Introduction. In this article we will consider the results of an empirical study of the impact of the economic business game “Cash Flow” on the monetary attitudes of students who participated in the game. According to the ROMIR Monitoring study conducted in March 2012, more than 70% of Russians have cash savings - this is the highest indicator for the last 20 years. At the same time, not everyone is able to save up for the most important goals in life - housing, a car, a decent education. One of the reasons for this is that the culture of individual investing is still just taking root in Russia. Actions in the real economic space with the aim of forming and changing attitudes regarding money have a number of limitations. Since the economic sphere of life has an extremely complex structure, we have a high risk of losses, as a result of which a person is more comfortable and safer to act as he is used to, even if these strategies are not effective enough. Therefore, in order to change a person’s attitude towards money, we need to recreate the economic sphere of life with as detailed a reflection of its realities as possible, while allowing a person to act more relaxed and freely than in life, allowing him to change his economic behavior and receive information about its effectiveness. It is desirable that this recreated situation arouse direct interest in the person, which would make his work on changing relationships the most effective. A business game can be such a form of work. A business game as a teaching method has been studied by many scientists (M.M. Birshtein, Ch. Abt, K. Greenblat, F. Gray, G. Graham, G. Dupuis, R. Duke, R. Prudhomme and etc.). A business game is a method of simulating behavior in various situations, carried out according to given rules in the presence of conflict situations or information uncertainty. In all games there is a two-dimensionality: not only gaming or professional tasks are solved, but at the same time the training and education of the participants occurs. Business games are used to solve a variety of problems, including the study and formation of economic consciousness (Wikipedia. Game). During the economic game, participants create and resolve problem situations. Thanks to the presence of a game goal and the recreation of economic and social reality, emotional tension is created among the participants in the game, their emotional reaction to the results of the socio-economic decisions made. The participant independently analyzes his behavior strategy in a certain area, receives quick feedback in the form of success or failure in a game situation, compares his actions with the actions of other participants, and has the opportunity to quickly change his behavior strategy. Taking into account the peculiarities of the situation that arises in a business game, it can be assumed that in this process there may be a change in the emotional, cognitive and behavioral components of attitudes in various spheres of life. A person’s attitude towards money is a significant focus for the subject on money, the value, the significance of money for the individual , emotional reactions in relation to money, motives associated with money, personality traits manifested in handling money, behavioral component of the attitude towards money, social ideas of the individual about the role (modality) of money in individual and social life, as well as social ideas of the individual about the function money in life. Which elements of a person’s attitude towards money are most mobile and change first? It can be assumed that, of those described above, the most likely change in social attitudes and the emotional component of the attitude towards money. The study of changes in attitudes in social psychology is associated with the theories of cognitive correspondence created in the 50s of the 20th century by F. Heider, T. Nyokom, L Festinger, C. Osgood and P. Tannenbaum (Andreeva G.M. et al., 2000). TheirThe main idea is a person’s desire for psychological consistency of his attitudes. A change in attitude will occur precisely when a person’s cognitions in a situation of social influence come into conflict with each other. By changing “old” attitudes, it is possible to accept new information, which in turn will contribute to the formation of attitudes consistent with it. A change in attitude can occur as a result of the following events: inconsistency of past beliefs, opinions about one’s behavior and new information; as a result of decisions made, choices made; due to persuasive communication (Zimbardo F., Leippe M., 2001; Gulevich O. A., 1999) All these phenomena occur in an economic game, and, therefore, an economic game can act as a method for transforming monetary settings. Similar studies were carried out in our country by several psychologists. As a result of the experiments carried out, E.V. Golubeva came to the conclusion that the patterns obtained in the situation of handling “conditional” money in the economic game “Ultimatum” can be transferred to real economic situations. The conditions of the game, as well as the degree of risk in a specific game situation, have a significant impact on the economic behavior of participants. The results obtained in the study by E.V. Golubeva, allow us to judge the productivity of using an economic game to change various components of economic consciousness in general and attitudes towards money in particular (Golubeva E.V., 2011). However, in the study by E.V. Golubeva achieved a different goal - to study the factors influencing economic behavior in the situation of an economic game, and the game “Ultimatum” can rather be called a game situation. In an experimental study by P.A. Muravyova (2009) set the task of studying the possibility of forming, changing and expanding some specific features of the attitude towards money in the process of a business game when playing various economic roles: entrepreneur, tax payer, buyer. The study used a business game in which a free trade situation was simulated without establishing clearly defined parameters of economic life. P.A. Muravyova notes that the participants acquired a more differentiated understanding of the functions of money, learned to see money as a means of helping other people, and received a clearer understanding of the results of economic behavior. During the process of the business game, the participants developed attitudes associated with a positive solution to financial problems, as well as attitudes towards active participation in the economic sphere of life instead of negative emotions and attitudes towards the dissatisfaction of such rational needs as travel and shopping. Thus, economic games can act as a tool for transformation economic attitudes, changing both ideas about the role of money and the emotional attitude towards it. The economic game “Cash Flow” is positioned by the developers as a tool for changing people’s attitudes towards money, and is designed to stimulate economic investment thinking. The main goal of the Cash Flow game is to teach participants how to manage their money and control their cash flow. This game teaches you how to plan a budget and not make thoughtless expenses, invest money wisely and get a return on investment. In order to understand how these indicators of attitude towards money will change during the game, we need to conduct an empirical study. The purpose of the experiment was to find out what changes occur in the participants of the “Cash Flow” game in relation to money. We can assume that in this form of training it is possible to change various components of the attitude towards money. Considering the short-term impact of the game - about two to three hours - we can assume that the most moving elements of monetary relations will be subject to transformation. The most significant changes are expected to occur inthe emotional component of the social attitude in relation to money, as well as in the financial assessment of others and self-assessment of one’s financial situation. Organization of the study. To implement the research program in 2010-2011. An empirical socio-psychological study was conducted in Omsk. Object of study: attitude towards money. Subject of study: changes in attitude towards money during the game “Cash Flow”. Purpose of the study: to establish whether a change in attitude towards money occurs during the economic game “Cash Flow”. Hypothesis research: as a result of participation in the game, students experience a change in the components of their attitude towards money: 1) the emotional component of social attitudes towards money changes: there is a general decrease in the level of emotional stress in relation to money; 2) the assessment of the financial situation of others increases and the self-esteem of one’s financial situation decreases provisions. In accordance with the methodology we developed for the study of monetary relations (see Semenov M.Yu., 2011), money was studied at the level of an abstract concept (money in general), relative to the subject himself and in 3 different situations (a lot of money, enough money, little money ). Attitudes towards money were studied at the levels of monetary attitudes and financial satisfaction. To test the hypothesis, we used the method of experiment and questionnaire. In the experiment, we created conditions for subjects to participate in the “Cash Flow” business game. The choice of the game was justified by the fact that it is close to modern economic conditions and takes into account many parameters of the economic sphere of human life. From four to six people participated in one game. The subjects consisted of three groups: 20 people interviewed before participating in the game, 20 people interviewed after participating in the game. Two experimental groups were created to control the testing effect. A control group of 40 people who did not participate in the game was also formed. This group filled out questionnaires but did not participate in the economic game. The study involved 80 people from 18 to 26 years old, university students in Omsk, 71% girls and 29% boys. To assess changes in attitudes towards money, we used two methods: 1. Methodology “Scale of satisfaction of the need for money” (M.Yu. Semenov, 2006). This technique was developed to assess the level of monetary satisfaction and consists of 13 ordered statements describing different degrees of monetary satisfaction. Its peculiarity is that it allows for a well-differentiated subjective assessment of satisfaction in money according to 4 parameters: 1) assessment of financial security in the past; 2) assessment of the current financial situation; 3) assessment of the financial situation in the future; 4) assessment of the financial situation of others.2. Methodology “Value and semantic relations to money” (Makhrina E.A., 2006) The method is aimed at studying the emotional component of the relationship to money. The subjects recalled their experiences, sensations, and feelings about money in three life situations (when there is little money, a lot of money, and enough money) and assessed the frequency of occurrence of these emotions. The subjects were offered 30 adjectives characterizing emotions, which they rated on a 10-point scale: 1 indicated the minimum frequency of expression of the feeling, 10 the maximum. Each of the adjectives was a reflection of a certain fundamental emotion (according to Izard K. E., 1980): joy, surprise, interest, grief, anger, fear, shame, disgust, contempt and guilt. As a result, we received estimates for 90 parameters. Based on the dominance of sums of point scores, a conclusion was made about which of the fundamental emotions characterizes the emotional component of the subjects’ attitude towards money. In the study, we created a business game situation. Each individual game involved four to five people. Before the game, the host talked about who created the game and encouraged the players to take the process seriously. Then the presenterexplained the rules of the game in detail and helped participants fill out the initial data in the financial report. After making sure that all participants understood the rules and were ready to participate, he began the game. In general, during the game there was a free, but emotionally tense atmosphere. At the beginning of the game, the participants were in a calm state, perceiving the rules of the game and upcoming actions as something distant and neutral in relation to them. During the game, all participants began to show more and more activity, express their emotions more clearly, stiffness disappeared, and the desire to win and become the most successful increased. The situations arising in the business game were perceived almost as real; one can speak of a strongly expressed emotional involvement of the participants in the game process. The participants screamed, stood up from their seats, became upset in case of failures, expressed their dissatisfaction with the situation in which they found themselves, or, on the contrary, rejoiced at the success. Results of the study. As a result of the study, we noted changes in the assessment of the emotional attitude towards money, as well as in the assessment of their financial well-being among the participants. Rice. 1. Average ratings of the emotional background for various situations and at different stages of the experiment. From the data presented it is clear that the very fact of participation in the game generally increased the emotional tone. The most emotional situation was perceived to be one in which there was a lot of money, and the least emotional was when there was enough money. A situation where there is a lot of money gives rise to emotions of joy, interest, surprise, while feelings of grief, disgust and anger are minimally expressed. The situation of a sufficient amount of money is characterized by the experience of joy and interest, and the situation of a small amount of money is accompanied by a more complex, ambivalent set of experiences: interest, grief, guilt and fear. It should be noted that interest accompanies all situations related to money, which indicates the importance of this topic (see Table 1). Let us consider the most pronounced changes in assessments of the emotional attitude towards money in comparison of the first group (studied before participation in the game) with second (after the game). For comparative analysis, we used only those parameters for assessing money that showed statistically significant differences according to the Student’s t-test. The results are presented in tables 2-4. Pronounced changes in emotional attitudes were recorded in 11 of 90 primary parameters (12%). The maximum number of changes - on 5 out of 30 (17%) primary scales - was manifested in the assessment of the situation “When there is enough money”, the minimum - on 2 out of 30 (7%) - in the assessment of other situations. Consequently, the economic game influences changes in the emotional component of the attitude towards money. After the game, there is an increase in indicators of fear and anxiety in a situation of a large amount of money. Consequently, the game has an impact on the assessment of the situation when there is a lot of money: internal tension increases and the disdainful attitude towards this situation decreases. In the situation of insufficient money during the assessment after the game, there was an increase in the indicator of interest and anxiety. Consequently, the game has an impact on the assessment of such a situation: interest and anxiety increase, we can talk about understanding the great importance of decisions in such a situation. In a situation of a sufficient amount of money, there was a decrease in emotional assessments of money. The following indicators decreased: surprised, amazed, amazed, on the one hand, and sad, embarrassed, on the other, which indicates the acceptance of such a situation as normal, ordinary. Consequently, the game influences the assessment of the situation of a sufficient amount of money in the direction of weakening emotional experiences. Thus, the economic game influences the emotional attitude towards money, and these changes occur differently for different situations. As a result of generalizing individual indicators of the emotional attitude towards money, we received results presented in Table 5. As a result of the generalized analysis, it was found thatin the second group (after participating in the game) there was a statistically significant increase in the feeling of guilt compared to the first group (before participating in the game) in a situation where there was a lot of money and when there was little money. These data are consistent with the results of studies by E.V. Golubeva (2010). An increased sense of guilt can be considered as an expectation of a negative assessment by others of a change in an individual’s financial condition, and as a consequence – auto-aggression and introjected social inhibition. This means that a change in the financial situation towards the improvement or deterioration of a person’s financial situation increases the level of neuroticism, is assessed by the person as causing harm to others or involves social sanctions. If the situation of a large amount of money is emotionally accompanied by an increased sense of guilt, then the situation when there is little money leads again also leads to increased feelings of guilt, as well as fear and interest, i.e. generates ambivalent reactions: negative experiences of guilt and fear and positive interest and curiosity. Consequently, the game has a contradictory effect on the emotional assessment of the situation when there is little money, and enhances the negative assessment of the situation of a large amount of money. In the situation of a sufficient amount of money, a decrease in the feelings of shame and surprise in the participants was revealed after the game. Thus, the economic game helps to reduce emotional experiences in the situation of a sufficient amount of money and creates a calmer attitude towards it. The dynamics of the participants’ assessment of their own financial satisfaction did not reveal any differences. In determining the financial well-being of the second group, there is a shift towards a more favorable assessment of the material well-being of others with stable assessments of their financial condition. Consequently, the game influences the assessment of the financial situation of others and contributes to a more favorable assessment of the situation. To increase the validity of the study, we need to determine whether there is a difference in attitude towards money in the experimental group compared to the control group. It can be assumed that the participants in the game, and they were only those who wanted to, differ from typical representatives of the general population. To test the influence of the fact of participation in the game, since the subjects of the first group already knew about their participation and were preparing for the game, we compared indicators of emotional attitudes towards money group before participating in the game with a control group that did not participate in the game. The results are presented in Table 7. Statistically significant differences were found for 9 out of 30 indicators (10%), most of them in relation to the situation of having enough money. In general, the control group was distinguished by less pronounced emotional reactions regarding money. In the first group, in comparison with the control group, in a situation of a large amount of money, there are higher rates of experiencing feelings of sadness and despondency regarding money; in a situation of a sufficient amount of money, there is a greater severity of feelings of embarrassment, guilt, amazement, despondency, confusion, shame and anxiety. There were no differences in emotional reactions to money in the situation of a small amount of money between the control group and the first group. We also compared the generalized indicators of the emotional attitude to money of the group before participating in the game and the control group. The results are presented in Table 8. In the situation of having a large amount of money, the first group has higher rates of experiencing the emotion of grief compared to the control group. In the situation of having a sufficient amount of money, the first group has higher rates of experiencing emotions of surprise, shame and guilt compared to the control group. In a situation of little money, the first group showed higher rates of experiencing disgust compared to the control group. Consequently, the participants in the game have a higher level of anxiety in relation to the situation of large and small amounts of money than the participants in the control group.The participants in the game had signs of a negative attitude towards money, expressed frustration and neuroticism in relation to money. Rice. 2. Differences in emotional assessments of money in different situations. There were no changes in the assessment of financial well-being between the first and control groups. Conclusions. The economic game “Cash Flow” is designed to stimulate economic investment thinking and teach participants how to manage their money. Changes in thinking, social attitudes and behavior patterns are primarily reflected in changes in the emotional component of social attitudes towards money, as well as in financial self-esteem. The purpose of the experiment was to find out what changes occur in the participants of the game in relation to money. Those students who took part in the game had a higher level of anxiety and neuroticism regarding money, at least before the game, in comparison with students who did not participate in the game. An increase or decrease in a sufficient, habitual amount of money is accompanied by emotional reactions, and the situation of a small amount of money causes stronger emotions than an increase. The game influences the emotional attitude towards money for different situations in different ways: in a situation of a large amount of money, internal tension increases and decreases dismissive attitude; in a situation of a small amount of money, interest and anxiety increase, we can talk about an understanding of the great importance of decisions in such a situation; in a situation of a sufficient amount of money, emotional experiences are weakened. If a situation of a large amount of money is emotionally accompanied by an increase in feelings of guilt, then a situation where there is little money , again leads to increased feelings of guilt, as well as fear and interest, i.e. generates ambivalent reactions: negative experiences of guilt and fear and positive interest, curiosity. Increased feelings of guilt can be considered as a forecast of a negative assessment by others of a decrease or increase in the amount of money a person has, and as a consequence - auto-aggression and introjected social inhibition. This means that a change in the financial situation towards the improvement or deterioration of a person’s financial situation increases the level of neuroticism, is assessed by the person as causing harm to others or involves social sanctions. Thus, the game has a multidirectional effect on the emotional attitude towards money in a situation where there is little money, and reinforces the negative assessment of the situation of a large amount of money. Having analyzed the results of the study, we can confirm the hypothesis about the influence of the game on changes in the emotional component of the attitude towards money. The data obtained are consistent with the conclusions obtained in the studies of O.S. Deineki (1999) and E.V. Golubeva (2010). Bibliography Andreeva G.M., Bogomolova N.N., Petrovskaya L.A. Foreign social psychology of the twentieth century. Theoretical approaches. M.: Book, 2000. - 174 pp. Verbitsky A.A. Active learning in higher education: A contextual approach. – M.: Higher school. 1991.- 207 pp. Golubeva E.V. 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