Articles

Abstract

Background. The dynamic development of information technologies changes not only the reading practices of adolescents, but also their mental representations of text in the digital environment, including perceptions of the text purpose and functions, as well as information processing strategies. Psychological research into these representations, particularly the understanding of hypertext as a foundational component of the Internet space, is essential for the development of digital literacy in adolescents.

Objectives. This study aims to identify and analyze the views of 7th and 8th grade students regarding screen reading and the specific characteristics of their hypertext perception.

Study Participants. 1,845 schoolchildren educating in the 7th and 8th grade in various Russian regions (57.6% girls). Respondents were aged 13–15 years (M = 14.0; SD = 0.74).

Methods. The study used a survey design employing the authors' original online questionnaire "Screen Reading: Hypertext". Data analysis was performed by means of descriptive statistics, the Mann — Whitney U test, and Pearson's chi-square test. Effect sizes were estimated using rank-biserial correlation and Cramer's V.

Results. A comparison of data from 2020 and 2025 indicates that the mixed nature of reading practices among 7th and 8th graders persists, with a smooth trend toward a gradual decline in the dominance of the print format (p < 0.001). A discrepancy is revealed between the high digital activity and low theoretical awareness of the students: according to the 2025 survey results, 93.1% of respondents spend at least one hour a day online (including 57.3% who are online from 3 to 6 or more hours daily), yet only 41.9% of them demonstrate an intermediate-to-advanced grasp of the "hypertext" concept. The majority are either unfamiliar with the term or use it without comprehension, despite evaluating their Internet skills as confident.

Conclusions. The findings confirm the necessity of developing adolescents' digital literacy, with a focus on fostering the metacognitive skills crucial for working with hypertext. Psychologically oriented interventions (teaching navigation strategies and comprehension of non-linear texts) can increase awareness when using electronic resources and reduce the risks of superficial information processing in the digital environment.

Abstract

Background. This study addresses a pressing issue in developmental ecopsychology — the analysis of transformation of the operational structure of primary school students' thinking under the influence of radical changes in the sign-mediated environment, which, in turn, is driven by total digitalization. A retrospective analysis allows for identifying the specifics of cognitive development in the context of permanent inclusion in a new digital "ecological niche", which is a key to understanding the emerging patterns of mental development in the modern socio-technological context.

Objective. To conduct a comparative retrospective analysis of transformation of the operational structure of verbal-logical thinking in primary school pupils in the context of digitalization of the educational and social environment. To identify and compare the productivity dynamics of key thinking operations across the 2015, 2020, and 2025 cohorts for differentiating stable and plastic components of the cognitive sphere.

Sample. The study employed a retrospective cohort analysis design. The current cohort (2025) consisted of 64 second-graders, while the reference groups comprised archival cohorts from the same school for 2015 (n = 66) and 2020 (n = 62).

Methods. To assess the operational structure of thinking, the standardized E.F. Zambaceviciene method was used. Data processing was performed using IBM SPSS 26.0 with non-parametric criteria.

Results. The study revealed statistically significant dynamics in the productivity of operations: a consistent and significant decrease in the productivity of classification (χ² = 29.84, p < 0.001, ε² = 0.16) and generalization (χ² = 34.57, p < 0.001, ε² = 0.18) was recorded from the 2015 cohort to the 2025 cohort. Indicators of awareness (χ² = 1.02, p = 0.60) and analogical inference (χ² = 1.45, p = 0.48) showed no statistically significant changes, indicating the stability of core semantic structures.

Conclusions. The study results confirm the formation of a specific phenomenon of "digital ontogenesis", characterized by a differentiated transformation of the operational composition of thinking. From the perspective of ecopsychology, this indicates a restructuring of the "subject-environment" system at the cognitive level. For educational practice, this implies the need to develop didactic models that harmonize the interaction of emerging digital and established traditional cognitive patterns.

Abstract

Background. The accelerated implementation of artificial intelligence (AI) in higher education is changing the content of faculty professional activity, while faculty attitudes toward AI largely shape universities' digital transformation. However, the structure of these attitudes and their typological diversity remain insufficiently explored. Most existing studies rely either on general technology acceptance models or on isolated opinions and concerns, whereas typological reconstruction of stable psychological profiles remains underdeveloped.

Objective. To identify and describe a typology of higher education faculty attitudes toward the use of AI in their professional activity.

Study Participants. The study involved 400 faculty members from several Russian universities representing different institutional profiles. The mean age was 38.07 years, and the mean teaching experience was 11.65 years.

Methods. The study employed six scales of the validated author-developed questionnaire "Teachers' Attitudes toward Artificial Intelligence," along with indicators of AI use intensity, AI-related behavioral practices, organizational context, and work engagement. The typology of attitudes was identified using hierarchical cluster analysis and k-means clustering. Differences between the clusters were assessed through parametric and nonparametric statistical procedures.

Results. The study has identified three types of teachers' attitudes toward AI: "pragmatically accepting," "normative-reflective users," and "anxiously distanced skeptics." The strongest contributions to the differentiation of these types were made by perceived usefulness of AI, readiness for its implementation, subjective competence, and professional anxiety. Normative-regulatory indicators showed weaker discriminative power. Age, teaching experience, and work engagement were not statistically significantly associated with the typology. Differences in AI use frequency were limited, whereas differences in AI-related practices and organizational context were more pronounced.

Conclusions. Faculty attitudes toward AI represent a multidimensional psychological construct that includes resource-related, anxiety-related, and normative-regulatory dimensions. The identified typology allows moving beyond an averaged description of AI acceptance and reconstructing qualitatively distinct psychological profiles, which may inform professional development programs, digital adaptation strategies, and institutional AI policies in higher education.

Abstract

Background. The multifaceted nature of contemporary environmental threats directly impacts social stability and global development, driving increased research into pro-environmental behavior capable of countering these threats. Empirical investigation into the mutual influence of "top-down" (personality traits) and "bottom-up" (modes of interaction with the environment) factors on the formation of people's conceptions of nature—which underlie specific environmental attitudes and actions—is particularly relevant. This study contributes to the field of environmental psychology by offering a comprehensive analysis of the factors that shape pro-environmental behavior.

Objective. To identify factors shaping perceptions of the natural environment by integrating "bottom-up" (environmental) and "top-down" (personality) approaches to understanding the human-nature interaction.

Study Participants. The study involved 100 students from Moscow universities (mean age 19.2 years, SD = 2.81; 32% men, 68% women).

Methods. To assess "bottom-up" factors stemming from the type of subject-environment interaction, a methodology based on V.I. Panov's ecopsychological approach was developed. "Top-down" factors were assessed using the Big Five Personality Profile Questionnaire B5-10 (M.S. Egorova and O.V. Parshikova). A psychosemantic method was employed to investigate perceptions of the natural environment. Statistical data processing was performed using IBM SPSS Statistics 22.0 and Jamovi software and included correlation, factor, and regression analyses.

Results. Based on assessments of interactions with nature, a three-factor structure of perceptions was identified: "ecoidentity" (connection with nature), "resourcefulness" (perception of nature as a source of resources), and "eco-concern" (concern for the state of the environment). It was found that: the highest level of "ecoidentity" is associated with the subject-isolated type of interaction; the highest "resourcefulness" is attributed to the subject-generating type of interaction; the lowest "eco-concern" is characteristic of the subject-joint type of interaction. Data were also obtained regarding the contribution of personality traits to the variability of people's conceptions of nature.

Conclusions. The study demonstrates that perceptions of nature are shaped by the combined influence of the type of direct interaction with the environment (the "bottom-up" factor) and stable personality traits (the "top-down" factor). The specific type of interaction (isolated, generative, joint) is associated with the actualization of different aspects of perceptions. Moreover, personality traits, primarily agreeableness and conscientiousness, significantly predict the propensity for ecoidentity, whereas ecoconcern is more strongly associated with neuroticism, particularly among women.

<p><b>Abstract</b></p>
<p><b>Background.</b> The current level of institutionalization and theoretical development of ecological psychology in Russia makes a simple description of its ideas evolution insufficient. Critical reflection on the process of scientific knowledge development itself has become paramount. The discussion agenda of the 10th Russian (International) Conference on Ecological Psychology (October 2025) highlighted the need for a historical and methodological review of its current approaches. Therefore, retrospective analysis is no longer a tribute to tradition, but a tool for identifying continuity and vectors for further development, necessitating a review of the genesis of modern directions in ecological psychology.</p>
<p><b>Objective.</b> To conduct an analysis of the basic concepts and history of the emergence of areas in ecological psychology, using the Ecopsychological Typology of Agent-Environment Interactions as a theoretical basis.</p>
<p><b>Methods.</b> Theoretical and methodological analysis, typological analysis, comparative historical analysis of domestic and foreign scientific publications, monographs, collections of papers, and conference materials.</p>
<p><b>Results.</b> The study provides an analysis of the term "ecological psychology" in Russian psychological literature, demonstrating its ambiguity as a result of different translations of the English terms "Ecological Psychology," "Environmental Psychology," "Psychological Ecology," "The Ecology of Human Development", etc. Historically, environmental psychology emerged in international psychology as a specific stage in the development of behavioral and gestalt approaches in psychological science and practice. It was only in the final decades of the last century that environmental psychology began to embrace topics directly addressing the global ecological problems.</p>
<p><b>Conclusions.</b> Despite obvious differences in the subject matter and conceptual apparatus of the areas of domestic ecological psychology, they are united by a common methodological premise—the use of the "person-environment" relationship as a methodological basis. Differences in these fields of ecological psychology are determined by the type of ecopsychological agent-environment interactions (our term) that underlies the research.</p>

Background. The increasing incidence of stroke among young individuals challenges its traditional understanding as of an age-associated disease. The general lack of familiarity with this issue among not only neurologists but also other specialists underscores its importance and indicates that it is understudied. In 15–40% of cases, the cause of stroke in young people remains undetermined. Special scientific interest is directed towards various (including long-term) consequences of cerebrovascular accidents in the young, primarily affecting the cognitive and emotional-personal realms. These consequences are crucial in the context of the patients' working and reproductive age, impacting their quality of life.

Objectives. To review domestic and foreign publications on the problem of stroke at a young age, analyze the available clinical and psychological data and identify promising areas of neuropsychological research on the problem.

Methods. Comparative method, a combination of methods for text analysis, analysis of clinical psychological data.

Results. A review of articles indicates that the first neuropsychological studies of young patients with strokes date back to the 1970s and 1980s. According to scientific publications, younger stroke patients have a better prognosis for physical and cognitive rehabilitation compared to older age groups. Yet, the specifics of cognitive impairments are often noted but not analyzed in depth. However, many studies focus on the issues related to professional and social adaptation of these patients.

Conclusions. Stroke in young individuals features distinct neuropsychological impairments compared to those in older and elderly age groups. These neuropsychological consequences require further research and may relate to the cognitive sphere of individuals. There is a need to standardize methodological approaches in stroke research among young people to improve data comparability and develop more effective diagnostic and treatment methods. Additionally, there is a demand for developing and adapting diagnostic tools that can detect subtle symptoms of cognitive impairments in young patients. This, in turn, will allow for linking specific cognitive deficits to difficulties in professional and social adaptation.

Background. In the era of technological transformations, the conditions of social interaction are becoming more complex, which makes it necessary to study the communicative behavior of adolescents and young people in the digital social environment.

Objectives. The study had its purpose to investigate the peculiarities of the communicative activity of adolescents and students in the digital social environment.

Study Participants. A total of 318 people took part in the study: in 2022 — 156 pupils of secondary schools (35 boys and 121 girls) aged 16–17, in 2024 — 162 students of higher educational institutions (18 boys and 144 girls) aged 17 to 22 years.

Methods. The study was carried out in two stages over two years (2022–2024) by means of cross-sectional surveys and questionnaires. The survey provided data on the average daily screen time of participants' mobile electronic devices: the screen time over the past day, as well as the screen time spent on messengers and social networks Telegram, VKontakte and others.

Results. It has been established that the main communications in the digital social environment among students occur mainly in messengers and social networks. Communication trend is shifting to the Telegram messenger. The average daily screen time of teenagers and students on smartphones has increased significantly between 2022 and 2024, and among the total average daily screen time, the time share spent on social networks and messengers was also higher in 2024.

Conclusions. The study revealed certain differences in the communicative activity of adolescents and students in the 2022 and 2024 in two main directions. Firstly, the analysis of screen time indicates an increase in communicative activity mediated by the digital environment, which may indicate a decrease in the direct communicative component of communication. Secondly, there is a shift in the preferences when using instant messengers and social networks from communicating in various instant messengers and social networks in approximately equal shares in 2022 to the predominant use of the Telegram messenger in 2024.

Background. The problem of parents and children remains relevant at all times. Professionals working with families in counseling practice every day face with the need to find professional answers to the questions posed to them. These issues often relate to the mutual expectations of parents and children. But with all the variety of studies on child-parent relations, the system of role expectations in these relationships has hardly been studied.

Objectives. To develop a functional model of role expectations in child-parent relationships.

Study Participants. The study involved 142 respondents aged 18 to 62 years who contacted a psychologist with a request to optimize child-parent relations.

Methods. The study was performed on the basis of a diagnostic conversation by means of the author’s ad hoc questionnaire “Semi-structured unfinished sentences”. To develop a model of role expectations in child-parent relations, the categorial method “Celtic Cross” was used, reflecting the possible states of an object in the form of four squares and allowing to trace the transitions of an object from one state to another. The method makes it possible to fully comprehend the interconnectedness and interdependence of the elements highlighted in the object.

Results. A functional model of role expectations in child-parent relations has been developed in the form of the coordinate system indicating “guilt” on the vertical axis and “resentment” on the horizontal axis. The model helps to explain the causes, the course of development and the devastating consequences of mutual resentment and guilt between parents and children, which opens up the prospects for developing a mechanism for optimizing child-parent relations.

Conclusions. The functional model of role expectations in child-parent relations obtained in the study can become the basis for further theoretical research and practical developments in the field of family psychology and counseling practice.

Background. The concept of “competence” was introduced into the psychology of intelligence in the 1970s as an alternative to the test approach to studying mental abilities, but until now it has been used primarily in the business environment and in pedagogy. In our study, we attempted to bring the concept of “competency” back to intelligence research and defined intellectual competencies (ICs) as relatively stable patterns of individual cognitive behavior that manifest in the process of solving cognitive tasks and ultimately lead to finding the respective solutions.

Objectives. The study had its purpose to test the following hypotheses: 1) manifestations of ICs while solving cognitive tasks of different types correlate positively with success in finding the solutions for these tasks; 2) manifestations of ICs are characterized by trans-situational stability; 3) manifestations of ICs correlate positively with psychometric IQ and conceptual abilities.

Study Participants. 49 self-reported healthy adult volunteers (29 females; aged 18–49, Меan = 22) participated in the study.

Methods. Participants were administered J. Raven’s Standard Progressive Matrices and M.A. Kholodnaya’s Generalization of Three Words and Conceptual Synthesis tests. Then, they solved two cognitive tasks (one propositional and one performative). The efficiency of each solution as well as manifestations of ICs during the solving process were assessed through expert evaluation.

Results. Participants who manifested ICs known as “transformative efforts”, “ability to compose conceptual gestalts based on past experiences” and “active information acquisition” demonstrated greater success when solving cognitive tasks of both types compared to participants who did not manifest these ICs. Differences in manifestations of ICs while solving tasks of different types were found for “transformative efforts” only. Conceptual (categorial) abilities of participants who manifested “active information acquisition” when solving both tasks were higher than those of participants who did not manifest this IC. No difference in the levels of conceptual abilities and IQ was found between participants who did manifest ICs in the process of solving cognitive tasks and those who did not.

Conclusions. ICs are an independent psychological formation which is not directly based on either IQ or conceptual abilities. This may be related to the existence of “core” and “peripheral” ICs which remains to be addressed in the future studies.

Background. The article is devoted to one of the organizational forms of teaching created for a fundamentally new course of literature at school. The course was developed by G.N. Kudina and Z.N. Novlyanskaya in line with the system of developmental education by D.B. Elkonin and V.V. Davydov and is based on the theoretical position of M.M. Bakhtin on the relationship between the author and the reader of a literary work as a specific correspondence dialogue. From this point of view, each of the participants in this dialogue is supposed to have the experience of «being» in the place of the other: the author is to be a reader, and the reader — to be an author. Therefore, the positional teaching method serves as the methodological basis for the new course, which allows to build the process of children training as their engagement into 2 main positions: the author’s and the reader’s ones, and to ensure the possibility of moving from one position to another. The need for early engagement of children into the author’s position requires developing the new types of training that are not typical for traditional education. One of them is a collective creative etude.

Objective. To substantiate, describe, and illustrate with typical examples the process of conducting collective creative etudes with schoolchildren of the 2nd and 3rd grades. To demonstrate the effectiveness of the new type of training for mastering the author’s position, for developing children’s ability to transform life impressions into verbal art images and for their transition to individual creativity.

Results. The article provides an analysis of two collective etudes: the one connected with the perception of reality object, and the other — with the development of cultural forms of the verbal creativity. As a result of such activities children learn to select and transform life impressions in accordance with their plot, to embody them in an adequate cultural form, for example — in the form of a riddle. It is shown that a collective creative etude contributes to the emergence and implementation of individual creative ideas and the development of the author’s position in the primary schoolchildren.

Conclusions. A collective creative etude is an effective “pre-action” for the subsequent independent activity of a child in the author’s position. It promotes the awakening of children’s “creative initiative”, their ability to find material for the adequate embodiment of a creative idea in the life phenomena. It also opens the way to the assimilation of the author’s position and to successful attempts in individual creativity.