, manifested in the civic identity of adolescents. The empirical study was conducted at the MOU "Secondary School No. 7" in Kopeysk (N = 20) with students aged 13-14. The following methods were used: theoretical (analysis of psychological and pedagogical literature, synthesis); empirical (ascertaining experiment, psychodiagnostics; mathematical and statistical: the rank correlation method of C.E. Spearman. According to two scales "Russian identity" and "Identity with the country of origin (homeland)" of the diagnostics "Methodology for measuring civic identity for children and adolescents (MYENI)" (L. Leszczensky, G. Santiago, adapted by O.E. Khukhlaev), an average level was revealed in half of the subjects; the level above average - in two. According to the method "Diagnostics of self-assessment of the level of formed civic identity" (M.A. Rusetskaya), low self-esteem was manifested in more than a third of the subjects, a high level - in three people. The obtained results and their assessment by the method of correlation analysis confirm the relationship between civic identity and psychological readiness of students to resolve interethnic conflicts in a multicultural space, high indicators of civic identity also correspond to high indicators of psychological readiness of students to resolve interethnic conflicts, and low indicators of civic identity correspond to low indicators of the studied psychological readiness. These findings oblige us to focus on program-targeted interaction with subjects of the educational space to form and develop their civic identity.