«Young Scientist» •  4 (104) • April, 2022 ПСИОЛОГІНІ НАКИ 61 © М М.М., Р М.М., 2022 DOI: https://doi.org/10.32839/2304-5809/2022-4-104-14 ДК 316.614+159. М М.М. 1 , Р М.М. 2 П     В.Г. К ПСИОЛОГІНІ ОСОБЛИВОСІ КРИЗИ ІДЕНИНОСІ  ПІДЛІКОВОМ ВІІ А.        ,         ,      -  . О        -   ,         ,     -    . О    .       -       ,      - ,     ,    ,   . П,       . П  ,        - ,   , , ,     -    . Ї    . Н, ,        ,   ,   ,       . К : ,  ,  ,  ,  . Melnychuk Maiia, Reva Marina Poltava V.G. Korolenko National Pedagogical University PSYCHOLOGICAL FEATURES IDENTITY CRISIS IN ADOLESCENCE Summary. The article describes the problem of identity in psychology, the specifcs of adolescence and signs of intrapersonal crisis in youth, features of adolescent identity and its emotional and regulatory aspects. The basic principles and requirements for empirical research in psychology are described, as well as a description of the methodological foundations and psychodiagnostic techniques used to study the features of the emotional and regulatory aspect of the crisis of adolescent identity. The methodical procedure of empirical research is formed. To study the psychological features of the identity crisis in adolescence, questionnaire-type techniques are pro- posed, defned as a type of technique that consists of a set of items that do not have the correct answer, but are characterized only by their frequency and direction. The choice of the empirical basis of the research is substan- tiated. There is also a description of the results of an empirical study of the identity crisis in adolescence, their role positions in interpersonal interaction, features of emotional orientation and traits that regulate behavior, the specifcs of gender identity. It is analyzed that modern adolescents are mostly characterized by undifferentiated identity. At the same time, adolescents, who are characterized by pronounced signs of identity crisis and infan- tilism, are usually aggressive, conficted, rigid, frustrated and dominated by hedonistic and communicative emo- tions. They are characterized by non-differentiation of gender roles. Instead, young people who are characterized by adulthood and overcoming the identity crisis are characterized by humane behavior, self-confdence, practical direction of emotions and strong gender identifcation. The theoretical signifcance of the work connection with various aspects of the «I» of the individual. The results of empirical research can be used in practical psychological work aimed at promoting the formation of adolescent identity, the integration of various aspects of the «I» of the young person in the implementation of counseling and training psychological work. Keywords: adaptation, socio-psychological adaptability, readiness for schooling, primary school age, internal position of the student. 1 ORCID: https://orcid.org/0000-0003-4111-7849 2 ORCID: https://orcid.org/0000-0002-5478-8855 П  . П       -   .  ,        -   (,  -    ,    .),     - ,   , -        . І   -      ’     .    -       - -,    -    , ,    ,    .       -     ,       , , - .      ,   ’   -   ,  - ,    . В     ,  -      -  ,  . М     -    ’ . -    ,    -