Articles

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).

Background. Ethnic identity is an important factor in the interaction of different cultures. Studying an ethnic group that lives outside its historical homeland allows to better understand the role that living in a foreign cultural environment plays in the feeling of belonging to one’s people.

Objectives. The study had its purpose to analyze the socio-psychological characteristics of the ethnic identity of Russians living in Azerbaijan compared with Russians living in Russia and Azerbaijanis living in Azerbaijan.

Study Participants. The study involved 185 respondents (71 Russians living in Azerbaijan, 76 Azerbaijanis living in Azerbaijan, and 38 Russians living in Russia) aged 18 to 70 (M = 34,2; SD = 15,8).

Methods. The survey included the authors’ questionnaire and J. Phinney’s inventory (MEIM) adapted by A.M. Arbitailo. The processing methods implemented the Mann — Whitney U test, Pearson chi-square, Fisher’s phi test, and content analysis of open questions.

Results. The study results show that ethnic identity level among Russians in Azerbaijan is lower than among Russians in Russia, which may be due to the influence of Azerbaijani culture and assimilation processes. It was also found that ethnic identity of Russians in Azerbaijan often includes elements of local culture, which supports the assumption of conglomeration processes. An analysis of perception of cultural archetypes and ethno-differentiating features among Russians and Azerbaijanis indicates differences in the perception of cultural and ethnic characteristics, which emphasizes the complexity of the processes of integration and identification in multicultural setting.

Conclusions. The ethnic identity of Russians in Azerbaijan is characterized by a lower level of expression and assimilation of some elements of Azerbaijani culture in its cognitive component. However, the differences in behavioral patterns and values indicate the formation of a conglomerate identity, where ethnic, linguistic, and national identities interact though do not completely merge.

Background. Personal self-regulation at the level of value-semantic formations is complicated when gender self-awareness is formed with multiple, sometimes mutually exclusive gender roles and images. This creates conditions for the development of intrapersonal conflicts, one of them being the Intrapersonal Gender Role Conflict (IGRC). We define IGRC as a systemic contradiction at the value-semantic level of personality, arising as a result of the clash between the high subjective significance of various gender roles and dissatisfaction with self-realization in these roles. Compensatory behavior serves as a sign of IGRC, while the absence of IGRC is associated with effective self-regulation of a person based on the conscious individual transformation of gender models of self-realization. The study of this phenomenon requires developing the diagnostic tools.

Objectives. Testing of a questionnaire developed on the basis of the five-factor IGRC model.

Study Participants. 397 women and 209 men (working, having a family and children) aged 25 to 46.

Methods. Descriptive statistics and internal consistency (Cronbach’s alpha), non-linear standardization on a five-point scale, intercorrelation analysis.

Results. The study presented psychometric indicators and standardization of the IGRC questionnaire on the role areas of “Gender Self”, “Professional Self”, “I am like a husband/wife”, “I am like a host/hostess”, “I am like a father/mother” on the samples of men and women. It was found that in the female sample the expression, as well as the range and dispersion of indicators in all spheres, are significantly higher compared to those in the men sample. The analysis revealed a correlation between all spheres of the IGRC formation in women, while in men this trend is not observed: the conflict may develop in one sphere and not affect the others.

Conclusions. Testing of the IGRC questionnaire confirmed that both men and women can exhibit compensatory behavior, manifesting the development of this type of conflict in its five identified areas. Gender differences in IGRC are manifested in the fact that in women, as a rule, all areas of the conflict develop in a more integrated way and have greater severity, compared to men. The five-factor IGRC questionnaire with standardized scores on the scales presented in the article makes it possible to use this tool for further studies of the manifestations and mechanisms of IGRC.

Background. The article substantiates that today the research emphasis of many psychologists is shifting from understanding the present to analyzing the psychology of understanding the past and the future. Understanding the past is analyzed as a general humanitarian and psychological problem. Counterfactual thinking is considered as a psychological mechanism for understanding the past.

Objectives. To analyze the understanding of the past as a function of counterfactual possibilistic thinking.

Results. The study delivered an analysis of the role of counterfactual thinking in understanding the past, which did not actually happen, but could include alternative possible events. Counterfactual thinking was considered not as Laplace’s consistent description of the human world, but as a complex ambiguous mental formation. It is shown that counterfactual reasoning is a tool of cognition not only for psychologists, but also for historians, linguists, political scientists and researchers in other specialties. The presented analysis allowed to identify and describe five functions of counterfactual possibilistic thinking, manifested in behavior and activity: cognitive, meaningforming, motivational, moral, and affective-regulatory.

Conclusions. The psychological basis of retrospective counterfactual thinking is an appeal to the past, an analysis of the possible but not accomplished options for the development of the events and situations under study. A characteristic feature of the counterfactuals is that counterfactual events are not just something that did not happen, but something that could actually replace what happened.

Background. Self-regulation ability plays an important role in the school success of children — their academic performance and social competence. However, little is known about the specific aspects of self-regulation contributing to this or that competence.

Purpose. The study had its purpose to reveal the contribution of behavior control as a subjective regulatory function to the progress of younger schoolchildren and their social competence.

Methods. BRIEF questionnaire to assess behavior control, sociometry to assess social competence, additionally — a questionnaire for teachers to reveal the teacher's attitude towards the child as a factor that can also influence the variables under study.

Sample. 75 children 9–10 years old, 34 are girls, students of grades 3–4.

Results. Regression analysis showed that behavior control contributes to academic performance (R2 = 0.341, p = 0.022 for the Russian language; R2 = 0.425, p = 0.006 for mathematics). The teacher’s assessment of the child’s popularity also predicts academic performance (β = 0.588 for the Russian language and β = 0.623 for mathematics). Apart from that, behavior control predicts the likelihood of a child being accepted by peers (R2 = 0.260, p = 0.028). And, additionally, schoolchildren's acceptance is predicted by their academic performance.

Conclusion. The study revealed significant contribution of behavior control to the academic success and social competence of the younger schoolchildren. Further work will be focused on clarifying the role of emotional control and initiative of a child in the academic performance and social competence of the primary school students.

Background. Presented research was carried out in the context of relevant in modern psychology differential approach to the study of the psychological characteristics ensuring students’ academic achievement.

Objective. The study had its purpose to identify differential features of regulatory and personality resources of academic performance in the students with different profiles of school engagement.

Sample. The sample consisted of 1056 schoolchildren of 5-11 grades.

Methods. V.I. Morosanova’s “The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)”; “A Multidimensional School Engagement Scale” (Wang et al., 2019; Russian adaptation Fomina, Morosanova, 2020); “Big Five Questionnaire — Children version (BFQ-C)” (Russian adaptation Malykh et al., 2015); “Academic Motivation Scale — School (AMS-S)” (Gordeeva et al., 2017); “Attitude towards learning in middle and high school” (modification of «Method of diagnostic of learning motivation and emotional attitude to learning in secondary and high school») (Andreeva, Prikhozhan, 2006). Academic achievement indicator was calculated as the average score in all subjects.

Results. The study revealed 4 groups with different levels of school engagement and its components. An analysis of differences in achievement resources in the identified groups showed that students with a high level of school engagement were characterized by the highest levels of self-regulation, internal academic motivation, extraversion, conscientiousness and openness to experience. The most successful in terms of academic achievement were the students with a high level of all engagement components, as well as those with a high cognitive engagement.

Conclusion. The study provides empirical data on the differential features of regulatory and personality resources of academic achievement in the students with different profiles of school engagement. Further studies might be aimed at investigating the age specificity of the identified engagement profiles and individual typological features of academic achievement resources.

Background. New times, with its instability, uncertainty and ambiguity, determine the need for constant professional growth as a fundamental condition for ensuring the personal psychological vitality of teachers. In this regard, the study of psychological regulation of their professional growth is of particular relevance.

Objective. The study had its purpose to find and reveal the nature of the relationship between subjective well-being of teachers and their attitude to professional activity, orientation to overcoming professional deficits.

Methods. Ranking of the subjective complexity of professional development programs for teachers, the author's self-assessment questionnaire for professional deficits and the author's questionnaire for assessing subjective well-being (SWB).

Sample. 655 teachers (145 men, 510 women) of three age groups: young, middle and older age.

Results. The study considered subjective well-being at work as a regulator of activities to reduce professional deficits. An analysis was carried out by gender and age subgroups. It has been shown that the highest level of SWB is characteristic of male and older teachers. A high level of SWB is associated with a low importance of professional success, lower susceptibility to stress and restraint in the desire for professional growth. The choice of advanced training courses is mainly determined by professional deficiencies associated with teaching and educational methods. The desire for professional growth is most pronounced among the young teachers with a relatively low level of SWB. They put a great value to their professional success, the key to which is their professional competence and support of the teaching staff. Focus on professional success makes the factors like overtime, fatigue and health lose their significance. Exposure to stress is mitigated by team support. Such teachers choose challenging courses in information technology and tutoring.

Conclusion. Subjective well-being at work serves as a regulator of teachers’ professional growth depending on the age and gender. The average level of SWB at work is optimal in terms of incenting for professional growth.

Background. In modern organizations, specialists who are ready to cope with uncertainty, stress, anxiety, capable of conscious self-regulation, self-organization, and characterized by high self-efficacy are of particular value. First of all, this applies to specialists who directly work with the personnel of organizations, since their effectiveness and motivation influence the activities of other employees. In this regard, it seems relevant to study individual and group interests of HR specialists as their self-efficacy regulators in the system of personal resources.

Objective. The study had its purpose to study the relationship between the self-efficacy of HR-specialists and their individual and group interests.

Methods. Theoretical categorical analysis, the Maddux-Scheer self-efficacy test, the author's technique for identifying the employees' labor interests, statistical methods.

Sample. Human resource specialists, N=120, 67% women, mean age 31 years.

Results. Analysis and comparative evaluation of the data obtained on 8 subscales of labor interests (economic, professional, career, group, corporate, territorial, civil and general) and 2 subscales of self-efficacy (activity and social) have revealed that HR-specialists with high and medium levels of self-efficacy were dominated by the individual (economic, professional, and career) interests, while those with a low level of self-efficacy – by the group and corporate interests. It was found that professional, career, and economic interests are most associated with self-efficacy (r=0.5; r=0.485 and r=0.423 with p` <0.05, respectively). The group interests of HR-specialists are not linked to their self-efficacy.

Conclusion. The identified correlation between general labor interests and self-efficacy allows to conclude: the higher the level of interest of an HR specialist in his activities, the higher he assesses his competence in solving professional problems and the more confident he is in achieving the desired result, which strengthens his self-efficacy in professional activities and ultimately affects labor productivity. In addition, the orientation of labor interests can serve as a value-semantic regulator of self-efficacy.

Background. The information technologies field (IT) is one of the fastest growing. However, the specifics of work organization in IT (Agile methods) requires special professional and psychological skills, which raises an important research question on how to ensure job success while maintaining the occupational well-being of software developers.

Objective. The study had its purpose to analyze the contribution of psychological resources (hardiness, tolerance to uncertainty and self-efficacy) to the occupational well-being and success of software developers.

Sample. 102 professionals (developers, analysts, and testers), 77 men and 25 women, average age — 29.7, average work experience in IT — 7 years.

Methods. The data were collected by means of “Occupational well-being questionnaire” (Rut, 2016), “The new uncertainty tolerance questionnaire” (Kornilova, 2010), “Hardiness short version test” (Osin, Rasskazova, 2013), “Self-efficacy scale” (Romek, 1996), and ad hoc developed questionnaire “Self-assessment of job success”.

Results. The level of occupational well-being significantly correlated with self-assessment of job success (r = 0.719; p ≤ 0.01), hardiness (r = 0.800; p ≤ 0.01), self-efficacy (r = 0.649; p ≤ 0.01), and negatively — with interpersonal intolerance (r = –0.504; p ≤ 0.01). Uncertainty tolerance correlated with well-being and success at the mean level (r = 0.294 and r = 0.267 respectively, p < 0.01). Regression model for well-being included hardiness, self-efficacy, and uncertainty tolerance (R2 = 0.708, F = 79, p < 0.001).

Conclusion. The obtained correlations of well-being and success with psychological resources reflect different aspects of software developers' job tasks, which allows to attribute hardiness and self-efficacy to the universal resources while tolerance to uncertainty — to the special resources for successful work in Agile.

Background. Professional activity of the emergency service operators is directly related to the organization of assistance to people in trouble, which imposes great responsibility and special moral requirements on the specialists.

Objective. To investigate the value-semantic regulators and their connection with personality features of emergency service operators with different length of work experience.

Methods. The study implemented the following diagnostic techniques: the ad hoc questionnaire on the values of professional interaction; “Psychological appearance” questionnaire by E. Reznikov (three scales: values-goals, values-means and attitudes to work); “Self-Regulation Profile Questionnaire-98” by V. Morosanova; T. Leary’s “Diagnostics of Interpersonal Relations” adapted by L. Sobchik; S. Muddy’s “Resilience Test” adapted by D. Leontiev; “Method of assessing trust to one’s self” by N. Astanina; “Method of assessing trust/distrust to other people” by A. Kypreichenko; G. Herzberg’s “Motivation Structure Test”.

Sample. Study included emergency service operators of the State Budgetary Institution “System 112” (N = 82) and was divided into 2 groups according to their lengths of work experience — “novices” (1 to 3 years) and “experienced professionals” (4 to 9 years).

Results. Value-semantic regulators of the group of novices are “respect” and “goodwill”, reflecting the main orientation of this type of operator work. This group is characterized by the conjunction of responsible attitude to work and trust to one’s self. The main mechanisms of self-regulation of the “novices” are modeling and flexibility. A distinctive value of professional interaction in the group of experienced operators turned out to be “hard work”. Professionals in this group tend to take responsibility based on self-confidence and their style of self-regulation. This group is also characterized by high levels of resilience, risk acceptance, and self-control.

Conclusion. For experienced operators of “System 112” emergency service, the basis for an individual style of professional activity that allows them to cope with emergency component is the value attached to work. The distinctive value-semantic regulator of this group is “hard work” performing a motivational function. The behavioral strategy of experienced emergency operators is reflected in the interconnection of “resilience,” “risk taking,” and “control.” The professional behavior strategy of the novices in emergency service is associated with their attitude to work based on the value of other people. The main value-semantic regulators of their professional interaction are “respect”, “help”, and “benevolence” performing an integrative function. Newcomers to the emergency service are characterized by an adaptive strategy, which is supported by such self-regulation mechanisms as “modeling” and “flexibility.” Their distinctive feature is a responsible attitude to work in conjunction with self-confidence and flexibility.