Articles

Background. For the first time in psychology, the question of the time perspective of personality was posed by K. Levin, and the term was introduced into scientific use by L. Frankl at the beginning of the last century. However, to date, there is no single understanding of this phenomenon, while there are a great many approaches to its understanding and interpretation. Thus, the concept of the time perspective of personality is quite ambiguous, and studies of time perspective are very diverse and are found in various problem areas of science, which determines the relevance of analyzing this phenomenon at the present stage.

Objectives. The study had its purpose to conduct a conceptual and categorial analysis of the term “time perspective of personality” in foreign and domestic psychology.

Methods. TThe conceptual and categorical analysis was conducted by means of the historical-prospective method to a depth of 50 years. The study considered publications of authors on the temporal perspective of personality in the period from 1974 to 2024, who gave contradictory definitions of this term or brought something new to its semantic field.

Results. The study analyzed the works of 28 authors, of which 13 are domestic, 15 are foreign. Their scientific positions in relation to the phenomenon under study are considered in the article in chronological order.

Conclusions. The presented approaches relate the phenomenon of the temporal perspective of personality to intra-personal constructs, the need-motivational sphere of personality, cognitive constructs, the sphere of perception, cognitive abilities, etc. The system-forming factor of the phenomenon is personality, although its specification and its significance in the structure of personality remains a controversial issue to this day.

Background. The formation of value orientations in the process of socialization of the individual occurs in various spheres, among the most significant ones in student youth is the sphere of social activity.

Objectives. The purpose of the study is to investigate the value effects of students' social activity.

Study Participants. The study involved 392 full-time students of higher education institutions aged 17–22 years (mean age M = 19.32 SD = 1.6, male (38%) and female (62%).

Methods. The study implemented the methodology aimed at establishing students' commitment to various forms of social activity (Shamionov et al., 2020, 2023). To assess the severity of the value orientations the “Values Portrait Questionnaire” was used (Schwartz et al., 2012).

Results. Family and everyday activity in conjunction with religious activity serves as the basis for supporting the value orientation towards preservation while in conjunction with spiritual and ecological activity — towards self-overcoming. Spiritual, leisure, sports and health forms of activity serve as the basis for supporting the orientation towards openness to change. The effect of the implementation of professional, Internet network, leisure activity is the value orientation towards self-affirmation.

Conclusions. The value orientations towards preservation, self-affirmation, self-overcoming and openness to change are determined by the joint variation of individual commitment to different forms of social activity. Taking them into account in the organization of educational work at the university allows for prognosing and planning the formation/development of students’ value orientations.

Background. Artificial intelligence (AI) technologies are advancing at an incredible pace, becoming accessible to users. Many on-line services generate photographs, opening opportunities for the creation of deepfake images. Understanding the factors that enhance an individual’s ability to recognize AI-generated images is important for ensuring information security. It is equally important to explore the psychological characteristics that enable individuals to adapt to new technologies.

Objectives. To investigate the relationship between communicative personality characteristics and the ability to distinguish AI-generated images from real photographs.

Study Participants. The study involved 96 respondents aged 18 to 58 years, students and specialists of various profiles (m — 33, f — 63, Mage — 22,27, SD — 7,87).

Methods. The study employed two questionnaires: the Emotional Empathy Test (Y. Orlov, Y. Emelyanov) and the Sociability Assessment Test (V. Ryakhovsky). Stimuli included real photographs and AI-generated images (Kandinsky 2.2, the resource thispersondoesnotexist.com, based on the StyleGAN model).

Results. The study revealed no significant relationship between empathy and sociability and the variable “generation recognition efficiency”. A statistically significant relationship was found between the success in identifying photographs and the variable “experience in interacting with AI”.

Conclusions. Levels of empathy and sociability are not related to the ability to recognize AI-generated images. However, the individuals previously interacting with AI recognize such content more effectively than those having no similar experience. These individuals are better equipped to detect the use of AI by malicious actors. The results obtained in the study contribute to research of AI perception and interaction.

Background. The introduction of robotic technologies into various aspects of life and activity inevitably raises questions about human-robot interaction and attitudes toward robots as participants in these interactions. Currently, there are few experimental studies examining the dynamics of attitudes toward robots during real-world interactions.

Objectives. The study had its purpose to investigate the impact of interaction with a social robot VitruBot and the influence of interaction format (professional, free, and observational) on the dynamics of negative attitudes and anxiety toward robots.

Study Participants. The study involved 106 participants (80 in the experimental group and 26 in the control group), all of whom were practicing doctors (M = 39.5 years, SD = 8.7).

Methods. The study consisted of both an experimental and a survey component. In the experimental component, participants in the experimental group interacted with the social robot VitruBot across three formats: professional, free, and observational, and subsequently completed questionnaires. Participants in the control group took part only in the survey. The study implemented the Negative Attitude Toward Robots Scale and the Anxiety Scale Toward Robots.

Results. The analysis of experimental data demonstrated: as a result of interaction with the VirtuBot, the negative attitude towards such interaction increases, while the assessment of the social influence of robots and the emotional aspects of interaction with them improves. Interaction with a robot also increases anxiety regarding the communicative characteristics of both the robot and the person interacting with it. The professional format of human-robot interaction helps to reduce the emotional and behavioral components of the negative attitudes to robots. The formats of free communication with robots and observation of the human-robot interaction increase the negative attitudes to robots and anxiety about interaction with them.

Conclusions. Interaction with robots contributes to a reduction of negative attitudes toward them but increases anxiety about interaction with robots in general. The format of interaction—whether professional, free, or observational—emerges as a significant factor influencing changes in the negative attitudes and anxiety associated with human-robot interactions. The presented experimental study expands our understanding of the specifics of attitudes towards robots, positive and negative perceptions of them, and describes the dynamics of attitudes towards robots during direct interaction with them.

Background. In an earlier article (Kapustin, 2024a), as a result of the analysis of E. Fromm’s works, three basic theoretical provisions were formulated that constitute the basis of the proposed integrative approach to understanding the personal prerequisites of the clients’ problems in psychotherapy and its purpose, which allows for considering the different perspectives on these issues contained in the well-known theories of psychotherapy by S. Freud, A. Adler, K. Jung, C. Rogers and V. Frankl from a unified common position. The first of them characterizes the objective property of human life inherent in its very nature, the second one concerns the typical personal prerequisites for the clients’ problems in psychotherapy, and the third one identifies the purpose of psychotherapy itself. The subsequent publications (Kapustin, 2024b, 2024c), based on the analysis of the theories of S. Freud, A. Adler and V. Frankl, have demonstrated the declared possibilities of the integrative approach.

Objective. To analyze theoretical ideas on the typical personal prerequisites of the clients’ problems in psychotherapy and its purpose contained in the works of K. Jung and C. Rogers from the position of an integrative approach, demonstrating its capabilities on the basis of these theories.

Results. It is shown that theoretical ideas of the named authors on the typical personal prerequisites of the clients’ problems in psychotherapy and its purpose can be considered as a particular case of the more general basic provisions of the integrative approach.

Conclusions. Ideas of K. Jung and C. Rogers about the typical personal prerequisites for the clients’ problems in psychotherapy and its purpose, despite obvious theoretical differences, nevertheless allow for considering them from a unified, common position set by the three basic provisions of the integrative approach. Thus, on the basis of these two psychotherapeutic theories, the proposed integrative approach obtains a certain theoretical justification for its capabilities.

Background. Presented study shows the potential of using nonlinear analysis algorithms as an opportunity for a comprehensive study of the socio-psychological characteristics of students who are and are not assigned to the risk groups for drug addiction when processing the large data sets.

Objectives. The study had its purpose to compare linear and nonlinear algorithms for assigning students to the risk group for narcotic drug use and to determine by longitudinal comparative analysis which of the algorithms has better prognostic potential.

Study Participants. The study involved 27,790 high school students (Mage = 16.2; SD = 2.03), from this sample, 11,786 students participated in the longitudinal study in 2020 and 2021.

Methods. Organizational method: comprehensive. Empirical method: psychodiagnostic — socio-psychological testing (SPT). The study was carried out using the Unified Methodology of Socio-Psychological Testing (EM SPT-19). Data processing methods: quantitative analysis — neural network method, comparative analysis, contingency analysis, discriminant analysis. Interpretive method: structural. Software: “Statistica” statistical analysis software package, “Loginom” analytical low-code platform.

Results. The study allowed to select errors of positive and negative attribution to the risk group made by using the neural network model. The analysis revealed that erroneous assignment to the risk group is associated with homogeneity of the matched groups on all scales of risk factors, while such homogeneity is not identified by the protection factors. Comparative analysis of data from students positively and negatively assigned to the risk group found significant differences only in anxiety and frustration scales. It is interesting fact that anxiety and frustration also turn out to be the scales that, according to discriminant analysis, do not have a distinguishing ability when predicting the assignment of a student to a risk group.

Conclusions. Classification implemented by means of the neural network model has an advantage over the linear algorithm, associated with consideration of intra-scale relationships and greater stability over time in the identified risk/norm groups. The correctness of the neural network solution is confirmed by the results of discriminant analysis. The study demonstrated that social desirability of answers, which is the most common reason for recognizing respondents’ answers as unreliable, does not play a significant role in classification using a neural network. The problematized categories of “anxiety” and “frustration” require further analysis concerning their role in forming a sample of students at risk.

Background. There is a large body of empirical evidence supporting the positive effects of systematic exercise on cognitive development of children and adolescents. However, the results on the immediate effect of physical activity on cognitive functions (in particular attention and memory) which can potentially come immediately after exercise, are practically lacking or quite contradictory.

Objective. The study had its purpose to investigate the immediate effect of physical activity on the measures of attention span and working memory capacity in adolescents.

Study Participants. The study involved 190 schoolchildren (54% girls) aged 13–17 (M = 14.73, SD = 1.61) from several regions of Russian Federation.

Methods. The “Schulte’s tables” were used for diagnostics of attention stability. Working memory scores were measured by means of “Memorization of 10 words”.

Results. Comparison of averages demonstrated no significant differences in the indicators of attention stability before and after physical activity (t = 9401, p = 0.131). In contrast, working memory indices were significantly lower after exercise (W = 7257, p < 0.001). Apart from that, girls were shown to memorize and reproduce on average more material than boys.

Conclusions. Thus, the obtained results indicate that there is no immediate positive effect of physical activity on the attention span and working memory capacity in adolescents. This may mean that the relationship between the indicators of attention stability, working memory capacity and physical activity is more complex and nonlinear, which requires further study.

Background. The study considers the problem of increasing aggression and anxiety among teenagers in the modern society. The programs for correction of aggressive behavior allowing for effective work with teenagers are in great demand in psychological practice.

Objectives. Testing the effectiveness of the correctional program “Face of Aggression” which has its purpose to optimize (reduce) the level of aggressiveness and anxiety in teenage schoolchildren.

Study Participants. The study involved 61 schoolchildren aged 11 to 14, of them 26 teenagers made up two training groups and 35 teenagers constituted the control group. The research was carried out on the basis of the Universal Library affiliated to the Joint Institute for Nuclear Research named after D.I. Blokhintsev in Dubna, RF.

Methods. Personal anxiety scale for students aged 10–16 years by A.M. Prikhozhan; Bass — Perry method for assessing the level of aggression; Toronto Alexithymia Scale.

Results. The obtained data analysis demonstrated effectiveness of the correction program “Face of Aggression”. Comparison of the studied psychodiagnostic indicators before and after the training in the experimental group revealed a significant decrease in the level of anger, statistically significant differences in the overall level of aggression, at the trend level — in indicators of physical aggression and the overall level of anxiety.

Conclusions. Aggression and anxiety, which are significant indicators of the difficulties experienced in adolescence, are “two sides of the same coin” and can be reduced by means of the psychological training using Burno’s method. The empirical study confirmed previously obtained data on the relationship between the emotion of anger and hostility as a factor of readiness for aggressive behavior with self-assessment and interpersonal anxiety in adolescents.

Background. The emotional state, the length of screen time and the level of educational motivation of schoolchildren are often a matter of concern for many parents. The study examines the relationship between educational motivation, the level of anger, and parenting styles from the adolescents’ point of view.

Objectives. Identification and description of the specific interrelations between various aspects of parenting and the teenagers’ motivation and anger in the context of global digitalization.

Study Participants. The study involved 265 people (54% — female). The average age of the respondents was 13.8 years (M = 13.8, Me = 14, SD = 1.62).

Methods. To study parenting styles, teenagers filled out the ad hoc questionnaire “Adolescents about parents”. The motivational and emotional components of the adolescents’ personality were examined by means of Andreeva & Prikhozhan’ questionnaire “Motivation of learning and emotional attitude to learning”. The level of digital engagement of adolescents was assessed on the basis of daily statistics of the average time spent using a mobile phone. Statistical analysis was performed using the general linear model (GLM) method in the Jamovi 2.3.16.0 program.

Results. According to the results of the GLM model, the adolescents’ achievement motivation is negatively related to their average screen time. The level of educational motivation of adolescents is positively associated with the positive interest and autonomy provided by their parents. The teenagers’ level of anger is positively associated with directiveness, hostility and inconsistency of parents. According to the Wilcoxon test results, parenting styles such as directiveness, hostility and autonomy are more pronounced in fathers than in mothers.

Conclusions. The most favorable parenting style for achieving high academic motivation and reducing the level of anger in adolescents is a pronounced positive interest and autonomy provided by parents along with a low level of directiveness, hostility and inconsistency. Achievement motivation has a negative relationship with the length of teenagers’ screen time.

Background. Despite the active development of self-driving transport technology conducted by leading companies around the world, people’s attitude to such technology remains ambiguous. The problem of the attitudes of individuals and various social groups to this type of transport, as well as the specifics of the socio-psychological determinants of such attitudes, remain insufficiently studied.

Objective. To study the socio-psychological determinants of attitudes toward unmanned vehicles depending on professional background, specifics of the residence place, and age group.

Study Participants. The study involved 967 people aged 16 to 72 years (Mage = 25.95; SD = 11.83), including 260 men (27%) and 707 women (73%).

Methods. Portrait Value Questionnaire, scale “Inclusion” of the Fundamental Interpersonal Relations Orientation questionnaire, Ten-Item Personality Inventory, the methodology of “Trust/distrust of a person to the world, himself and other people”, a questionnaire of attitudes towards technology, the author’s methodology for assessing attitudes towards autonomous vehicles.

Results. It is shown that attitudes towards unmanned transport differ among people of different professional backgrounds, living in the cities with different population density, and belonging to different age groups. Multiple regression analysis revealed the intrapersonal predictors of such an attitude: an individual value profile, personality traits, basic trust, the need for inclusion in interpersonal communication, and a technical worldview. At the same time, the set of identified predictors depends on the socio-environmental and socio-demographic determinants. The data analysis allowed to develop an empirical model of socio-psychological determinants of a person’s attitude towards an unmanned vehicle.

Conclusions. The attitude towards an unmanned vehicle is determined by a number of socio-psychological determinants, which include intrapersonal (individual value profile, personality traits, basic trust, the need for inclusion in interpersonal communication and technical worldview), as well as external socio-environmental and socio-demographic determinants (professional background, place of residence and age specifics).