Articles

Background. Daily work-related stressors, unlike major (life) negative events, are characterized by a lower intensity, however, due to a higher frequency of occurrence, they can lead to mental overstrain and chronic stress. In the modern realities of multitasking the search and study of psychological resources available to a person on a daily basis is of particular importance.

Objective. To study the contribution of a healthy lifestyle and daily positive events to overcoming everyday stress associated with professional activity.

Study Participants. The study involved 155 respondents aged 20 to 56 years (M_age = 31.1; SD = 9.2; 32.3% men, 67.7% women) living in St. Petersburg, Leningrad region and Moscow. The selection method is a random sampling.

Methods. "Profile of a healthy lifestyle" (Petrash, Strizhitskaya, Murtazina, 2018); Questionnaire of everyday stressors (Petrash et al., 2018); authors' questionnaire of everyday positive events; "Scale of perceived stress-10" (Ababkov, 2016), a socio-demographic questionnaire. The results were processed by means of "IBM SPSS Statistics 22", "AMOS" and "Microsoft Excel". Mathematical statistics methods included the descriptive statistics, cluster analysis (k-means), univariate analysis of variance (ANOVA), structural equation modeling (SEM).

Results. The study revealed that respondents with the lowest level of perceived stress are characterized by a greater desire to develop internal resources and achieve self-realization as well as the ability to recognize sources of stress. The analysis allowed to construct a structural model demonstrating the contribution of lifestyle parameters and daily positive events to coping with stress associated with professional activity.

Conclusions. The parameters of lifestyle and daily positive events contribute to reducing the efforts spent by a person on stress management, which leads to reducing overstain and, as a result, a decrease in the subjectively perceived intensity of stressors associated with professional sphere. Professional achievements, interpersonal communication, inner growth, and the ability to recognize sources of stress can serve as resources for coping with stress.

Background. Given the scarcity of empirical research on women's friendship in adulthood, it is particularly relevant to examine its understudied aspects. Despite the recognized role of friendship as a factor in subjective well-being, the specifics of its age-related dynamics and its contribution to the quality of life of adult women have remained virtually unexplored in Russian psychology.

Objective. To examine differences in the qualitative characteristics of friendship and subjective well-being between young and middle-aged women, and to explore the associations between friendship functions and indicators of subjective well-being.

Study Participants. The study involved 152 women divided into 2 age groups: young women (n = 90, aged 18–35) and middle-aged women (n = 62, aged 36–55).

Methods. A multimethod approach was employed, including the Life Satisfaction Index (LSI, adapted by N.V. Panina); the Subjective Well-Being Scale (G. Perrudet-Badoux, et al., adapted by M.V. Sokolova); the McGill's Friendship Questionnaire (adapted by A.A. Nesterova) assessing six dimensions of friendship — reliable alliance, stimulating companionship, intimacy, self-validation, emotional security, and help; and an author-developed questionnaire on friendship characteristics. Data were analyzed using descriptive statistics, independent samples t-tests, and Pearson correlation coefficients.

Results. A significantly higher level of subjective well-being was observed in the sample of adult women: they reported greater interest in life, a more positive emotional tone, better alignment between goals and their attainment, and lower levels of psycho-emotional distress. At the same time, no significant age-related differences were found in friendship characteristics — its functions (reliable alliance, stimulating companionship, intimacy, self-validation, emotional security, and help) were perceived similarly across age groups. Friendship quality was positively associated with well-being, with a particularly strong link between self-validation in friendship and life satisfaction, self-esteem, and mood, as well as between all friendship functions and goal-directed persistence.

Conclusions. The functions of women's friendship demonstrate emotional invariance across adult life stages. Their contribution to subjective well-being is realized primarily through affiliative and identity-related mechanisms such as reliable alliance, emotional security, and self-validation rather than through instrumental support. Friendship thus functions as a stable psychological resource, critically supporting women's self-identification, goal-setting, and emotional resilience. The obtained results highlight the necessity of accounting for the specific characteristics of women's friendship in practice-oriented support programs.

Background. Technological advances, such as the emergence of self-driving cars, challenge the established social norms and values, raising the question of whether the expectations for a driver's actions in a critical situation are the same as those for a self-driving car. Investigating the psychological factors that determine moral choices in critical situations involving interactions with technology is becoming increasingly important, which is the purpose of this article.

Objective. A study of choice factors in solving moral dilemmas (using the example of driving a car in different conditions).

Study Participants. Sample 1: online panel respondents, N = 473 people (47% — male, 53% — female), aged 18 to 73 years (M = 33.5 years, SD = 14.7 years); Sample 2: students, N = 36, aged 18 to 26 years.

Methods. The first stage implemented moral dilemmas modeled by the authors on the MoralMachine platform; Moral Foundations Questionnaire; Attitudes toward technologies questionnaire; Dark Tetrad (D.S. Kornienko); questionnaire "Personality factors in decision making". In the second stage, moral dilemmas were modeled and presented as scenarios in the Varwin Education environment, which made it possible to evaluate respondents' choices in virtual reality.

Results. Analysis of the obtained data revealed that in the driver-driven car situation, "Machiavellianism" and "narcissism" are significant predictors of moral choice, with "loyalty to the group" serving as the moral foundation. In the self-driving car situation, the significant predictors of moral choice are "Machiavellianism," "narcissism," "respect for authority," "readiness to risk" and "techno-rationalism." Perceptions of one's choice in situations of static presentation of an ethical dilemma significantly differ from the actual choice made when it is presented dynamically in virtual reality.

Conclusions. Moral choices in a situation with a self-driving car are more complexly determined than in the same situation with a human driver. There are certain differences in the resolution of ethical dilemmas presented in different forms: when presented statically, most respondents choose to avoid hitting pedestrians, while when directly driving a car (dynamic VR-presentation), the option to hit pedestrians and the option to hit an obstacle are chosen equally often.

Background. The integration of artificial intelligence (AI) into negotiation process has become a response to the challenges of today's highly complex and dynamic business environment. Growing volumes of information and the need to make strategic decisions in the face of uncertainty make traditional approaches to negotiation ineffective. Research into the impact of AI not only on the negotiation outcomes but also on the behavioral aspects of interactions between participants is particularly relevant.

Objective. To analyze the effectiveness of using AI technologies in the context of the socio-psychological aspects of negotiation process.

Study Participants. The study involved 60 people (aged 22–23 years), senior students of the Moscow Aviation Institute (National Research University).

Methods. The study implemented methods of laboratory experiment, observation, nonparametric statistical analysis using the Mann — Whitney U-test to test hypotheses in case of deviation from the normal data distribution.

Results. The study demonstrated that using AI in the negotiation process significantly increases the economic effectiveness of transactions (average benefit), contributes to the shift of dominant behavioral strategies towards cooperation and improves socio-psychological indicators of interaction (reducing tension, increasing communicative effectiveness and satisfaction with the process). In terms of the duration of negotiations and the frequency of coming to a full agreement, pronounced efficiency trends were revealed for the group with AI, which did not reach the level of statistical significance with the available sample size (n = 5 in the group) and requires confirmation in an expanded sample.

Conclusions. The presented experiment makes a reasoned contribution to the debate about the need to use AI in modern negotiation processes. The obtained data confirm that using AI in the negotiation process increases its effectiveness and transforms the socio-psychological climate of interaction during the negotiation process, shifting the emphasis from confrontation to cooperation.

Background. Face recognition and face-name memory are important aspects of interpersonal communication. Event-related potential (ERP) methods and their source localization provide opportunities to investigate the spatiotemporal characteristics of brain activity in this domain. However, in current cognitive models of face recognition, the source localization of the N400 component associated with personal identity nodes (PINs) in semantic information remains insufficiently studied.

Objective. This study aimed to identify differences in brain activity when recognizing long-familiar celebrity faces versus recently learned faces, in particular — to test whether faces containing more semantic information evoke an N400 component with different amplitude and latency, and to determine the source localization of these differences.

Study Participants. The study included 66 university students (mean age = 21.83 years, SD = 3.57): 33 females (17 Chinese and 16 Russian) and 33 males (18 Chinese and 15 Russian). All were right-handed.

Methods. The study was carried out using electroencephalography (EEG) and implemented the methods of evoked potential and source localization. To process and analyze the obtained EEG data, a brain activity localization method, the "Virtually Implanted Electrode," developed by A.V. Vartanov (Russian Patent No. 2785268), was used.

Results. Source localization analysis showed that the N400 component differed significantly between long-familiar celebrity faces (OLD) and newly learned faces (LRN) in the medial globus pallidus, thalamus, left hippocampus, ventral striatum, and right VO1 and VO2 areas, with OLD faces eliciting greater N400 amplitude. Latency differences were observed in the range of 300–480 ms. Analysis of the directed connectivity graph indicated that both face categories activated similar neural networks, with VO1 R, VO1 L, and VO2 L showing strong activation, and the ventral striatum, left medial globus pallidus, and left thalamus contributing to the activation of the right medial globus pallidus with high correlation coefficients (r > 0.93).

Conclusions. This study demonstrates that face-name memory engages a broad neural network encompassing cortical and subcortical structures. Differences in N400 between long-familiar and newly learned faces likely reflect information contained in personal identity nodes (PINs). Key components of this network include the medial globus pallidus, thalamus, left hippocampus, ventral striatum, and VO1 and VO2 areas in the right hemisphere.

Background. Studying the differential aspects of psychological resources of professional self-determination allows for a qualitatively new theoretical and methodological understanding of the problem, while practically enabling the prediction of individual students' readiness for a specific field of study and the creation of personalized professional development trajectories.

Objective. To identify latent profiles of psychological resources underlying students' readiness for career choice.

Study Participants. The sample consisted of 894 students from Russian universities (64.2% — girls), mean age — 19.45 y. o. (SD = 1.79).

Methods. Self-Regulation Profile Questionnaire — SRPQM 2020, Career Adapt-Abilities Scale — CAAS, Short Version of the Stanford Time Perspective Inventory — ZTPI-15, Extra Short Version of the Big Five Inventory-2 (BFI-2-XS), Academic Motivation Scale — AMS, Self-Realization Activity Questionnaire, Life Satisfaction Scale. Data were analyzed using R and IBM SPSS, employing Latent Profile Analysis (LPA), one-way ANOVA, and multiple regression analysis.

Results. The study allowed to reveal four types of profiles based on the relationships among temporal, general psychological, and professionally oriented regulatory resources of students: "highly adaptable", "harmoniously adaptable", "resiliently adaptable" and "maladaptable". It was found that groups of students with different typological profiles differ in terms of their readiness for professional choice, personal and motivational characteristics, components of conscious self-regulation, and career adaptability. For the "highly adaptable" group, significant resources included regulatory flexibility and agreeableness; for the "harmoniously adaptable" group — regulatory persistence and hedonic present; for the "resilient adaptable" group — control (a component of career adaptability) and programming of actions. For the "maladaptable" group, the only positive resource was the regulatory competence of results evaluation, while negative past and neuroticism hindered the certainty of their professional plans, as well as the realism and stability of their professional choice.

Conclusions. The findings demonstrate that effective psychological and pedagogical support for students must be differentiated and take into account individual and typological differences in the psychological resources that contribute to their readiness for professional self-determination.

Background. Time is a multifaceted and interdisciplinary category. A psychological level of analysis allows for a complementary consideration of time with concepts reflected in a person's specific semantic space. Considering the emotional component of the time concept allows for a glimpse into its subjectively significant aspects.

Objective. To identify the features of the emotional component of the adults' time concepts.

Study Participants. The study involved 760 respondents aged 18 to 70 years (205 men; 555 women).

Methods. A limited-choice associative experiment was used to collect data. The study implemented L.G. Babenko's linguo-psychological methodology in which the denotative-ideographic groups and functional-semantic categories serve as the units of analysis corresponding to the associated words included in the emotive thesaurus. Data processing utilized frequency analysis and rank calculations, identifying the core and peripheral levels of the emotional component of the time concept.

Results. The study allowed for identifying the emotional component in the semantic field of associations to the word "time" and analyze its characteristics. Denotative-ideographic groups of emotive vocabulary, reflecting adults' concepts of time, are represented unevenly. Of the entire set of denotative-ideographic groups, only three core groups are represented in the semantic field: love, joy, and grief. Functional-semantic categories are also represented unevenly: "emotional characterization" is represented to the greatest extent, while "external expression of emotions" and "person as the center and bearer of emotions" are represented to the least.

Conclusions. The emotional component of the time concept in adults is dichotomous, with the positive pole being more prominent. The positive pole contains emotions of love, joy, and happiness, while the negative pole contains grief and cruelty.

Background. Nowadays, there is a growing need to develop rehabilitation programs for patients with cognitive impairment aimed at improving their quality of life and daily social functioning. In this regard, there is increasing scientific interest in the study of cognitive functions, including the phenomenon of prospective memory. However, in domestic psychology there is a shortage of work in this area.

Objective. The study had its purpose to provide a scientific mapping of publications on prospective memory research.

Methods. The study was conducted by means of a bibliometric analysis of publications from the professional databases "eLIBRARY" and "PubMed" covering the period from the first mention of the term "prospective memory" up to 2024, both in Russia and internationally. Scientific mapping of publications on prospective memory was performed using the "Bibliometrix" software package. An analysis of the co-occurrence of keywords was carried out by means of the "VOSviewer" software tool.

Results. Methodological imperfections in the neuropsychological conceptual apparatus and the tendency towards integrative processes in modern neurosciences lead to the interpenetration of methodological traditions in modern neuropsychology: on the one hand, research is carried out within the framework of cognitive methodological foundations, while on the other hand — in clinical and clinical-psychological traditions. The study provides an analysis of the annual dynamics of research, the most active regions, institutions, scientific journals, leading authors in the field, the frequency of different definitions of prospective memory, and various approaches to studying the phenomenon.

Conclusions. The study results highlight the problem of insufficient development of the prospective memory phenomenon in Russian psychology, whereas internationally the research on prospective memory is a relevant and developing area of scientific inquiry.

Background. The restoration of physical health after complex surgical interventions is considered within the framework of a resource-based approach that allows for revealing the significant contribution of psychological resources to rehabilitation. In these circumstances, it is particularly important to study the regulatory and intrapersonal resources providing successful overcoming a difficult life situation associated with health limitations.

Objective. To assess the contribution of conscious self-regulation, psychological well-being, coping strategies, cognitive emotion regulation, character accentuations, and the phenomenon of secondary gain from illness to the restoration of patients' physical health after major joint surgery.

Sample. The study involved 130 patients (77 men, 53 women) with knee and hip joint pathologies undergoing elective surgical treatment; the mean age was 55.8 years (SD = 12.78). The assessment was carried out 1.5 months after surgery.

Methods. Physical health was assessed using the INSALL and HARRIS scales, as well as the leg support capacity indicator. Psychological characteristics were measured using the "Self-Regulation Profile Questionnaire by Morosanova — SRPQM-2020" (V.I. Morosanova, N.G. Kondratyuk), C. Ryff's Psychological Well-Being Scale, K. Leonhard's Character Accentuation Questionnaire, R. Lazarus's Coping Strategies Questionnaire, N. Garnefski's Cognitive Emotion Regulation Questionnaire, and W.J. Friedman's Secondary Gain from Illness Questionnaire. Statistical data processing included correlation, cluster and factor analyses, regression analysis with stepwise inclusion, and structural modeling.

Results. Conscious self-regulation acts as a universal regulatory resource for recovery: its specific competencies (modeling, programming, evaluation of results, flexibility) are associated with better adherence to medical recommendations and successful restoration of leg support capacity. Psychological well-being, active coping strategies, and adaptive cognitive emotion regulation are associated with better physical condition, whereas catastrophizing, feelings of helplessness, and pronounced secondary gain from illness are associated with slower rehabilitation. Character accentuations have a dual effect: when self-regulation is well developed, demonstrative accentuation performs a resource function, whereas under insufficient regulation the anxious, excitable, and dysthymic accentuations become risk factors.

Conclusions. Conscious self-regulation acts as a meta-resource for restoring health after surgery, mediating the influence of personality traits, coping strategies, and psychological well-being on physical outcomes.

Background. In modern scientific knowledge, with the emergence of the psychology of the possible, the role of such a tool of scientific intelligence as possibilistic thinking is increasing. There is a need to analyze three types of unusual meanings as the functional units of possibilistic thinking: the use of unlikely meanings of words and situations by a knowledgeable subject; the understanding of various circumstances by people with mental disabilities; and the comprehension of extraordinary situations — impossible, inexpressible, unthinkable.

Objective. The study had its purpose to conduct a multidisciplinary analysis of the problem of unusual meanings.

Results. The role of unusual meanings in possibilistic thinking is considered from multiple and diverse perspectives of different scientific disciplines. At the same time, the status of the substantive center and core of the problem study is given to the psychological analysis of possibilistic thinking. While ordinary meaning is mundane, predictable, and unoriginal, devoid of novelty and creative interpretation (corresponding to understanding-recognition in the psychology of understanding), the unusual meanings, as components of possibilistic thinking, are manifested in the subject's understanding-interpretation and understanding-comprehension of the human world; they reflect hidden realities. Consequently, unusual meanings express the discovery of previously unknown properties of the analyzed situation. The study provides an analysis of three types of unusual meanings and substantiates that all of them are characterized by the understanding subject's orientation toward the unusual and unexpected.

Conclusions. The psychological basis of unusual meanings lies in the subject's tendency to exploit unlikely meanings of words and situations, actualizing possible paradoxical, yet acceptable, developments. The rethinking of the problem of unusual meanings in the social sciences and humanities is largely driven by new discourses that have emerged in human history over the past hundred years. These discourses describe new types of events — "overdeterministic" ones. Such events have the ability to instantly spread throughout the world and have a profound impact on large groups of people. The proposed multifaceted approach enables the integration of knowledge, methods, and perspectives from various scientific disciplines to achieve a deeper and more comprehensive understanding of the essence of unusual meanings.

Background. In the context of modern comprehensive psychological rehabilitation, habilitation, and readaptation of combat veterans, there is a high need to develop effective methods for reducing their distress and anxiety.

Objective. The study had its purpose to provide a theoretical review for substantiating the scientific and methodological principles of resocialization for combat veterans.

Methods. The study employed the method of theoretical analysis and generalization of domestic and foreign sources on the problem of resocialization for combat veterans.

Results. Meta-analytic data indicate that systematic desensitization based on virtual reality demonstrates effectiveness in reducing anxiety and distress in post-traumatic stress disorder and social phobias, offering advantages over traditional exposure therapy, including greater procedural flexibility and consideration of patient preferences. Its integration with eye movement desensitization and reprocessing, biofeedback, and transcranial stimulation enhances the therapeutic effect. Public speaking training in a virtual reality environment appears prospective for promoting active resocialization by developing communication and speech skills.

Conclusions. The innovative method of cognitive-behavioral therapy by means of virtual reality exposure enables high potential for restoring the integrity of personality functioning by creating situations in which the individuals actively organize their own activity. Systematic desensitization in virtual reality, supplemented by the principle of subject's activity implemented through public speaking training, serves as an effective means of reducing distress and developing communication skills. It can be regarded as a promising direction in the resocialization of combat veterans. The conducted analysis highlights the necessity of normative regulation of resocialization as a comprehensive set of measures including systematic desensitization, social support, training and, consequently, the establishment of specialized socio-rehabilitation institutions for combat veterans.

Background. Studying the characteristics of kinesiophobia in patients with musculoskeletal disorders (MSD) during the rehabilitation period allows to expand our understanding of the psychological factors influencing the success of the rehabilitation process. This aspect seems particularly significant due to the high prevalence of such disorders and the importance of their comprehensive restoration. A sedentary lifestyle makes its negative contribution to the increase in the number of MSDs. It is also worth noting that providing psychological support to combat veterans after injuries is currently a pressing issue in psychological practice. An important component of rehabilitation is not only physical recovery but also psychological support, as emotional state directly influences the success of rehabilitation measures.

Objectives. The study had its purpose to investigate the characteristics of kinesiophobia in men and women with MSD.

Study Participants. The study involved 30 men and 30 women (N = 60) aged 37 to 59 years (M = 45.6; SD = 11.5) after reconstructive surgeries, patients of the traumatology department of the State Budgetary Healthcare Institution "City Clinical Hospital No. 1 named after N.I. Pirogov".

Methods. The study implemented standardized survey methods: the Tamp Scale for measuring kinesiophobia; the Visual Analogue Pain Scale; the Hospital Anxiety and Depression Scale (HADS); the Integrative Anxiety Test by Bizuk, Wasserman, Iovlev; and the Compliance Level questionnaire by Kadyrov. Statistical data processing included comparative and correlation analysis using the Mann — Whitney test and Spearman's rank correlation coefficient.

Results. The study yielded data on the characteristics of kinesiophobia in men and women with MSDs. No significant differences in the severity of kinesiophobia were found between the male and female groups, either for the overall score or for individual components — physical and psychological. The study revealed specific relationships between kinesiophobia and depression as well as statistically significant differences between the study groups in particular parameters of personal anxiety. Moderate pain was the predominant rating in both groups. Assessment of compliance parameters revealed that women were characterized by higher levels of emotional compliance compared to men.

Conclusions. Patients with MSDs demonstrate a number of gender-specific characteristics during rehabilitation. Thus, women exhibit a correlation between depression levels and general levels of kinesiophobia as well as its physical component. They are characterized by higher general anxiety and emotional compliance compared to men. During rehabilitation, female patients with MSDs experience increased fear of movement, heightened social anxiety and tend to be more concerned about treatment outcomes. Men during this period are characterized by an emphasis on the physical component of kinesiophobia, which is associated with situational anxiety, accompanied by asthenic symptoms, a sense of threat, and a lack of self-confidence.

Background. Death anxiety have a significant impact on an individual's psychological well-being. The specifics of these experiences depend on age, type of attachment, health status, and other factors. At the same time, the relationship between death-related fears and the type of attachment in children with congenital heart disease and children without cardiac pathologies has not been sufficiently studied.

Objectives. To study the role of attachment style as a factor determining the severity of fears associated with death in children with congenital heart disease and without cardiac pathologies.

Study Participants. 83 children aged 7–10 years were interviewed, 32 of them were diagnosed with Congenital heart disease (CHD) and were hospitalized (Mage = 8.63; SD = 1.129), 51 children had no cardiac pathology (Mage = 8.73; SD = 0.94).

Methods. Attachment style was assessed using a questionnaire on attachment to the mother in primary school age (E. Pupyreva). Understanding of death and death-related fears were assessed by means of "Tell a Story" (G. Makhortova) — Story No. 4 ("Death") and "Fears in Houses" (A.I. Zaharov, M.A. Panfilova) methodology. The statistical analysis was performed using the Kolmogorov-Smirnov test, Pearson's chi-square test, Fisher's exact test, Student's t-test, nonparametric Mann — Whitney U test, and Spearman correlation.

Results. The correlations between death-related fears and attachment style in children with and without CHD have been identified. Both groups turned to be similar in terms of attachment styles and understanding of death. For children with heart disease, there were no correlation between attachment styles and death-related fears. In healthy children, anxiety-ambivalent attachment correlated with more pronounced death-related fears, while avoidant attachment — with less intense death-related fears.

Conclusions. The experience of death-related fears in children with CHD is determined by specific factors of the disease, and not by the type of child-parent attachment.

Background. Screening diagnostics of the risk of depression in healthy controls and various mental illnesses for the purpose of timely seeking specialized help requires the elaboration of critical values of indicators as well as calculation of sensitivity and specificity.

Objectives. The study had its purpose to reveal the critical values of the scales for assessing anxiety, depression, and quality of life in patients with affective disorders and schizophrenia.

Study Participants. 277 individuals participated in the study, including 162 adults without mental illness (control group), 47 patients with affective disorders and depressive syndrome, and 68 patients with schizophrenia.

Methods. For data collecting the following standardized methods were used: The Beck Anxiety and Depression Inventories BAI and BDI-II (Beck et al., 1988; Beck et al., 1996), Center for Epidemiological Studies Depression Scale (Radloff, 1977), SCL-90R (Derogatis, 1983), the Satisfaction With Life Scale, the Scale for Positive and Negative Experiences (Diener et al., 1985; Diener, 2010), the Quality of Life and Satisfaction Questionnaire (Stevanovic, 2011). Data processing methods included descriptive statistics, ROC analysis, calculation of sensitivity and specificity, assessment of reliability and consistency, methods for comparing groups, and correlation analysis.

Results. When assessing the differential abilities of anxiety and depression scales, while comparing patients with depressive syndrome in affective disorders and respondents in the control group, the area under the curve in the ROC analysis was significant and amounted to 0.79–0.87. The maximum values were found for the Beck Depression Inventory, Center for Epidemiological Studies Depression Scale, and the depression subscale of the SCL-90R. The depression subscale of the SCL-90R questionnaire is only slightly inferior in psychodiagnostic capabilities to the Beck Depression Inventory and Center for Epidemiological Studies Depression Scale; however, its cutoff values can be recommended at 11 points and 23 points. The 18 items selected from all the inventories implemented in the study form a scale that allows to distinguish between patients with depressive syndrome in schizophrenia and in affective disorders (Cronbach's alpha 0.91 for affective disorders and 0.93 — for schizophrenia). At a cutoff value of 1.59 points, the sensitivity for distinguishing patients with affective disorders and schizophrenia is 72.3%, and the specificity is 78.1%. A content analysis of the items indicates that patients with affective disorders are more likely to report negative obsessive thoughts, criticism and self-rejection, somatic complaints, and difficulty concentrating.

Conclusions. The clinical cutoff for mild depression on the Beck Depression Inventory is 13 points, and for moderate depression — 19 points. The clinical cutoff point for mild depression on the Center for Epidemiological Studies Depression Scale is 17 points, and for moderate depression — 28 points.

Background. Currently, there is a growing number of diagnosed mental disorders worldwide. The specialist conducting the diagnosis works under time constraints as determined by regulations per patient. Given the variability of symptoms presented in various mental disorders, as well as their potential comorbidity, establishing a diagnosis on the ground of patient-reported complaints is problematic.

Objective. To analyze the challenges of differential diagnosis of mental disorders (on examples of affective disorders, eating disorders, and schizophrenia) based on the primarily available affective symptoms.

Methods. Searching for publications in databases (PubMed, eLIBRARY, Google Scholar) was conducted using the keywords "differential diagnosis", "comorbidity", "affective symptoms", and "symptom specificity". A theoretical review and analysis of the literature on the role and significance of affective symptoms in the differential diagnosis of mental disorders, their prevalence in the population, and the approaches and diagnostic tools used.

Results. The analysis of sources allowed to summarize data on the diagnosis of various mental disorders based on patient complaints and affective symptoms. Existing studies show that a significant part of complaints and affective symptoms are not specific to a particular mental disorder and cannot be classified without additional diagnostic information. The analysis highlights the value of differential diagnostics and the limitations associated with its use. Promising approaches to the diagnosis of mental disorders are discussed.

Conclusions. The complex nature of the diagnostic process requires reliance on both anamnestic data and the analysis of psychometric indicators as well as the causal relationships between them. The use of network analysis of the relationships between symptoms may have the potential to improve current diagnostic models and categories. Transdiagnostic factors associated with the manifestation of mental disorder symptoms require further research. The potential for integrating transdiagnostic approaches into modern diagnostic models appears promising; however, finding common ground between them requires further effort from the professional community.

Background. In the last decade, new types of psychoactive substances have appeared in illicit trafficking, including synthetic psychostimulants. Due to changes in the drug market, both the formation and course of disorders associated with the use of psychoactive substances are changing. Consequently, there is a need to review existing rehabilitation programs and evaluate their effectiveness for the users of new psychoactive substances. Among the tools that influence the rehabilitation potential of drug addicts, a special attention is paid to the psychotherapeutic direction based on attachment theory, as its positive results have been already shown in foreign studies.

Objectives. The theoretical review had its purpose to synthesize, structure and evaluate the existing works devoted to the rehabilitation potential and application of attachment theory in the practice of psychiatric and drug rehabilitation.

Methods. A theoretical review of domestic and foreign scientific literature on the topic under consideration. PubMed and eLIBRARY resources were used to search for information.

Results. The currently existing concepts of rehabilitation potential are considered. The study provides an analysis of existing works describing the relationship between the success of the rehabilitation process and the type of attachment.

Conclusions. Research has found that attachment disorders in childhood can provoke manifestations of dependent behavior. Foreign authors, based on evidence of the effectiveness of attachment-based therapy, propose it as a tool for drug rehabilitation. The basic provisions and principles of such therapy can be used in domestic practice. However, to develop recommendations and rehabilitation programs, additional research on samples of Russian patients is required.

Background. In modern clinical and perinatal psychology, there is a growing need to revise maternal trends in the clinical aspect from the perspective of minimizing risk factors for health disorders in the younger generation and improving the demographic situation in the country.

Objectives. To review empirical and theoretical research reflecting the formation of modern trends in motherhood and to analyze the associated possible risks of disruption of a woman's reproductive health and the development of a maladaptive psychoemotional state related to the birth of a child with a disease.

Research methods. The theoretical analysis was conducted using a systematic review of the scientific literature of domestic and international studies covering the period from 2008 to 2025.

Results. This article presents a theoretical review of publications devoted to contemporary trends in motherhood, encompassing the terms "delayed (postponed)" motherhood, "conscious" motherhood, "intensive/extensive" motherhood, and "burdened" motherhood. The author provides definitions of the subjective phenomena of "burdened" motherhood and "intensive" motherhood. Attention is focused on the ambivalence of the consequences of "conscious" motherhood and the potential risks of impaired reproductive potential, the development of neurotic conditions, and emotional burnout in mothers when developing reproductive attitudes toward "delayed" and "intensive" motherhood.

Conclusions. The study of reproductive attitudes and styles of modern motherhood at different stages of the maternal sphere ontogenesis is substantiated as promising, since it allows for identifying the risk factors for mental and physical health in the reproductive-age population, as well as to prevent negative demographic consequences.

Background. Deviant behavior in children is a complex problem requiring a comprehensive approach to treatment, particularly for children from disadvantaged backgrounds. Although specific assessment of neuropsychological predictors of deviance is rarely performed in modern clinical practice and targeted interventions are not developed, examining deviant behavior in children in the context of neurodevelopmental disorders and developing strategies for mediated neuropsychological correction appear to be a promising approach to treating behavioral disorders. Dance movement therapy (DMT) is considered a potentially effective method for improving the emotional state and behavioral regulation of this category of children.

Objective. The study had its purpose to evaluate the effectiveness of DMT in children with deviant behavior from dysfunctional families using neuropsychological analysis.

Study Participants. The study involved 34 children from disadvantaged families, aged 7 to 9 years (M = 8,5 years), who were randomly assigned to 2 groups: the main group — 16 children and the control group — 18 children.

Methods. Before and after the 12-week course of DMT, the neuropsychological diagnostics were performed in the main and control groups: assessment of dynamic, spatial-kinesthetic, visual praxis, auditory-motor reactions using the method of T.V. Akhutina; assessment of impulsivity, physical and verbal aggression, tendency to hasty actions without sufficient consideration of the consequences on the Barratt Impulsiveness Scale for Children (BIS-C). Statistical processing of the obtained data was performed by means of IBM SPSS Statistics 27.01 program using the nonparametric Wilcoxon test and the Mann — Whitney criterion, with the selected level of statistical significance p < 0.05.

Results. When comparing the diagnostic results before and after the DMT course, statistically significant differences were obtained in all the research parameters in the main group (dynamic praxis — 2.06 versus 5.43 points, p = 0.0003; spatial-kinesthetic praxis — 11 versus 14.13 points, p = 0.0003; auditory-motor reactions — 3.94 versus 6.5 points, p = 0.0004; visual praxis — 5.9 versus 8.8 points, p = 0.006). The average score on the BIS-C scale before DMT was 78.5 points, after — 125.6 points (p = 0.02). The results of the primary diagnostics in both groups were statistically comparable, while the control assessment demonstrated a reliable improvement of the indicators in the main group compared to the control one.

Conclusions. Improvement of dynamic, spatial-kinesthetic, and visual praxis as well as the auditory-motor reactions after the DMT course indicates the development of children's abilities for planning, organizing movements, coordination, and information perception. An increase in scores on the BIS-C scale may indicate a decrease in impulsivity and improved behavioral control, which is consistent with the data on the positive impact of DMT on emotional regulation of children.

Background. Medical and social challenges caused by the spread of the human immunodeficiency virus (HIV) are associated not only with the growing number of infected people but also with the need to find effective psychological support for adaptation to a new diagnosis, as HIV infection is considered a significant stressor. Understanding how HIV-infected women cope with stress, and whether this is related to their meaning-in-life orientations, is important for improving their quality of life and adapting to challenging life situations. It is also necessary to identify which meaning-in-life orientations promote proactive coping behavior and enhance adaptation to the diagnosis.

Objectives. The study had its purpose to examine the relationship between the meaning-in-life orientations and coping strategies in women with different HIV status.

Study Participants. The study involved 85 respondents (Mage = 31; SD = 7.87; 100% female), including 42 HIV-positive women and 43 HIV-negative women.

Methods. The study was conducted by means of D.A. Leontiev's Test of Meaning-In-Life Orientations and E. Greenglass, R. Schwarzer, and S. Taubert's Proactive Coping Inventory. The data processing included comparative and correlation analyses using Mann-Whitney U test and Spearman rank correlation coefficient.

Results. Significant differences were found between women diagnosed with and without HIV on the following scales of meaning-in-life orientations: "Locus of Control — Life" (p ≤ 0.01) and "Process" (p ≤ 0.05). HIV-infected women tend to use coping strategies associated with low internal meaning in life, high dependence on external resources, and insufficient internal resilience. Women without HIV demonstrate higher levels of proactive coping and strategic planning, which are associated with the presence of goals, resources, and a sense of control over life. A comparative correlation analysis of the two groups revealed that in HIV-infected women meaning-in-life orientations are more closely associated with various coping strategies than in women without HIV.

Conclusions. The self-reported meaning-in-life orientations and coping behaviors of HIV-infected women are linked to and focused on their current challenging life situation. Their dissatisfaction with life and lack of confidence in their ability to manage it prevent them from accumulating resources to cope with difficult life situations and indicate maladjustment. The findings are relevant for the development of psychological support programs for HIV-infected women that can improve their quality of life and social adaptation.

Abstract

Background. In the context of a fast-paced lifestyle and high stress levels, assessing and managing psycho-emotional states has become an important task. Traditional methods, such as questionnaires, have limited accuracy due to the subjectivity of data, whereas physiological approaches, including the measurement of galvanic skin response (GSR), provide an objective assessment. However, existing devices for GSR recording are bulky and expensive, which limits their application. This article explores the possibility of using a portable biofeedback system (BFS) based on GSR.

Objective. Development and testing of a portable biofeedback system (BFS) based on GSR, which combines sufficient measurement accuracy, ease of use, and the ability to integrate into daily life.

Study Participants. A total of 43 individuals participated in the study.

Methods. Comparative and correlational analyses were performed on data obtained from a portable GSR sensor and a laboratory EEG (NVX36). Data acquisition took place during a psycho-emotional task. A study was conducted to determine the optimal sensor placement using descriptive and comparative methods. Regression analysis was performed to configure the mobile application algorithm. A visualization was developed within the application to assess the user's psycho-emotional state. Data visualization and graph analysis were employed at all stages.

Results. The developed sensor demonstrated results comparable to laboratory equipment, despite a slight delay in response. The fingers were identified to be the optimal placement for the sensor, as the signal from them is clearer and more stable. The mobile application algorithm effectively aids in training emotional self-regulation.

Conclusions. The portable BOS system based on GSR demonstrates sufficient accuracy and convenience, making it promising for everyday use. The results of this work can be applied to further research in the field of portable devices aimed at self-regulation training.

Abstract

Background. Development and validation of tools for identifying stress-associated somatic manifestations are of great importance for clinical and psychological practice. Currently, there is a deficit of validated questionnaires for detecting stress-related somatization that provide comprehensive coverage of physiological systems. The development of a new questionnaire will create opportunities for studying the structure and mechanisms of somatic stress reactions, including the assessment of rarely analyzed but significant symptoms of stress experience, such as bruxism and masticatory muscle parafunctions. At the first stage, the development and theoretical justification of the new questionnaire were carried out. The present study represents the second stage of primary validation, including the assessment of psychometric properties prior to large-scale testing.

Objective. To conduct an initial psychometric validation of a new questionnaire for assessing somatic manifestations of stress in adults, including symptoms of bruxism and related masticatory muscle parafunctions.

Study Participants. Validation was conducted on 501 adult respondents (331 women and 170 men, aged 18–65, median age 42). Additional 50 participants (aged 22–70, median age 36) were involved in testing the questionnaire formulations.

Methods. A socio-demographic questionnaire, the Somatic Assessment of Stress Symptoms (55 items), and the following psychometric scales were used: PSM-25, Hamilton Anxiety Scale, Zung Depression Scale, Freiburg Personality Inventory, the Brief Resilience Scale, and PHQ-15. The correlation between the questionnaire and the external scales was assessed using Spearman’s correlation coefficient. The factorial structure of the questionnaire was evaluated by confirmatory factor analysis. Internal consistency was assessed using Cronbach’s alpha, McDonald’s omega coefficients (ωh, ωt), and G6 (Guttman’s Lambda 6).

Results. The questionnaire demonstrated high reliability, validity, and significant test-retest stability.

Conclusions. The developed questionnaire exhibits satisfactory psychometric properties and is, in fact, the first tool capable of comprehensively identifying stress-associated somatic manifestations in adults. It covers a wide range of physiological systems and includes specific manifestations such as bruxism and masticatory muscle parafunctions, which have not previously been integrated into similar instruments. Accordingly, this tool can be recommended for subsequent studies, allowing further clarification of its validity, representativeness, and practical value in clinical and psychological practice.

Abstract

Background. Uncertainty in illness is a perceptual and cognitive state ranging from feelings of insecurity to complete ambiguity, characterized by its dynamic nature and accompanied by both positive and negative emotions. It is considered as a significant factor influencing the mental state and adaptation process of patients with chronic diseases. Valid instruments are required for the assessment of this phenomenon across diverse patient groups.

Objective. Adaptation and validation the Mishel Uncertainty in Illness Scale — MUIS-A (adult form) on the Russian sample of patients with malignant neoplasms and cardiovascular diseases.

Study Participants. 299 patients aged 18 to 85 years, including 247 diagnosed with cancer and 52 — with cardiovascular diseases.

Methods. Participants completed the following questionnaires: Mishel Uncertainty in Illness Scale (MUIS-A), COPE inventory, Self-efficacy Assessment Regarding Treatment Questionary, Beck's Anxiety and Depression Inventories (BAI, BDI). Data analysis was conducted using descriptive statistics, bifactor modeling ESEM, reliability assessment (GLB, Cronbach's alpha and McDonald's omega coefficients), comparative analysis (Welch's t-test), and correlation analysis (Pearson's correlation coefficient).

Results. The MUIS-A demonstrated sensitivity to differences in levels of uncertainty in illness across the studied groups. Thus, cancer patients turned to have higher uncertainty in illness. Structural analysis and factor inter-correlations suggest a construction with one common factor ("general uncertainty") including four specific factors ("ambiguity", "complexity", "inconsistency", "unpredictability"). Reliability of both common and specific factors ranged from moderate to high. Convergent validity was confirmed by significant correlations of the questionnaire factors with coping strategies, treatment-related self-efficacy, indicators of anxiety and depression.

Conclusions. The MUIS-A adapted in Russian is a reliable and valid instrument sensitive to the psychological state of patients with various illnesses. The MUIS-A can be used for comprehensive assessment of the mental state and adaptive processes in Russian-speaking patients with different diseases.

Abstract

Background. The Fatigue Severity Scale (FSS) is used by modern specialists as the main instrument for screening and monitoring studies of fatigue in clinical and population samples.

Objectives. The aim of this study was to adapt the full (Fatigue Severity Scale-9, FSS-9) and two short Russian versions of the Fatigue Severity Scale (Fatigue Severity Scale-7, FSS-7; Fatigue Severity Scale-3, FSS-3) in a non-clinical sample.

Study Participants. The study involved 526 respondents (264 men and 262 women) aged 18 to 74 years (M = 48.2; Me = 46; SD = 13.9).

Methods. In addition to the FSS, the study participants completed the Depression, Anxiety and Stress Scale-21 (DASS-21).

Results. The full and two short versions of the FSS have a one-factor structure in which all points on the scale are included in the general factor. The internal reliability is proved by means of adequate Cronbach's α and McDonald's ω coefficients. Convergent validity is confirmed by positive correlations of fatigue severity indicators according to all FSS versions with depression, anxiety, and stress indicators according to DASS-21.

Conclusions. The Russian versions of the Fatigue Severity Scale are psychometrically consistent and can be recommended for use in scientific research with population samples.

Abstract

Background. Parent–child communication about children's experiences in kindergarten is an essential factor in emotional development and the formation of extra-situational personal communication. However, the content and regularity of such conversations have not been sufficiently explored.

Objective. To identify the regularity and topics of conversations between parents and preschool children in relation to different parenting styles and socio-demographic characteristics.

Study Participants. The study involved 42,864 parents of children attending kindergartens in various regions of Russia (96,9% women, mostly between the ages of 27 and 45).

Methods. An online survey of parents of preschool children was conducted using a questionnaire developed and updated under the supervision of V.S. Sobkin and I.A. Ryabkova. Data analysis was carried out in SPSS Statistics 22.

Results. Most parents regularly discuss the child's day, with particular attention to impressions, emotions, and peer relationships. Such conversations more often occur among mothers, younger parents, and parents with higher education. Parents with a democratic parenting style show greater involvement in children's emotional experiences and their relationships with peers, whereas those with a liberal style show the lowest interest in this area. Authoritarian and disengaged parenting styles are also associated with reduced attention to emotional aspects of the child's experiences. Comparison with data from studies conducted in 1997 and 2007 demonstrates changes in parents' views on parenting and in the content of communication about kindergarten over time.

Conclusion. Parenting style plays a significant role in organizing parent–child communication. A democratic parenting style appears most beneficial for the development of extra-situational personal communication, as well as for fostering a child's ability to reflect on their emotions and social experience.

Abstract

Background. The relevance of the study stems from the parents' need for navigating the rapidly changing children's toy market, which has evolved significantly over recent decades. This research focuses on the parents' attitudes toward the psychological and pedagogical expertise of children's toys and the types of labeling they consider when making purchase decisions.

Objectives. The study aims to determine whether parents' attitudes toward the psychological and pedagogical expertise of toys differ depending on their education level and age. It also investigates whether parents who pay attention to toy labeling consider psychological and pedagogical expertise to be necessary.

Study Participants. The study involved 42,864 parents: 41,551 women and 1,313 men from various regions of the Russian Federation.

Methods. The data was collected using a questionnaire survey of parents of preschoolers. Mathematical processing was carried out by means of Jamovi statistical program, using Chi-square criterion and z-criterion for independent samples.

Results. The analysis revealed that 70% of parents pay attention to toy labeling: the most important indicators for them are recommended age, environmental safety, and information about developmental qualities, whereas specialists' approval and country of origin are rated as least important. Approximately 65% of parents consider psychological and pedagogical toy expertise to be a necessary procedure, with the majority favoring mandatory forms of expertise. Interest in specific types of labels correlates with support for different expertise models: parents who focus on "specialist's approval" or "country of origin" are more likely to support mandatory and prohibitive expertise, while interest in "developmental qualities" correlates with support for a recommendatory form of expertise.

Conclusions. The study highlights the growing importance of toy labeling and psychological-pedagogical expertise for parents and underscores the need for further development of criteria and procedures of toy expertise in the contemporary socio-cultural context.

Abstract

Background. The study of critical thinking is driven by the need to develop a vital competence — critical evaluation of information in the context of digitalization, while theoretical ambiguity in its conceptualization persists.

Objectives. Theoretical and empirical identification of an "orientation towards doubt" as a stable critical thinking disposition, and the development of a model linking critical thinking with intrinsic motivation.

Study Participants. The study involved 78 respondents aged 17 to 50 years (M_age = 23.01; SD = 9.12; 72 women), students in psychology.

Methods. The research had a correlational design. Syllogistic reasoning tasks were used to assess critical thinking skill. The study implemented the following methods: to assess critical thinking dispositions — scales of Cognitive Flexibility Questionnaire, Need for Cognition Scale, and Wason four-card selection modification tasks; to assess different aspects of motivation — the Academic Motivation Scale and a modified version of involuntary text memorization tasks (psychology-themed). Correlation analysis and structural modeling were used to process quantitative data.

Results. The study developed general and specific path models linking critical thinking and intrinsic motivation, both demonstrating good fit with empirical data. The analysis presented correlations between variables and summary tables of regression coefficients. Results show that orientation towards doubt has a statistically significant effect on critical thinking skills, while critical thinking dispositions show no predictive relationship with skills performance. Content-related intrinsic motivation at the dispositional level can act as a mediator for orientation towards doubt. Formal-dynamic intrinsic motivation significantly influences critical thinking dispositions.

Conclusions. The study enabled the identification of a key critical thinking disposition — orientation towards doubt, which is a better predictor of its effectiveness compared to other dispositions. The developed model specifies the relationship between critical thinking and intrinsic motivation, demonstrating that the content-related intrinsic motivation (related to subject-specific characteristics) can be a better predictor than the formal-dynamic aspect (associated with enjoyment of the activity).

Abstract

Background. In Russian psychology, there is a shortage of experimental research on the attitudes toward the death penalty (DP) as a source of opinion polarization, as well as its dynamics in the context of a group discussion. Studying the dynamics of these attitudes during group discussions allows to identify patterns of opinion polarization and the influence of social interaction mechanisms on the polarization process. Understanding this phenomenon is important for modern psychology in the context of increasing polarization in society.

Objective. To study the dynamics of attitudes towards DP among students in a group discussion.

Study Participants. The total sample consisted of 88 people aged 18 to 22 years. Sample 1 (2024) — students, N = 56 (41% boys), 55% studying, 45% combining work and study. Sample 2 (2025) — students, N = 32 (25% boys), 51% studying, 49% combining work and study.

Methods. An online survey; the experiment implementing a group discussion were conducted twice with different samples: in 2024 and in 2025 (one year after the terrorist attack at a Moscow shopping and entertainment center). Attitudes toward DP were measured on a 10-point Likert scale. Changes in attitudes toward DP from the first to the second measurement (before and after the group discussion) were compared in the control and experimental groups. Data processing included descriptive statistics and a significance analysis of differences; comparisons of indicators were conducted using the Wilcoxon criterion.

Results. In Experiment 1, differences between the two measures of attitudes toward DP were significant in the "DP supporters" and "Doubters" subgroups. In Experiment 2, significant differences were found between the two measures only in the experimental group — discussion participants; no differences were found in the control group.

Conclusions. Public presentation of opinions and discussion regarding abolition of the moratorium on the death penalty in Russia among student participants in the experiment are essential conditions for the dynamics of attitudes toward DP, leading to a shift in opinions toward lower approval of DP among representatives of both the "inert" and "polarized" subgroups. The study design and results obtained have practical implications for the development of experimental approaches to studying public opinion polarization processes.

Abstract

Background. The study is driven by current trends of expanding globalization, intercultural communication, and international migration.

Objective. To analyze the influence of the cultural and social environment on the ethnic auto- and hetero stereotypes of Chinese respondents living abroad.

Study Participants. The study involved 404 Chinese students (54.5% males) aged 18 to 35 (mean age 20.4±2.7), from multiple educational levels, residing in four countries (China, USA, Japan, and Russia).

Methods. To obtain empirical data, the study implemented the psycho-semantic method “Ethnic Image”, which contains 74 items describing the characteristics of various ethnic groups. The subjects for evaluation included 17 nationalities represented in the consciousness of Chinese respondents.

Results. The study has identified the categories defining the semantic space of the ethnic consciousness of Chinese respondents: 1. Positive attitude, 2. Hostility, 3. Civilized behavior, 4. Ethnic exogamy, 5. Cultural insularity, 6. National values and traditions, 7. Liberal and democratic values, 8. Deviance. The data analysis demonstrated the nature of changes in the ethnic worldview depending on cultural influences.

Conclusions. The categories of the semantic space are more stable entities and are less susceptible to changes compared to the attitudes toward different ethnic groups, which vary depending on the country of residence. The assessment of one's own and other ethnic groups is influenced by the history of relationships between these ethnicities and the homeland as well as the geopolitical and cultural context of the place of residence. Respondents living outside their homeland exhibit a broader understanding of the cultural and social characteristics of other ethnic groups.

Abstract

Background. The paper addresses the pressing issue of developing scientific understanding of the psychological characteristics of contemporary Russian students in today's rapidly changing world. It also provides methodological foundations for selecting scientific approaches and methods for conducting large-scale screening studies of psychological well-being, professional development, stress levels, and psychological coping resources among Russian students.

Objective. A theoretical, methodological, and empirical investigation of the influence of stress, personal and regulatory resources on the psychological well-being and professional development of Russian students, including a cross-regional aspect.

Study Participants. The empirical study was conducted on a large sample of Russian students (N = 2,303) aged 16 to 27 years (59.5% — female), including 1,162 college students and 1,140 university students. For cross-regional comparison, a sample (766 students) was drawn from three regions of the Russian Federation with objectively different stress loads: Central Russia (Moscow and Kaluga), Donbass (Donetsk), and Crimea (Sevastopol).

Methods. A set of modern, valid, and reliable methods relevant for the large-scale research included The "Subjective and Objective Uncertainty Stress" Questionnaire (SOUS), the Short "Acute and Chronic Stress" Questionnaire (ACS), the Morossanova's "Self-Regulation Profile" Questionnaire (SRPQM 2020), the Dispositional Optimism Test — Revised (DOT-R), the Short Version of the Zimbardo Time Perspective Inventory (ZTPI-15), the Well-Being Manifestation Measure Scale (WBMMS), and the Career Adapt-Abilities Scale (CAAS). JASP software and the R environment were used for statistical processing. Data analysis included descriptive statistics, correlation analysis (Pearson), and group comparison methods (t-test for independent samples, Kruskal — Wallis test).

Results. Russian students in the surveyed sample are, on average, characterized by a moderate severity of stress and possess the personality and regulatory resources developed to a level enabling them to effectively cope with modern challenges, as reflected in their relatively high indicators of psychological well-being and professional development. The study has identified and described statistically significant differences in the levels of uncertainty stress (acute/chronic, subjective/objective), psychological well-being, professional adaptability, and psychological resources (conscious self-regulation, dispositional optimism, and future orientation) between males and females, college and university students, and between students residing in the regions with varying stress loads.

Conclusions. Russian students in general possess sufficient personal and regulatory resources to cope with the challenges of uncertainty. The identified differences based on gender, education stage, and stress load in the region of residence should be taken in account when developing student psychological support programs.

Abstract

Background. The relevance of the study is determined by the need to organize scientifically based psychological support and rehabilitation of children and adolescents who have experienced traumatic events related to combat operations.

Objective. To explore the potential of implementing the Nonexistent Animal Test to assess the emotional state of children who have experienced traumatic events in combat zones.

Study Participants. The study involved children from the Donetsk and Luhansk People's Republics, as well as the Kursk and Belgorod regions. The total sample consisted of 50 children aged 4.5 to 13 years (mean age 7.7 years), including 24 children (48%) who lived in the combat zone and were relocated to temporary accommodation centers without their parents, and 26 children (52%) who were relocated from cities near the combat zone with a parent or guardian.

Methods. The Nonexistent Animal Test, content analysis, analysis of an individual case.

Results. The study results revealed pronounced emotional disturbances in children experiencing combat situations and forced resettlement. The Nonexistent Animal Test confirmed its diagnostic value for identifying anxiety, aggression, and signs of psychological trauma in children experiencing stressful situations in war zones.

Conclusions. Children with experience of living in a war zone exhibit increased levels of anxiety and aggression, as well as depressed mood. The study confirms the feasibility of using the Nonexistent Animal Test with children relocated to temporary accommodation centers.

Background. In the context of rapid digitalization of the educational environment, a transformation of cognitive processes is observed, accompanied by a change in the nature of metacognitive regulation of educational activity. The problem of metacognitive decline syndrome, manifested in a weakening of the ability for self-reflection, planning and control of cognitive strategies, is of particular relevance. This phenomenon can be a key factor in university maladjustment, expressed in a decrease in academic performance, an increase in psychoemotional stress and cognitive overload in students.

Objective. To identify and analyze the dynamics of students' personality characteristics for the period 2014–2024, to reveal the impact of digitalization on the students' metacognition, regulatoryity, and communicativeness, and establish its connection with maladjustment in the educational environment. Based on the data obtained, propose "digital detox" strategies as a way to correct the identified negative trends.

Study Participants. The study involved 1148 respondents aged 18 to 22 years (Mage = 19.8; SD = 1.2). The sample included two time cohorts: 582 undergraduate students (2014), 566 undergraduate students (2024).

Methods. The study was based on a survey design using the 16PF-questionnaire by R.B. Cattell in an adapted Russian-language version. To process quantitative data, the method of psychological profiles and structural psychological analysis were used.

Results. A comparative analysis of students' personality profiles for 2014 and 2024 revealed increasing discordance and disorganization of the personality structure, which is manifested in a decrease in adaptive abilities and degradation of metacognitive functions. In the cognitive sphere, fragmentation of thought processes and weakening of correlations between cognitive factors were found, which indicates the formation of a superficial, situationally-oriented style of thinking. Structural analysis of personality showed looseness and fragmentation of connections between adaptively significant qualities, which reduces the integrity of the personality and its resources, and also confirms the need to develop "digital detox" programs and restore regulatory functions.

Conclusions. The results of the study confirm significant negative changes in the psychological structure of students' personalities during the period of digital transformation, including a decrease in adaptive abilities, fragmentation of thinking, and disintegration of self-regulation. The data obtained substantiate the need to implement psychological and pedagogical programs aimed at developing metacognitive skills, conscious digital behavior, and restoring cognitive-regulatory functions.

Background. As part of experiments simulating interplanetary flights and work in outer space, an appropriate psychological support is required for crew members due to the circumstances associated with prolonged stay in isolation. Psychological monitoring of the crew members' status is not always possible. It is shown that indicators of interpersonal relationships, intra-group interaction, and attitude to the passage of time are important for assessing the level of psychological well-being.

Objective. The study had its purpose to reveal the dynamics of interpersonal relationships and time perception during an isolation experiment simulating a long-term space flight.

Study Participants. 6 participants of the ground-based simulation experiment "Sirius-23": 2 men and 4 women aged 26 to 37 years.

Methods. The study implemented the "Time Perception Scale" and the "Color Test of Relationships". Data processing included descriptive statistics, Spearman correlation analysis, comparative analysis of the empirical distribution with the expected uniform distribution using the Kolmogorov — Smirnov d-test, hierarchical cluster analysis using the full connection method, analysis of the significance of differences in dependent groups by the criterion of signs ("Statistics 12.0").

Results. The study has revealed the general dynamics of the sociometric status of the crew members: from a general ambivalent attitude in the period of primary socio-psychological adaptation, with further clarification of social roles within the team, resulting in a change in the attitude of the crew members to each other. Certain fluctuations take place in the individual sociometric statuses: from the ambivalence zone towards contrasting polarities; a statistically significant clarification of statuses was recorded after 8 months of being in isolation. The study demonstrated normative group processes: in the course of working together, the crew members formed an individual opinion about each other, assessed personal and professional qualities. Statistically significant changes were recorded in relation to the feelings of the negative register, the subjective perception of the passage of time, correlating with the ability of crew members to cope with the affect of anger.

Conclusions. The study provided an analysis of dynamics of interpersonal relationships and perception of time during the "Sirius-23" isolation experiment. The data obtained indicate the need for focused psychological support at the initial stage of the experiment, which actualizes the development of programs for the prevention of intergroup conflicts and the possibilities for psychological assistance.

Background. In recent years, Russian PhD students have demonstrated a low level of thesis defense. The authors consider motivation to be an important psychological factor, and academic supervision style to be an essential interpersonal factor of PhD students' success and completion of PhD studies.

Objective. The study had its purpose to identify the specific PhD students' motivational profiles and to reveal their differences in three indicators of motivating academic supervision styles, supporting the PhD students' basic psychological needs for autonomy, competence, and relatedness.

Study Participants. The study participants were 151 PhD students from Russian universities (M = 26.7 y.o.; SD = 4.17).

Methods. To assess intrinsic, various types of extrinsic motivation and amotivation of scientific activity the "Universal perceived locus of causality scales" (UPLOC) were used. To assess academic supervision styles the "Doctorate-related Need Support Scale" (D-N2S) was used. The analysis also included the indicators of publication activity, intentions to complete PhD studies, and satisfaction with them. The methods of statistical data processing included correlation and dispersion analysis, latent profile analysis, and calculation of the scale reliability indicators.

Results. The study allowed to identify four PhD students' motivational profiles: autonomous (54%), introjected (13%), external (18%), and amotivated (15%). It is shown that these four PhD students' groups differ significantly in the perceived academic supervision styles (autonomy support, structure and involvement), satisfaction with PhD studies and, partially, publication activity. The autonomous type, characterized by the dominance of intrinsic and identified motivation for working on the thesis, demonstrates the best indicators of success and satisfaction.

Conclusions. Motivational profiles reflecting dominant motives demonstrate expected associations with academic supervision styles, satisfaction with PhD studies, intentions to complete them, and publication activity of PhD students, with only half of them revealing an optimal motivation profile for writing a thesis. Consequently, academic supervision practices that promote PhD students' autonomous motivation related to their satisfaction with their PhD studies and publication activity can be a target when organizing advanced training for academic supervisors in universities.

Background. In the modern society characterized by uncertainty and variability, it is relevant to study the social well-being in various social groups, university students in particular.

Objective. The study had its purpose to reveal the features of social well-being of university students.

Study Participants. 3855 students of pedagogical universities and classical universities of the Russian Federation participated in the study.

Methods. The study is based on the materials of an anonymous monitoring, which was conducted in 2023 by the staff of the Laboratory of Sociological Research in Education of the Center for Educational Development of the Russian Academy of Education. The data obtained on the ad hoc questionnaire were processed by means of statistical software package SPSS 21 and StatSoft Statistica 7.0. Factor analysis was performed using the method of selecting the Main Components with Varimax rotation.

Results. The study identified the features of the social well-being of university students manifested in their value orientations, emotional assessment of their own future, and assessment of the significance of various threats. The article also describes the differentiating influence of students' socio-economic status and emigration intentions on their social well-being. It shows that low-income students are more likely to be pessimistic about their future and to have concerns about their economic inadequacy and social vulnerability, while high-income students are more optimistic about their future and focused on self-realization. Students' attitudes towards emigration are associated with a set of values that can be classified as "liberal" and a set of socio-political fears. The desire to live in Russia is characterized by protective attitudes related to traditional spiritual and moral values. The study revealed the specific features of social well-being of university students, which are reflected in their value orientations.

Conclusions. The analysis of the research results allows to see how students who identify themselves as belonging to a certain socio-economic stratum experience their life context. It also identifies the features of social well-being that contribute to the formation of emigration intentions at the university stage. The social well-being of students from different socio-economic strata differs fundamentally in terms of their basic attitude towards the future ("optimism" vs "pessimism"). Emigration attitudes are linked to the value structures that can be broadly categorized as "traditional values" vs "liberal values." The results obtained can be useful for developing educational programs at universities, as well as for the work of psychological services aimed at improving the social well-being of students.

Background. The problem of the multi-faceted study of memory is highly relevant, since it is an integral mental process and a basic characteristic of all human life activity. Long-term studies of the short-term memory by means of "Double Test" have shown its effectiveness in terms of a multidimensional assessment of the volume of operational and direct memory, as well as their ratio, which makes it possible to quantify, determine the reserve capabilities of the short-term memory and the level of mental activity that supports mnestic activity. At the same time, it is important to study the dynamics of short-term memory indicators using the Double Test in the context of medical and correctional measures, which is currently understudied.

Objective. To demonstrate the possibilities of implementing the "Double Test" in the dynamics of corrective influence, which is important for research activities and clinical psychological practice.

Study Participants. 69 patients, including 49 elderly individuals with moderate cognitive impairment (ICD-F06.7) aged 60 to 75 years (M(SD) = 69.25 ± 7.65) and 20 patients with vascular dementia (ICD-F01.9) aged 55 to 75 years (M(SD) = 64.9 ± 8.6). A control group of healthy young individuals was also examined.

Methods. Short-term memory was assessed by means of "Double test", including two subtests: one for immediate memory and the other one — for working memory. To study the short-term memory in dynamics, the research design involved the method of forming and activating the artificial stable functional connections of the human brain.

Results. In the groups of elderly people with mild cognitive impairement and vascular dementia, there was a decrease (relative to normal) in operational memory, most evident in the group of people with dementia. Normative indicators of direct memory were observed in the control group. After exposure to the method of formation and activation of artificial stable functional brain connections, elderly people with mild cognitive impairement experienced an increase in operational memory, while young people showed an increase in direct memory. The observed dynamics may indicate different mechanisms in the nature of compensatory changes in the structural and functional organization of memory in elderly patients with mild cognitive impairment and in healthy controls.

Conclusions. The experience of using the "Double test" in the research activities on different groups of ill and healthy individuals allows to conclude that this technique is suitable for a multi-faceted quantitative assessment of short-term memory, as well as for studying the dynamics of short-term memory indicators using the method of forming and activating artificial stable functional brain connections, which is confirmed by the peculiarities of psychological restructuring of the short-term memory, first of all — an increase in operational memory, which was initially significantly reduced in elderly people with mild cognitive impairment and in people with dementia, while in the group of healthy people there was an increase in direct memory at the initial normative values of direct and operational memory.

Background. Cancer is associated with significant decline in patients' quality of life. Satisfaction of basic psychological needs for autonomy, competence, and relatedness may serve as an important factor of their subjective well-being during cancer treatment. Different medical and social contexts of treatment during chemo- and radiation therapy create different conditions for both satisfaction and frustration of these needs. The insufficiency of scientific data on predictors of subjective well-being in cancer patients determines the relevance and novelty of the study presented in the article.

Objective. To investigate the relationship between satisfaction of needs for autonomy, competence, and relatedness and subjective well-being in cancer patients undergoing chemotherapy and radiotherapy.

Study Participants. 107 cancer patients (90 women, 17 men) receiving treatment at three specialized oncology centers in Moscow. 52 patients were receiving chemotherapy and 55 were receiving radiotherapy. 59% of the sample were breast cancer patients, while 41% had tumors of other localizations.

Methods. The study implemented a set of screening methods for assessing the subjective well-being in accordance with E. Diener's model: the Satisfaction with Life Scale (E.N. Osin, D.A. Leontiev), the Scale of Positive and Negative Experiences (E.I. Rasskazova, A.A. Lebedeva), as well as the Scale of Satisfaction of Basic Needs in the Context of Treatment (M.S. Kovyazina et al., M.K. Karakurkchi et al.). Statistical analysis was conducted in RStudio and included Student's t-test for group comparisons, Pearson/Spearman correlation analysis.

Results. Analysis of the data obtained in the study showed that patients receiving chemotherapy have a lower level of satisfaction of basic psychological needs for autonomy, competence and relatedness than patients receiving radiation therapy. Satisfaction of basic psychological needs significantly correlates with indicators of subjective well-being; this relationship does not depend on the type of therapy and is found in both groups of patients — receiving chemotherapy and radiation therapy.

Conclusions. The medical and social conditions of patients receiving chemotherapy are more complex that negatively influences their psychological well-being. Although the satisfaction of basic psychological needs is essential for the subjective well-being of patients treated with either chemotherapy or radiotherapy, fulfilling these needs proves more challenging for those on chemotherapy.

Background. In the modern geopolitical situation, Russians increasingly show symptoms of life stress, which causes an increase in anxiety and depressive states, and the need for ecologic and effective forms of self-help, psychocorrection, psychological assistance, psychotherapy is growing. At the same time, the problem of using creative methods to provide assistance in various approaches to psychotherapy and psychological counseling is insufficiently covered in the literature. Despite the wide range of methods used, there is no holistic analysis of creative methods within the framework of various psychological paradigms.

Objective. To study the possibilities of applying creative methods of overcoming life stress within the framework of various psychological approaches and modalities in domestic and foreign scientific literature.

Methods. A systematic analysis of the literature in databases (PubMed, ELIBRARY, Google Scholar) was conducted using the keywords "creative method", "stress", "psychological counselling", "art therapy", "expressive therapy" and their combinations. The analysis included the articles on using creative methods in different types of psychotherapy, including art therapy, music therapy, drama therapy, and dance movement therapy.

Results. The analysis made it possible to summarize information about creative methods, the mechanisms of their impact, and the possibilities of applying creativity in accordance with the theoretical principles of the main psychotherapeutic approaches. It has been shown that art therapy using artistic means, music, dance-movement and drama therapy lead to a reduction in stress and anxiety levels. The use of a combination of creative methods and techniques related to other areas of psychotherapy, as well as integrative approaches, was also effective, in particular, for people suffering from migraines and pregnant women.

Conclusions. Creative methods have a significant potential in dealing with stress. Their use and integration into existing therapeutic approaches enhance the possibilities of psychotherapy. However, additional research is needed to expand the evidence base and determine the optimal ways to use them in dealing with stress.

Background. In the modern reality, a person faces many daily troubles, which accumulate and have a negative impact on mental and physical health. In this regard, the relevance of studying the structure of daily stress (DS) is obvious, as it allows to understand the specifics of the relationship between daily stressors depending on the life situation. Understanding the structure of daily stress that occurs in a person's ordinary situation and in a situation of uncertainty is important not only for scientific knowledge, but also for the psychological practice in terms of developing effective coping behavior programs and crisis counseling.

Objective. To study the relationships of various stressors in the structure of DS in everyday life and in a situation of uncertainty (under the influence of a global macrostressor — COVID-19).

Study Participants. The study involved 771 respondents aged 20 to 68 years, including 530 women and 241 men: 407 people before the pandemic period and 364 people during the pandemic period.

Methods. Everyday Stressors Questionnaire (Petrash et al., 2018), comparative analysis, multivariate analysis of variance (MANOVA), structural modeling method "path model".

Results. The study revealed certain differences in the severity of DS characteristics indicating an increase in the intensity of subjective stress experience and a decrease in the level of sensitivity to daily stressors during the pandemic period. The comparative analysis demonstrated gender differences in the intensity of DS experience and the level of sensitivity to everyday stressors. The results of structural modeling identified the specifics in the structure of DS in everyday life (before the pandemic) and in a situation of uncertainty (during the pandemic).

Conclusions. The specificity of the interrelations of stress factors in the structure of daily stress varies depending on the living conditions of a person. In habitual living conditions, the leading stressor is "violation of plans". Under conditions of a macrostressor, a "stress complex" of a situation of uncertainty arises, the triggers being the stressors "expectations", "violation of plans", "affairs/work", associated with the unknown consequences and uncertainty of the future, including employment. The level of stress in the area of family relations in a situation of uncertainty tends to increase in both men and women, but in men this increase is more pronounced. At the same time, women show a more pronounced decrease in the level of sensitivity to daily stressors. In general, under conditions of a macrostressor, the severity of daily stress and its characteristics is higher in women.

Background. The article considers the problem of helplessness and its contribution to the experience of everyday and traumatic stress. The relevance of the analysis of psychological aspects of helplessness is due to its currently ambiguous interpretation as a consequence of a lack of interpersonal resources, including regulatory ones, and as a personality trait, and as a state of confusion and indifference caused by objective circumstances.

Objective. Theoretical and empirical analysis of the specifics of relationship between stress and helplessness in adolescence.

Methods. Theoretical analysis of literature, comparative analysis of the results of empirical studies on the problem of relationship between stress and helplessness.

Results. The paper presents a theoretical and empirical analysis of helplessness experience and its manifestations in different types of stressful situations, taking into account the level of perceived stress and coping strategies. In order to analyze helplessness as a cause of stress and as its consequence, the data of empirical studies conducted by the author on child and adolescent samples have been compared with the results of studying everyday stress in adults (Golovey et al., 2018). The analysis shows the differences in the experience of everyday and traumatic stress and the role of helplessness in coping with the negative consequences of different types of stress.

Conclusions. Helplessness as a consequence of the stressor’s impact and the stress experienced in response acts as a marker of the novelty of the situation for the subject and a signal to move to active actions aimed at solving the problem. In case of chronic stress, the content of any situation is reduced to the experience of helplessness, regardless of the situation specifics. There are age differences in the experience of helplessness as an independent stressor.

Background. The situation of a protracted military conflict along with a high level of uncertainty associated with it put a person in conditions of planning and decision-making with poorly predictable consequences, increase the level of anxiety about the future, and create difficulties in setting long-term goals. Teaching staff of higher educational institutions of the Donetsk and Lugansk People’s Republics, being part of civilian population of the region, find themselves in a difficult life situation, close to extreme. The ongoing transformations affect various spheres of life and, in this regard, actualize scientific interest in studying the relationship between time perspective and leading decision-making strategies among the region’s population.

Objective. To study the relationship between time perspective and decision-making strategies among the population living in the zone of local military conflict.

Study Participants. Teaching staff of higher educational institutions of the DPR and LPR (N = 1214, 898 women and 316 men).

Methods. Melbourne Decision Making Inventory adapted by T.V. Kornilova, Action Control Scale by D. Kuhl adapted by S.A. Shapkin, Time Perspective Questionnaire by F. Zimbardo. For statistical processing of the data, the study implemented r-Spearman rank correlation method, the Kolmogorov-Smirnov criterion, the T-criterion, the analysis of variance, and the linear regression analysis.

Results. As a result of constructing the regression model, it was revealed that the ability to make independent decisions is influenced by the following factors: Procrastination, Fatalistic Present, Negative Past, Hypervigilance. The tendency to procrastination is influenced by the following factors: Future, Avoidance, Hypervigilance, Realization, Negative Past, Hedonistic Present. The tendency to hypervigilance is influenced by the following factors: Fatalistic Present, Negative Past, Future, Procrastination, Avoidance, Vigilance. The ability to the only productive coping in a decision-making situation — vigilance — is influenced by the following factors: Future, Hypervigilance, Realization.

Regression analysis demonstrated that the ability for independent decision-making is influenced by such factors as “procrastination”, “fatalistic present”, “negative past”, “hypervigilance”; the tendency to procrastination is influenced by the factors “future”, “avoidance”, “hypervigilance”, “realization”, “negative past”, “hedonistic present”; the tendency to hypervigilance is influenced by the factors “fatalistic present”, “negative past”, “future”, “procrastination”, “avoidance”, “vigilance”. The ability for productive coping in a decision-making situation — vigilance is influenced by the factors “future”, “hypervigilance”, “realization”.

Conclusions. The parameters of a person’s time perspective are significantly interconnected with decision-making strategies. In a situation of living in a protracted military conflict zone, negative past experience, hedonistic and fatalistic present determine a person’s choice of non-constructive decision-making strategies: procrastination, avoidance, and hypervigilance. Common “hinders” to making constructive decisions are a negative past that the individual cannot accept and transform into life experience, as well as belief in fate and the inability to control the events of one’s life. The constructive strategy — vigilance is positively associated with a focus on the future and a positive past.

Abstract

Background. Living conditions in modern society are marked by unprecedented volatility in economic and educational systems, presenting novel challenges for sustaining professional development trajectories of youth. This paradigm underscores the critical need to investigate psychological resources that foster career adaptability, particularly amidst escalating stress loads and uncertainty.

Objectives. The study had its purpose to investigate the psychological resources determining inter-individual variability in students’ career adaptability as the most important characteristic of the professional development of personality.

Study Participants. The study involved 1,701 Russian students (54.32% female) aged 16 to 25 years (M = 18.23, SD = 1.46).

Methods. The research was conducted using a cross-sectional design with valid and reliable psychodiagnostic questionnaires and modern data analysis methods, including machine learning. Data collection was carried out via the online platform "Testograf". Data processing was performed in MS Excel and JASP ver. 0.19.03. Statistical analysis included Spearman’s correlation, a machine learning classification algorithm (decision tree), and Kruskal–Wallis test.

Results. The study allowed to develop a model of predictors of students’ career adaptability. It shows that the most adaptive students, as a rule, have the developed skills of conscious self-regulation, a high level of psychological well-being, and a pronounced temporal orientation toward the future. For students who may have deficient regulatory resources, a greater level of psychological well-being combined with future orientation enhances the possibilities of professional realization. High chronic stress reduces career adaptability; however, this effect is observed only in case of deficient psychological resources, in particular, low levels of conscious self-regulation and psychological well-being.

Conclusions. Conscious self-regulation, psychological well-being, future orientation, and chronic stress severity are predictive for students’ career adaptability. The study emphasizes the importance of an integrated approach to understanding the mechanisms of professional development of young people, taking into account general patterns and individual differences in its trajectories. The practical prospects of the study are related to the development of psychological and pedagogical support programs for students aimed at improving their career adaptability through the development of conscious self-regulation skills (regulatory competencies), the formation of a positive time perspective, stress management, and psychological well-being maintenance.

Background. The number of self-employed (people who work "for themselves") is growing in Russia, while there are various forms of self-employment, depending on the specifics of their professional activities. The question of whether the self-employed people's activity can be considered entrepreneurial is important both for empirical research and for practitioners developing various support measures for this population group.

Objective. The study had its purpose to identify the differences between self-employed people (project creators, freelancers, contract self-employed) and entrepreneurs in the representations of their professional activity.

Study Participants. 46 entrepreneurs (mean age = 42 years, SD = 8, 66% — women) and 150 self-employed individuals (mean age = 38 years, SD = 10, 75% — women), engaged in activities primarily in Moscow and the Moscow region.

Methods. Data collection was carried out through online survey. The study implemented the Methodology for Researching Professional Identity (Schneider, 2007); methods of comparative and frequency analysis, exploratory factor analysis, and one-way analysis of variance.

Results. Analysis of the self-employed people's activity allows for classifying this group of population based on the nature of their activities: project creators, freelancers, contract self-employed individuals. A comparative analysis of the data obtained from representatives of these groups, as well as entrepreneurs, demonstrated that in the representations of their professional activities, project creators and freelancers have the semantic cores of "competence" and "independence", while contract self-employed do not have the core of "independence". In terms of professional ambitions (the "entrepreneurial" factor), contract self-employed individuals differ from entrepreneurs (MD = –0.810, p < 0.001), project creators (MD = –0.890, p = 0.004), and freelancers (MD = –0.635, p = 0.003).

Conclusions. Project creators' representations of professional activity most closely resemble those of entrepreneurs, and their activities are most similar to entrepreneurial work. Freelancers' representations also share similarities with those of entrepreneurs, but freelancing only partially reflects entrepreneurship. Contract self-employed individuals' representations significantly differ from those of entrepreneurs, and their activity cannot be classified as entrepreneurial.

Background. At present, the question of finding additional resources to improve the performance of competitive activity of Russian athletes is quite acute. The personal potential of an athlete is one of the significant indicators ensuring high sports results.

Objectives. To identify the components of personal potential predictive for the competitive performance.

Study Participants. The study involved 243 athletes, men and women aged 18 to 40, participants of the I-st All-Russian Spartakiade of the strongest athletes in 2022 (M = 25.55; SD = 4.95; 31.3% of men). The sports included sambo, judo, boxing, fencing, track and field, and shooting.

Methods. The author's questionnaire 'Personal Potential' was implemented in the study. The scales of the questionnaire allow for assessing the general level of personal potential and its five components: engagement, conscientiousness, positivity, internality, and independence. To assess the results of competitive activity, the results of performance (from the 1st to the 10th place) were taken into account.

Results. Nonparametric analysis of variance revealed some differences among athletes of different sport disciplines in the general index of personal potential and its components 'engagement' and 'positivity', while no differences were observed in the components 'conscientiousness', 'independence', and 'internality'. Multiple regression analysis allowed to identify personal potential components contributing to the performance of athletes depending on the type of sport. For sambo athletes the significant components are 'engagement', 'conscientiousness', and 'independence'; for judoists, 'engagement' is a significant predictor only when taking into account the level of sportsmanship; for athletes engaged in boxing, 'independence' is significant only when taking into account the age factor; for track and field athletes 'conscientiousness' and 'positivity' are significant; for athletes engaged in shooting, 'positivity', 'independence' and 'internality' contribute to the result of competitive activity; for athletes - fencers - 'positivity' and 'conscientiousness'.

Conclusion. Personal potential and its components are manifested in all athletes differently depending on the sport. The developed diagnostic tool for the personal potential assessment can serve for predicting the performance of competitive activity and can be used in the programs of psychological support of athletes during preparation for major competitions.

Background. In the context of the rapid growth of digital commerce and active implementation of artificial intelligence (AI) in marketing practices, personalization turns to be one of the key strategies for interacting with consumers. In the context of e-commerce personalization is considered as individualized product recommendations, price offers and advertising messages based on the user data and AI algorithms. This transforms consumers behavior, increasing their engagement, but at the same time boosting the risks of manipulative influence. In this regard, it seems relevant to analyze how personalization affects the formation of digital trust and consumer behavior.

Objective. The study had its purpose to assess how personalization affects consumer trust and behavior.

Study participants. The study involved 140 digital consumers (including 100 women) aged 20 to 40 years (mean age 28 years).

Methods. The study implemented a survey method using a structured online questionnaire distributed using a simple random sampling method. Statistical data processing included cluster analysis, Pearson's Chi-Square test, and graphical visualizations to identify trends.

Results. The data analysis allowed to reveal three consumer segments in the sample under study which are characterized by a specific consumer behavior: 1) Security-Conscious Consumers value trusted brands and transparent personalization, 2) Price-Sensitive Consumers respond well to discount-driven personalization but exhibit lower impulse tendencies, and 3) Impulse Buyers are highly influenced by AI-driven recommendations and urgency-based marketing.

Conclusion. Personalization can foster trust or drive impulsive buying, depending on consumer type. Business should implement ethical AI-driven personalization, enhance trust through transparency, and balance personalization with consumer autonomy.

Background. Pediatric palliative care is provided comprehensively to the whole family having its main purpose to improve the quality of life of the patient and his family. Identifying the actual needs of the family and the child is necessary, as this can help improving the quality of care provided. Current problems, difficulties, and needs should be analyzed taking into account the family's place of residence, standard of living, and other socio-demographic characteristics.

Objectives. The study is aimed to identify the current needs of mothers of children in need of pediatric palliative care living in the Leningrad region.

Study Participants. The study involved 102 women (mean age 39.7 ± 6.365) raising children aged 1 to 18 years in need of palliative care (total number of 104 children, mean age 10.10 ± 4.698). Currently, families receive pediatric palliative care and live in the Leningrad region. The child's disease was detected during infancy.

Methods. The study was conducted using the author's socio-demographic questionnaire designed to identify the current needs of mothers of children in need of palliative care. Spearman's rank correlation criterion was used to perform correlation analysis.

Results. Based on the obtained socio-demographic data, the analysis allowed to identify three groups of urgent needs of mothers of children in need of palliative care: 1) material; 2) social; 3) physical and psychological.

Conclusions. The results made it possible to identify social and psychological targets, such as providing "social respite", support from charitable organizations, psychological support to reduce the intensity of negative experiences, and building social contacts.

Background. The current existential threats facing Russian society inevitably intensify the processes of its militarization, which makes it relevant to analyze the cultural and historical foundations as well as the socio-psychological conditions of its development. Militarization as a complex multi-aspect concept requires a comprehensive study in a broad socio-psychological context.

Objective. The study had its purpose to conduct a theoretical analysis of the phenomenon of militarization of public consciousness.

Methods. The analysis of the phenomenon under study implemented the method of highlighting key ideas and conclusions contained in scientific publications on the problem over the past two decades, describing the multifactorial picture of the phenomenon determination. Theoretical modeling was also used.

Results. Based on the conducted theoretical analysis of the evolution of the phenomenon of militarism in Russian society, a theoretical model has been constructed that comprehensively describes the socio-psychological characteristics of the process of militarization of public consciousness.

Conclusions. The presented analysis of theoretical and empirical research on the problem allows to consider the militarization of public consciousness as a natural process developing due to objective political, economic and social factors as well as subjective social representations and attitudes of a person towards paramilitary practices. It is advisable to consider the process of militarization in its two main aspects — as the militarization of society as a whole and as the military socialization of an individual considering paramilitary practices as preferable.

Background. Machine learning methods turn to be an effective tool for data processing and provide ample opportunities for analyzing the results of psychodiagnostics. At the same time, they have a number of advantages over traditional correlation, factor, regression analysis and allow for a systemic analysis of latent relationships between psychological indicators. Search, analysis, and interpretation of latent indirect relationships between features is one of the key problems in modern psychology. In this regard, the "decision tree" method provides wide opportunities for researchers.

Objective. To demonstrate the capabilities of the "decision tree" method in the processing of multidimensional psychodiagnostics data using specific examples.

Study Participants. The study involved different groups of respondents for processing of heterogeneous original psychodiagnostics data: parents of preschoolers (496 mothers), 83 pre-adolescent schoolchildren (aged 11-12), 79 adolescent schoolchildren (aged 14-16).

Methods. The results of two or more tests were analyzed simultaneously. The study implemented "Parental Attitude Research Instrument" (PARI) by Schafer & Bell, "Analysis of family relationships" by Eidemiller, the Tapping test by Ilyin, the Cattell Culture Fair Intelligence Test, the 12-factor personality questionnaire by Cattell (CPQ), the "Unfinished sentences" test by Michal, the personality test by Rogers & Diamond, and the 14-factor personality questionnaire by Cattell (14 PF). Data processing algorithms were implemented on the DEDUCTOR analytical platform.

Results. Using the «decision tree» method, a large number of psychological traits were classified according to their relationship to different target attributes (psychological characteristics). The study demonstrated the possibilities of the proposed data processing algorithm for evaluating the latent connections between psychological characteristics and for building the hierarchical structures corresponding to vertical system data analysis. In particular, the proposed tool allowed for identifying the relationships between individual psychological and psychosocial characteristics of pre-adolescent schoolchildren (aged 11-12); between personality traits and adaptation characteristics of 14-15-year-old teenagers; between parental attitudes and family relationships among preschoolers' mothers.

Conclusions. The "decision tree" method allows for the analysis of latent relationships between heterogeneous psychodiagnostics data by the level of significance of input features, even without analyzing the structure of the "tree" itself. The method makes it possible to identify the range of values of psychological features in which the intrasystemic relationships are more stable. The data analysis demonstrates the influence of IQ indicators as individual psychological characteristics on the results of schoolchildren testing. Verbal and non-verbal intelligence (14-PF questionnaire and Cattell Culture Fair Intelligence Test) appear to be significant indicators in the interrelations of psychological features.

Background. Research on emotional intelligence (EI) has a long history, however, most of it has been focused on understanding EI as an ability, and the existing studies of latent profiles of EI as a trait have been conducted mainly on European samples.

Objectives. The study had its purpose to identify commonalities and differences in emotional intelligence between Russian and Chinese adult people.

Study Participants. A total of 698 people: 1) 312 Chinese participants aged 18 to 55 years (Mage = 29.16; σ = 11.34), of which 120 were men (32.9%); 2) 386 Russian participants aged 18 to 60 years (Mage = 24.96; σ = 8.0), of which 126 were men (38.5%).

Methods. The study implemented the Trait Emotional Intelligence Questionnaire (TEIQue) adapted in Russian by Kornilova (2023) which includes four scales: Well-Being, Sociality, Emotionality, and Self-Control. Processing the data obtained included correlation analysis, the latent class analysis, comparison method, and cross-cultural analysis. AIC, BIC, aBIC, aLRT were used.

Results. In general, the latent class analysis demonstrated the possibility of identifying two classes of individuals in both the Russian and Chinese samples - differing in all 4 EI components in the Russian sample and in 3 components in the Chinese sample. The identified groups are characterized by different combinations of indicators of well-being, negative emotionality, and self-control. A cross-cultural difference between the two samples was found, which manifests itself in a discrepancy between Russian classes in "sociality" (high or low with higher or lower "self-control"), which is practically absent in the Chinese sample.

Conclusions. Latent structures of EI traits in a cross-cultural comparison of Russian and Chinese samples show more similarities than differences; the latter are manifested in the presence vs absence of discrepancies between the levels of sociality among the classes identified in both samples. Latent class analysis indicates no gender differences in the structure of emotional intelligence in the Russian sample, while revealing some differences in "sociality" in the Chinese sample.

Background. In recent years, more and more Chinese schoolchildren choose to study Russian. However, the previous concepts and methods of teaching Russian, unable to meet demands of society and the state's requirements for training specialists capable of developing cooperation with Russia in the political, economic, cultural, and educational spheres. The State standard of the curriculum for the subject "Russian Language" for senior grades of secondary schools (hereinafter referred to as the Standard) of the 2017 edition, developed by the Ministry of Education of the PRC, has been in effect for more than 5 years. Analysis of implementing the new conceptual principles underlying its new edition is highly relevant for further improvement of the model of teaching Russian in Chinese schools.

Objective. The study had its purpose to evaluate the effectiveness of the implementation of the competence-based approach to teaching Russian in senior grades of secondary school in the PRC.

Study Participants. The study involved 279 Russian language teachers from 130 Chinese schools, of which 245 were women (88.77%).

Methods. The study used the methods of theoretical analysis, survey, and statistical data processing.

Results. The content analysis of the new Standard showed the importance of forming the key competencies to improve the quality of education and the students' personality development. The normative document for the first time defined four key competencies to be developed in students within the framework of their mastering the Russian language in senior grades of Chinese schools. An analysis of the results of a survey of Chinese Russian language teachers showed that about 90% of them highly rate its effectiveness in organizing Russian language teaching in senior grades of secondary school.

Conclusions. The Standard (2017) substantiated that, in order to ensure the comprehensive personality development of young people and improve the quality of education, teaching Russian in Chinese schools should aim to develop the key competencies. The structure of the curriculum reflects the variability of educational trajectories in studying Russian in a Chinese secondary school.

Background. A certain similarity in the attitude to the world inherent both in a child and an artist has long been noted, but the psychological essence of this similarity has not been sufficiently understood.

Objective. The study had its purpose to approximate understanding the phenomenon of similarity in the "childish" and "artistic" attitude to the world, which is significant for both the psychology of creativity and the pedagogy of art.

Methods. Analysis of literature on the problem and the author's experimental research data.

Results. It is shown that for children, as well as for artists, a significant basis for generalization is the emotional-evaluative attitude to objects, conditioned by the perception of their specific sensuous appearance. From this point of view, the features of a child's complex thinking act as favorable prerequisites for artistic development. The study highlighted the importance of children's animism as a prerequisite for the artist's ability to comprehend the internal unity of phenomena and his own complicity to them. In the context of the problems under discussion, the analysis considers understanding of the types of human attitude to the world in the works of I.P. Pavlov and priest Pavel Florensky.

Conclusions. The similarity between the psychological essence of a child and an artist is rooted in a sense of unity with the world and the kinship of all phenomena among themselves.

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).

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.

Background. In today's rapidly changing world, it is extremely important to maintain one's own trajectory in relation to life goals, the image of the future at different stages of professionalization. In this regard, it is relevant to determine personal regulators that allow for conscious and purposeful influencing the achievement of the expected future and their change in the process of professionalization.

Objective. The study had its purpose to investigate the image of the future, its characteristics (completeness, clarity, time perspective), functions and personal regulators (self-regulation, coping behavior and life orientations) at different stages of professionalization.

Methods. The study implemented quantitative methods: a basic questionnaire by V.I. Morosanova "Style of self-regulation of behavior - SSPM", 2015; “Time Perspective Questionnaire” (F. Zimbardo, 1997) adapted by A. Syrtsova, 2007; "Test of Life-Meaning Orientations" (Crumbaugh, Maholick, 1964) adapted by D.A. Leontiev, 2000; methodology "WCQ – Ways of Coping Questionnaire" (R. Lazarus and S. Folkman, 1985) adapted by T.L. Kryukova, E.V. Kuftyak, M.S. Zamyshlyaeva, 2004. And qualitative methods: the method “Unfinished Sentences” (Sachs, Levy, 1950) modified by the authors and metaphorical associative maps “Roads” (G. Salpeter, 2014) for which the author’s semi-standardized interview was developed (S.I. Konzhin, M.V. Saporovskaya, 2021).

Sample. The study involved 184 people - men and women from 16 to 40 years old (M = 23.2; SD = 7.43) who gave informed consent to participate in it. The respondents were divided into three empirical groups: respondents at the stage of professional self-determination (aged 16-17); respondents at the stage of obtaining professional education (aged 18-25); respondents engaged in professional activities (aged 26-40).

Results. The study revealed significant differences in the influence of self-regulation, coping behavior and life-meaning orientations on the time perspective of the future at different stages of professionalization. Content-analysis allowed to establish the structure, clarity, and completeness of the image of the future. Regression analysis indicated that “Locus of control-Self”, the coping strategy “Planning to solve a problem” and the regulatory-cognitive competence “Planning” make the greatest contribution to the regulation of the Future image of the respondents. Focus on the Future, the relevance of planning the Future image have certain differences and specifics at the different stages of professionalization.

Conclusion. Locus of control, strategies of coping behavior and regulatory competencies can be considered as personal regulators of creating an image of the future at different stages of professionalization.

Background. Dramatic art requires methodological foundations to be applied for training; psychological theories can form the basis for actor’s skills and allow for the conscious control of performing activities. Nowadays the realistic approach to theatrical art (Stanislavsky, K.S., Toporkov, V.O.) based on the idea of the life-like verisimilitude of acting does not lose its relevance, however, its terms and methods require correlation with psychological constructs describing the structure of actor play as a type of activity.

Objective. Development of model ideas about the structure of an actor’s psychophysical actions by correlating the psychological structure of activity as per A.N. Leontiev with the system of acting work presented in the approaches of K.S. Stanislavsky, V.O. Toporkov.

Methods. A systematic analysis of domestic and foreign research on the psychological structure of activity (A.N. Leontiev, L.S. Vygotsky, K. Levin, B.V. Zeigarnik, W. James, S. Shekhter, etc.) allowed to apply A.N. Leontiev’s theory of activity to the methods of acting presented in the works of the famous theater directors (K.S. Stanislavsky, V.O. Toporkov, M.A. Chekhov, V.E. Meyerhold, E.B. Vakhtangov, etc.).

Results. It is shown that external and internal sides of the actor’s psychophysical action have the same psychological structure: activity (reconstruction of realistic human behavior) — motivation (“supertask”, character’s “struggle”), action (psychophysical action) — goal (representation of the final result related to “supertask”), operation — conditions (given circumstances). The permanency and controllability of the actor’s psychophysical actions is ensured by motivational structures (motive, goal), and not by emotions, which lack incentive effect and duration. Experience arises naturally while acting in the given circumstances motivated by goals and supertask.

Conclusion. Understanding the structure of activity and its motivational aspect allows to control the actor’s psychophysical action through conscious goal setting and managing its achievement. Psychophysical actions cannot be performed beyond the given circumstances and represent a synthesis of the first and second signaling systems.

Background. The paper presents the results of research into the features of volitional regulation among Tuvans living in rural areas and cities.

Objectives. The study had its purpose to test the hypothesis about the relationship of volitional regulation with the characteristics of the lifestyle and semantic sphere of the respondents.

Methods: “Action Control Scale”, “Questionnaire for identifying the severity of selfcontrol in the emotional sphere, activity, and behavior”, PIL test, and the author’s ad hoc questionnaire for studying the lifestyle characteristics.

Sample. Tuvans living in Erzin (185 people), in Mugur-Aksy (265 people), in Kyzyl (172 people), and in Moscow (105 people) were compared. In total, the study involved 727 people aged 18 to 79 years, 466 women and 261 men.

Results. It is shown that Tuvans living in rural vs urban areas assess their lifestyle differently. Rural residents are significantly more likely (p = 0.01) to assess their way of life as traditional whereas urban residents consider their lifestyle as modern (p = 0.01). MANOVA revealed the significant differences between the compared groups in all indicators of volitional regulation. Сovariance analysis showed that these differences are due to the lifestyle characteristics as well as the features of the respondents’ semantic sphere. The data processing obtained significant effects of the PIL test indicators and lifestyle characteristics for the Action Control Scale (p = 0.01 and p = 0.05, respectively), for emotional self-control (p = 0.01 and p = 0.01), behavioral self-control (p = 0.01 and p = 0.01), and social self-control (p = 0.01 and p = 0.01).

Conclusion. The obtained results allow to assume that in the process of modernization/urbanization of Tuvan society, the role of traditions and group experience in the regulation of activity decreases whereas the role of volitional regulation increases.

Background. The article is devoted to the topical problem of socio-psychological adaptation of adults with disabilities. One of the person’s socio-psychological adaptation parameters is the success of self-determination in a social environment, which can be reflected in such indicators as acceptance of oneself and others, responsibility, internality. Limited health opportunities (disabilities) are considered as conditions that determine the specifics of personality development, difficulties in the formation of personal identity. Self-attitude can act as one of the factors significant for the person’s socio-psychological adaptation since it determines the style of his/her interaction with society and behavioral options.

Objective. The study had its purpose to determine the characteristics of self-attitude and individual typological qualities of adults with various types of dysontogenesis, to explore the connection of these features with adaptation parameters.

Methods. To study implemented the Methodology for diagnosing socio-psychological adaptation by K. Rogers and R. Diamond, adapted by A.K. Osnitsky; Individual Typological Questionnaire by L.N. Sobchik; Self-Attitude Test Questionnaire by V.V. Stolin, S.R. Pantileev.

Sample. 75 people participated in the study: 24 people with mobility disabilities, 19 people with severe speech disorders, 20 people with visual impairments, 12 people with hearing impairments. The mean age of respondents was 34 years.

Results. Self-attitude of adults with disabilities is characterized by low self-confidence, lack of expectation of a positive attitude towards oneself in society, and lack of self-understanding. Research results demonstrated, that adaptation parameters such as selfacceptance, non-acceptance of self, acceptance of others, and external control were outside the average normative values. The severity of different individual typological properties among respondents of different groups indicates the presence of accentuated traits in them. The data analysis revealed simultaneously quite high average indicators of leadership qualities, activity and introversion, self-doubt, and anxiety in the groups with mobility disabilities and visual impairments.

Conclusion. Self-attitude of adults with various types of dysontogenesis is characterized by insufficient self-confidence, lack of expectation of a positive attitude towards oneself in society, lack of self-understanding. Their adaptation is characterized by compensatory overestimated self-acceptance and internal control. The presence of accentuated traits in a large part of respondents can be considered as a risk factor for adaptation.

Background. The relevance of study is determined by society’s demand for searching the resources for maintaining psychological well-being (PWB) and positive development of students in a changing educational environment.

Objective. To study individual trajectories of the PWB dynamics depending on the level of conscious self-regulation development and personality features of younger adolescents educated in grades 4-6 of comprehensive school.

Methods. Russian-language version of the questionnaire “Well-Being Manifestation Measure Scale” (Morosanova, Bondarenko, Fomina, 2018); “Big Five Questionnaire — Children version (BFQ-C)” (Russian adaptation by Malykh, Tikhomirova, Vasin, 2015); V.I. Morosanova‘s “Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)” (Morosanova, Bondarenko, 2017). Statistical analysis was carried in JASP software, version 0.17.2.1 using the Latent Growth Curve Modeling (LGCM).

Sample. 120 pupils (58 boys) educated in one school of Kaluga took part in the longitudinal study.

Results. The study results demonstrate that individual differences in PWB level of younger adolescents in the 4th grade are determined by the general level of conscious self-regulation as well as the personality features of extraversion and agreeableness. The specifics of individual PWB trajectories in the period from 4th to 6th grade depend on the level of conscious self-regulation. In particular, the higher the level of self-regulation the less is the risk of decline in PWB during 4–6th grades. Gender contributes to psychological well-being only in the 4th grade: its level is higher in boys compared to girls.

Conclusion. New data have been obtained allowing to expand theoretical knowledge about regulatory and personal predictors of psychological well-being in early adolescence.

Background. In the face of threats of increased individualism and the prevalence of loneliness problems, supporting the individual’s focus on the values of friendly relationships and focusing research on understanding the transformation processes of the individual (in particular, changes in the self-regulation characteristics) in the context of his co-existence with a significant Other is a relevant and little-studied topic.

Purpose. The study had its purpose to identify the specifics of changes in the processes of self-regulation of an individual under conditions of coexistence with a friend.

Methods. “Self-regulation Profile Questionnaire by V.I. Morosanova (SRPQM)” and its modification, methodology for studying personality self-esteem by S.A. Budassi and its modification.

Sample. The study involved students of Kuban State University from different areas of training (N = 100).

Results. The study revealed significant changes in the students’ general level of selfregulation and its characteristics depending on existing friendships: an increase in behavior conscious self-regulation (“general level” scale), optimization of conditions in achieving one’s goals (“modeling” scale) based on a critical attitude to the performing actions (“result evaluation” scale), an increase in plasticity of the regulatory processes (“flexibility” scale).

Conclusions. In a situation of co-existence, a “possible Other” can be both a destructive factor for a person’s self-regulation (impaired planning, value disorientation, etc.), as well as a supporting factor, providing more accurate self-identification, certainty in setting goals, increasing agency in organizing the spaces of one’s being. Friendship relationships, being a person’s coexistence with a “significant Other”, generally increase the resources of self-regulation: the modeling process is optimized, flexibility and adequacy in evaluating results increase. At the same time, a person’s independence decreases, which is natural, since another subject is involved in the regulatory process.

Background. The study of psychological mechanisms and patterns of “conscious” regulation of psychic states turns us to the structures of consciousness and their functions in the regulatory process. These structures and mechanisms remain the least studied to date, while the need to understand the psychological mechanisms of self-regulation of states is extremely relevant, and knowledge about them is in demand in various situations of a subject’s life.

Objective. The presented analytical article analyzes the concept of “situation” (approaches, principles, structure, levels, etc.) considered as a “psychological situation” and investigates its role in the actualization of the mental regulation of psychic states.

Results. It is shown that psychological situation, through the formation of an impression, which is a cognitive-affective complex, “launches” the regulatory process, actualizing the structures of consciousness constituted by semantic, reflective, representative structures, experiences, and the Self system. The article provides an analysis of results of the situational conditioning of self-regulation of states among the employees of government institutions, in the process of teaching students, in difficult life situations (reversible and irreversible) as well as its impact on the activation of consciousness structures and, accordingly, on the operational means of regulation. Consideration is also given to the relationships between mental structures in the process of regulating the subject’s states.

Conclusion. The formation of functional structures “situation — mental structures — regulatory means — mental states” occurs in the process of psychic states regulation. The actualization of functional structures is due to the purpose of regulation — the need to change the state in accordance with requirements of the situation of the subject’s life activity. Activation of the consciousness structures mediating the choice of operational means of regulation and their use leads to a change in the psychic state.

Background. The relevance of studying the youth safety culture (SC) in various spheres of life is due to a significant change in the structure of risks coming along with the development of Internet and digital technologies.

Objective. The empirical study had its purpose to reveal the intrapersonal and subjective determinants of the youth SC taking into consideration its gender specificity, as well as to describe the types of youth SC as per the attitude to different safety components.

Methods. The study implemented the standardized questionnaires TIPI-RU, Brief- Cope, PIL, RFQ, assessments of self-confirmation patterns as well as ad hoc developed technique for evaluating the youth SC and its components (public, personal, financial, and data security). Data analysis was carried out using multivariate statistical methods (ANOVA (Analysis of Variance), factor analysis, cluster analysis, correlation analysis), Student’s t-test and Fisher’s F-test.

Sample. The study involved 1469 university students (545 boys, 924 girls, mean age 20.34 years).

Results. of the study revealed certain gender differences in the youth SC: young women have a significantly higher indicator of personal safety, while young men dominate in all other components and the integral indicator of SC. Cluster analysis allowed for identifying 4 types of SC according to the rates of different SC components. The revealed types of SC differ in the personality characteristics, meaningfulness of life, preferred coping strategies, focus of regulation, and self-confirmation patterns.

Conclusion. It was established that youth security culture is more a consequence of comprehension (as well as learning) than a personality conditioned phenomenon. The study substantiated the expediency of individually oriented proactive approach to the formation of the students’ SC.

Background. The study relevance is due to the high prevalence of diabetes mellitus among children and adolescents, on the one hand, and on the other hand — to the important role of the attitudes towards the disease and the future life in their compliance behavior and effective compensation for the disease.

Objective. To study the features of attitudes towards the future, attitudes towards the disease and their relationship in adolescents with insulin-dependent diabetes mellitus (type 1).

Methods. “Multidimensional scale of attitude to the future” by V. Kalster and “Type of attitude to the disease” by A. Lichko and N. Ivanova. For statistical data processing, Pearson’s parametric correlation analysis and one-way analysis of variance (ANOVA) were used.

Sample. The study involved 80 respondents with diabetes aged 12 to 15 years (55% — female).

Results. The study identified the most pronounced types of attitudes towards the disease in adolescents with diabetes mellitus: anosognosic, neurasthenic, hypochondriacal, apathetic. The picture of the future of the surveyed adolescents is characterized by weak emotional attractiveness, it seems to them remote and difficult. Adolescents aged 12–13 represent their future to be more difficult compared to adolescents aged 14–15. The more planned the future seems, the more pronounced the anxiety toward the disease. The remoteness of the future in time is associated with increased vulnerability. The perception of the future as imposed from the outside is associated with the search for benefits related to the disease. The future seen as interesting and useful is associated with the acceptance of the fact of disease. A sense of predestination and the imposed future in adolescents with diabetes is associated with a demonstration of their suffering and experiences.

Conclusion. Revealing the prevailing type of attitude towards the disease and the emotional attitude to the future plays a significant role in the effective compensation of diabetes in adolescents. The results of the study have been introduced into the practice of psychological assistance to adolescents with diabetes mellitus and their parents.

Background. The relevance of the study is due to understanding of important role of imagination in the cognitive and emotional development of children as well as the contradictory results of modern research on imagination development in older pre- school age.

Objective. The study had its purpose to assess the level of productive imagination of the present-day preschoolers educated in the senior groups of kindergarten and to identify types of imagination being based on statistical data processing.

Methods. The study implemented the technique “Complete the drawing” (a modified Torrens’ Test) and the typology of productive imagination by O.M. Dyachenko (2007). Drawings of preschoolers were analyzed in terms of elaboration, flexibility, and originality of images. Processing the obtained data included calculation of the mean and median values, standard deviations; the cluster analysis method; the non-parametric Kruskal-Wallis’s criterion and Kolmogorov-Smirnov’s, Mann-Whitney’s criteria were used.

Sample. The study involved 768 preschoolers of older groups of kindergartens in four regions of Russia (Moscow, the Republics of Sakha and Tatarstan, Perm Territory) aged 58 to 72 months (of which 47.9% were boys).

Results. Modern methods of statistical data processing have made it possible to identify and compare significantly different types of productive imagination in preschoolers. According to the results of the assessment of imagination development of the of older preschool children in different regions of Russia, a similar distribution was obtained for 6 types of productive imagination. The study revealed the low level of imagination development in about half of older preschoolers: children either do not accept the task at all (type 0), or draw individual objects that are not detailed (type 1). Productive imagination at the age of 5–6 years develops heterochronously: children with different types of imagination have relatively high scores for various parameters (types 2, 3, 4). Less than 5% of older preschoolers are characterized by a high level of imagination development when children use “inclusions” (type 5).

Conclusion. The results of the study expand the understanding of productive imagination in today’s preschool children and contribute to studying its development in the changed conditions of educational environment. The typology of productive imagination built on the basis of quantitative methods can be useful for both researchers and practicing psychologists, preschool educators.

Background. The modern information space containing both reliable and quasi-scientific information has a significant impact on the formation of students’ scientific worldview.

Objective.To obtain an empirical support for the theoretical model of the formation of scientific worldview in the middle-adolescent students which was formulated in the framework of the cultural-historical conception.

Methods. A special questionnaire was developed containing 16 pairs of statements. Each pair presented both scientific and an everyday interpretation of a natural science phenomenon. The respondents had to choose the answer considered to be correct. When processing the data, the number of answers corresponding to the modern scientific concepts was taken into account.

Sample.The study involved 200 high school students and 196 junior college students aged 16–18 years, a total of 396 people (232 girls and 164 boys).

Results. The study has revealed that the worldview of middle-adolescent students is predominantly characterized by an average level of scientific concepts and presents an individual combination of scientific and everyday knowledge. It has been found out that boys demonstrate a significantly higher level of scientific views than girls. College students’ outlook tends to be more scientific than that of high school students, but the differences linked to the type of educational institution do not reach statistical significance.

Conclusion. The theoretical model of scientific worldview formation in the middle adolescence proposed by L.I. Bozhovich in the framework of cultural-historical approach is not confirmed. It is assumed that the key factor in the formation of an individual’s scientific worldview is not the scope of one’s knowledge but its personal meaning. The data obtained expand understanding of formation of the students’ worldview and provide new insights into the content and structure of modern individual’s out- look.

Background. The article presents the results of a longitudinal study of the cognitive-emotional development of children from the standpoint of the structural-dialectical approach. The authors consider the indicators of the formation of dialectical and formal-logical thinking and their relationship with emotion understanding in the children of preschool and primary school age.

Objective of the study was to test the hypothesis about the relationship between the development of dialectical and formal operations and emotion understanding in the children aged 5–9 years.

Methods. To assess the formation of mental operations and emotion understanding in 5–9-year-old children, a special toolkit was developed. The structural-dialectical method of analysis was implemented to study the features of dialectical thinking and emotion understanding in the children of senior preschool and primary school age. Assessment of the formal thinking development was carried out in the context of the operational theory of intelligence developed by J. Piaget.

Sample. The study involved 50 children aged 5–9 years (56% boys and 44% girls), who were tested in the senior and preschool groups of kindergarten and then in the second grade of school.

Results. Two forms of dialectical transformations were found to exist: substantive and structural. The obtained results have shown that already at preschool age there are mechanisms which allow children to apply dialectical thinking operations together with formal-logical operations when solving tasks related to understanding of mixed emotions.

Conclusions. The results obtained confirmed the hypothesis about the existence of correlation of the dialectical and formal thinking with emotion understanding in the children of senior preschool and primary school age. In the course of studying the cognitive-emotional development of children in primary school, a trend was found associated with the transition from dialectical to formal-logical thinking. This result needs further investigating.

Background. The relevance of the study is due to the search for regulatory and intrapersonal resources for a successful way out of difficult life situations on the example of the postoperative period after high-tech operations on the large joints.

Objective. The study had its purpose to scrutinize the contribution of conscious selfregulation and coping strategies to overcoming difficult life situations.

Methods. “Self-Regulation Profile Questionnaire by Morosanova — SRPQM 2020”, questionnaire “Methods of Coping Behavior” by R. Lazarus, questionnaire of cognitive regulation of emotions by N. Garnefsky, “Knee Score Scale” modified by D. Insall, “Hip Joint Assessment System”.

Sample of the study consisted of 128 people of them: 80 men, 48 women (average age 55.76 ± 12.7), who underwent high-tech operations on the large joints. Measurements were carried out in two stages: before the operation and 1.5 months later.

Results confirm that most people experience difficulties in the process of self-recovery after high-tech operations. The study revealed a positive contribution of adaptive coping strategies, such as problem-solving planning and reviewing the situation from the positive side to the patients’ recovery. These coping strategies make a positive contribution to compliance with standard recovery deadlines and reduce the effect of ineffective cognitive-emotional strategies. Avoidance, denial of the problem, fantasizing and emotional distancing prevent a successful exit from a difficult life situation and delay the recovery process. The study also showed contribution of self-accusation, exaggeration of occurred events significance and blaming others to the difficulties that arise during self-rehabilitation. The research results demonstrate the system-forming resource role of conscious self-regulation in the successful overcoming difficult life situations, where conscious self-regulation acts as a central predictor and mediator of other personality characteristics.

Conclusions. Adaptive coping strategies and conscious self-regulation make a significant contribution to overcoming difficult life situations. Self-regulation is a predictor and mediator of health indicators and compliance with standard rehabilitation deadlines; it plays a system-forming resource role in restraining ineffective ways of cognitive-emotional regulation and coping strategies in the process of overcoming difficult life situations.

Background. In modern conditions of existence, it is difficult to talk about the stability of a person’s identity: it fluctuates, transforms, multiplies, and disappears. The instability of identity is manifested not only in the problems of self-determination, adaptation, self-realization, but also in the risks of losing the opportunity to be a subject of one’s own life, to consciously identify and responsibly present oneself to the outside world. The research shows that personal identity provides internal harmony and stability of the subject. However, currently we don’t have a corresponding diagnostic tool with satisfactory psychometric indicators, which makes it difficult to study, monitor, and determine available resources for maintaining the stability of the personality in a changing world.

Objective. The study was aimed at creation and psychometric verification of the methodology for diagnostics of personal identity, providing empirical verification of its structure, assessment of validity, internal consistency, and retest reliability.

Methods. The study implemented the methods of semi-structured interview, unfinished sentences, survey, expert assessments, calculation of statistical correlation coefficients and comparison of averages, factor analysis as well as standardization procedures and psychometric checks of validity and reliability of the test.

Sample. The total volume of the research measurements was carried out on a sample of 1,384 people (36.8% men, 63.2% women) aged 13 to 90.

Results. The results of psychometric verification of the test (N = 500) showed a satisfactory degree of internal consistency, retest reliability of the scales (factors) “reflected Self ”, “unique Self ” and variability of the values on the “personal Self ” scale.

Conclusion. The methodology can be used in the scientific and practical activities of psychologists specializing in the problems of personality psychology, in the diagnostics of self-identification processes of personality in various life situations and in different periods of life, while determining the stability of personality in conditions of social change.

Background. The internal logic of the development of social psychology as a science, as well as the rapid changes in society affecting its subject field, require discussion on the current scientific problems and prospects for further social psychological research, many of which are related to the development of scientific directions initiated by A.L. Zhuravlev and his colleagues.

The aim of the study was to describe the contribution of A.L. Zhuravlev to the development of a number of branches of Russian social psychology and, on the basis of the concepts developed by him, to identify some of the most promising areas for further research.

Results. The study singled out the following branches and directions of social psychology, the formation of which in Russia is closely connected with the works of A.L. Zhuravlev: psychology of management, joint activity and collective subject; psychology of morality; economical psychology; social psychology of the city; studies of the psychological state of the Russian society; studies of attitudes to new technologies and the influence of technologies on socio-psychological phenomena; psychology of nuclear deterrence and strategic security, psychology of global risks. In each of these areas, the prospects for further research are outlined, taking into account the social, economic and technological changes in Russia.

Conclusion. Presented analysis allows to consider collective subjectivity as an integral phenomenon that connects promising areas of research in social psychology, and the works of A.L. Zhuravlev can serve as a basis for their further development.

Objective. The study had its purpose to reveal the features of the social environment as potential conditions for the formation, functioning and evolution of the latent social groups. Hypotheses: 1) There are pre-forms of social associations of people (which can be conditionally called “latent social groups” (LSG)). 2) Emergence of LSG can have grounds in different conditions of external and internal environment of the subject (including those of the social environment perceived by a person as subjectively significant for him in relation to certain life goals).

Methods: categorical-theoretical analysis, study of literary sources, empirical research (questionnaires), multivariate methods of parametric statistics. By means of the author’s methodology (questionnaire “Dynamics of professional life style” — DPLS), respondents assessed the role of social environment conditions as “professional factors”, the dynamics of their own professionalism since their 20 to 65 years (retrospectively to the current age and prospectively — predicting the dynamics of subsequent evolution). Socio-demographic and job characteristics of the respondents were also recorded.

Sample. 482 people were interviewed, men and women aged 30–50 (132 civil servants, 129 engineers and heads of departments of industrial enterprises, 221 managers). The total sample was repeatedly divided into groups according to research tasks. The division criteria were gender, job position of the subjects, conditions of the meso-environment subjectively perceived to be significant as the factors of their professionalism (circumstances, science, art, religion).

Results. The empirical study results support the initial hypotheses. When dividing the sample according to different criteria, both obvious (men/women, specialists/managers) and environmental conditions assessed as “professionalism factors”, the obtained groups differ significantly in a number of variables.

Conclusions. In the same social space-time, various social associations can coexist different in the degree of their manifestation, development, active functioning as social groups. The phenomenon of “latent social groups” (LSG) appears to be a pre-form of manifested social groups with different trajectories of their possible subsequent development. LSG are possible associations of people who are similar to each other in a number of important aspects of life (value orientations, lifestyle, etc.), potentially capable of integration and interaction in achieving common goals, comfortable interpersonal communication, maintaining typical patterns of behavior, etc. LSG represent the pre-stages of the possible formation and development of various social structures.

Objective: to find out and consider the features of concepts of death in younger and older adolescence on the basis of analysis of domestic and foreign research.

Results. The study considered the cognitive, emotional, and motivational-behavioral components of the adolescents’ ideas of death. It is shown that in the process of becoming a teenager, the cognitive component undergoes certain changes from understanding death as a transition to a different state to realizing the absolute finiteness of existence. At the same time, changes in the value-semantic sphere become of particular importance, when, maintaining the fear of death as the content of emotional component, the hedonistic type of attitude to life comes to the fore, focusing on the feelings of significance and value of life. A mature understanding and attitude to death includes the awareness of irreversibility of the cessation of the body and psyche functioning, the universality and causality of this process.

Conclusion. Ideas about death develop with age and differ significantly in younger and older adolescence. The “maturation” of the death concept, awareness of the relationship between life and death is accompanied by the experience of an existential crisis and, as a result, can become a prerequisite for the formation of maladaptive (auto-aggressive) forms of behavior.

Objective. The study had its purpose to explore and compare the boys’ and girls’ representations about modern men and women.

Methods. Data collection was carried out using the method of free descriptions, content analysis was carried out using descriptive statistics, Student’s t-test, r-Spearman’s rank correlation coefficient, and share difference reliability criterion. Comparative historical analysis was carried out using the data obtained in the 1980s.

Sample. The sample included 353 high school and college students aged 16–19 years (161 boys and 192 girls).

Results. The initial hypothesis about the coexistence of both traditional and modern gender models among today’s teenagers has been confirmed only in relation to their ideas of the modern woman. When describing her, both boys and girls rely on traditional stereotypes of femininity as well as modern ideas (androgyny, egalitarianism). Modern man is still viewed and evaluated by both boys and girls through the prism of traditional masculinity stereotypes. Girls’ representations about modern men and women are less rigid and not as stereotypical as those of boys. They reflect to a greater extent the transformation of rigidgender stereotypes taking place in the modern society. Modern boys’ and girls’ representations about men and women are in many ways similar to the representations of their peers of the Soviet era. The differences are associated with less attention to family roles and a greater interest in appearance, self-expression, success, and mental health.

Conclusions. Despite the transformation of gender stereotypes taking place in the modern society, boys’ and girls’ representations about men and women are still based mainly on traditional ideas of masculinity/femininity.

Objective. The study had its task to characterize the features of the relationship between the components of the life position of mothers and fathers raising children in full/single-parent families at different stages of their education.

Sample of the study consisted of 302177 parents of 1–11 grade students of general education schools from 85 regions of the Russian Federation. The analysis considered the data of 16463 fathers and 285714 mothers (of which 227855 are married women, 57859 are women raising children in a single-parent family).

Methods. Parents of primary, secondary, and high school students answered the ad hoc questionnaire relating to three components of their life position: value orientations, assessment of their life prospects success, assessment of subjective significance of certain social threats. The data obtained were analyzed taking into account the influence of both social stratification factors (completeness/incompleteness of a family) and a child age (grade at school). To identify the features of the relationship between the components of parental life position, the factor analysis procedure was used.

Results. The study revealed that the most significant life values for parents are health, successful professional activities, achieving fi nancial success, and a happy family life. At the same time, the value of professional realization turns out to be more significant for fathers, whereas realization in family life is more valuable for mothers. As a child grows, the parents actualize the value of professional self-realization while the importance of family life and achieving fi nancial success decreases, and the negative assessments of their future success grow. The factor analysis revealed the peculiarities of the life position of fathers and mothers raising a child in complete vs incomplete family: the “principle of complementarity” in full families and the deformation of traditional maternal position of women raising children in single-parent families.

Conclusions. The study demonstrated the significance of various life values and social threats among parents of children of different school age, which captures the uniqueness of the socio-psychological context of the child-parent relationships in the family.

Objective. The study has its purpose to present a system-complex paradigm based on the works of Russian psychologists.

Sample. The study features the works of 35 scientists.

Methods. Historical analysis (historiogenesis) of psychological literature by foreign and domestic scientists.

Results. The study showed that in the works of domestic scientists an integral Person is considered as a subject of psychology, who can be described within the framework of a system-complex paradigm and understood only through the relationship of internal and external, biological and social, individual and societal, as a system, in its interdependence and development. When considering the phenomenon of human being, the combination of structural, systemic and complex approaches with evolutionary approach seems to be the most promising at the present stage of development of a holistic human knowledge.

Conclusion. The article presents scientific and methodological statements, views and positions of authoritative Russian scientists (philosophers, historians, psychologists) to substantiate and support the system-complex paradigm of domestic psychology. Within the framework of this paradigm, important problems of human studies and human knowledge are considered. In the conditions of scientific convergence of Western and Russian psychology, for the purpose of a deep and multidimensional study of a person, it seems appropriate to abandon the unilateral application of the principles of the one and only psychological paradigm and move to a systematic and complex use of the basic principles of modern psychology in their unity and interconnection.

Objective — to characterize the main trends in the evolution of the world-recognized concepts and models of intellectual giftedness and its development in the context of the modern education tasks, based on the analysis of scientific publications, mainly of the last five years.

Results. It is shown that one of the main trends of changes in the concepts of giftedness is the expansion and complication of ideas about its cognitive as well as non-cognitive intrapersonal components and their development in interaction with the influence of the environment. The research demonstrated specifics of manifestations and development of giftedness in different types of mental activity and the individual variability of its dynamics at different age and educational stages. The author substantiated the necessity of building an educational environment conducive to developing the giftedness of different types and creating more complex, varied, and dynamic educational strategies and methods.

Conclusion. The results of the study expand and deepen the understanding of giftedness in children and youth, demonstrate the variability of its cognitive, intrapersonal, sociopsychological characteristics,create a fundamental basis for the development and support of advanced educational practice.

The objective of the study: to analyze the theoretical and methodological foundations of possibilistic thinking based on counterfactual reasoning and intuitive insight.

Results. The article presents an analytical review of research in the field of counterfactual thinking and serendipity. Two main areas of research into the possible are identified — cognitive and sociocultural. The cognitive direction of research reflects the desire of scientists to correlate and compare the real situation with the potentially acceptable and therefore possible. The sociocultural approach deals with the possible in a reality in which facts are not uniquely “objective”, because they depend on the opinions, attitudes, values, and norms of people. The sociocultural understanding of the human world is based on the analysis not only of the actual world, but also of the relation of possible worlds to it.

Conclusions. Possibilistic thinking is not structural and meaningful, but functional. It is actualized when, without focusing on options for changing the cognitive or communicative situation, it is impossible to understand its current state, as well as the potential for possible development. Significant components of possibilistic thinking are counterfactual reasoning and intuitive insight. The use of such thinking gives the cognizing subject an opportunity to deeply and fully analyze not only the current cognizable situation, but also possible past and future options for changing it.

Objective. The study was aimed at investigating the reasons for the low motivation of teenagers’ parents to interact with the school psychological service and the possibilities of educational institutions in providing support to adolescents’ parents in developing their psychological and pedagogical competence. 

Methods. The study implemented methods of theoretical analysis, questionnairies, quantitative and qualitative analysis of the research results. 

Sample. The study involved 100 people, including 50 school psychologists with more than 3 years of experience working in educational institutions of Moscow, and 50 parents of adolescents aged 14–15 studying in the secondary education schools in Russia (Moscow, Belgorod, Klimovsk). 

Results. Survey of educational psychologists has established the fact of a decrease in the number of appeals of teenagers’ parents to the psychological services at schools. Survey of adolescents’ parents revealed their readiness to interact with specialists of a psychological service, subject to special conditions. A methodological complex has been developed aimed at increasing the motivation of teenagers’ parents to interact with educational psychologists in order to develop parental competences. 

Conclusion. The study revealed the problem of a decrease in the motivation of teenagers’ parents to consult with a school psychologist. The results analysis suggests that the reasons for this decline are associated with the peculiarities of adolescence period and the parents’ unwillingness for transformation of parent-child relationships. The parents survey revealed the problem of creating conditions for the effective provision of counseling services by a school psychologist on the basis of educational institutions. The resulting methodological complex makes it possible to investigate the problems and opportunities of an educational organization in terms of increasing parental competence and offers means of involving them in interaction with school psychological service. The results of the study suggest that preventive work with parents at the earlier stages of their children’s education in school will be effective in increasing the motivation of teenagers’ parents to interact with school psychologists.

Objective. To analyze the relationship between the feeling of safety and perceived basic emotions, taking into account different ways of presenting stimulus material, as well as individual and gender differences. 

Methods. The study implemented the oculography method (eye tracking), paired comparisons, the “EmIn” test measuring emotional intelligence, the TIPI-RU personality questionnaire, comparative and correlation analysis. 

Sample. The study involved students and staff of the Far Eastern Federal University (N = 13, mean age 26.5 years), the database included 819 measurement procedures. 

Results. Joy and anger are the most significant emotions for a person’s sense of safety and are associated with individual and gender differences established during the study depending on the ways of presenting stimulus material. The study revealed the predominance of gaze fixations in the subjects of both sexes on the female faces, on the emotional expressions of anger, fear (on women faces) and joy (on men faces). Correlation analysis established closer connections of the sense of safety with emotions of calmness, joy and disgust, less pronounced connections — with emotions of surprise and fear. Although when perceiving both photographs of faces and descriptions of emotions the largest number of choices were made in favor of positive emotions as the safest ones, analysis of physiological reactions revealed a predominance of gaze fixations on the negative emotions as well. 

Conclusion. A person can associate with a sense of safety not only positive and neutral emotions but also the negative ones. The most security-threatening emotions are disgust and anger, the safest ones are joy, calmness and surprise (for women — mostly joy, for men — calmness). Compared to men, women rate sadness and disgust as safer emotions, while anger and fear — as less safe. Attribution of emotions as associated with safety is correlated with high scores on the “openness”, “emotional stability” and “emotional intelligence”. 

The results obtained contribute to the study of the emotion recognition mechanism, taking into account the ways of stimulus presentation, to the study of the psychophysiological aspects of the safety perception, and can be used in the development of tools for training emotional intelligence.

Objective. The research had its purpose to study the dynamics of students’ perception of psychological safety of educational environment in the process of training in higher educational institutions, to reveal the relationship between the students’ level of professional competence and their perception of psychological safety of educational environment, and to develop practical recommendations for the heads of educational organizations based on the obtained results. 

Sample. The study involved 200 students aged 17 to 22 years of 1–4 courses of the training direction “Pedagogical education”, educating in the profile “Primary education”. 

Methods. The study implemented the case method, which allows to determine the level of formation of pedagogical competencies (unformed, threshold, and advanced) and the modified questionnaire “Safety Attitudes”, which allows for assessing the psychological safety of educational environment of a university in terms of “atmosphere of teamwork”, “atmosphere of safety”, “satisfaction with studies”, “recognition (understanding) of stress”, “perception of management/leadership (at the faculty, university level)”, “learning conditions”. 

Correlation analysis was used to identify the relationship between the indicators of psychological safety of educational environment of a university and the level of formation of professional pedagogical competencies. 

Single-factor analysis of variance was used to determine the reliability of differences in the observed indicators between the students of different courses. 

Results. The analysis of the data obtained demonstrated that students’ perception of the psychological safety of educational organization changes from year 1 to year 4: significant differences are observed in the indicators “Atmosphere of teamwork”, “Atmosphere of safety”, “Recognition (understanding) of stress”, “Perception of management / leadership at the faculty level”. The study revealed the interrelation between the 4th year students’ level of professional competence and their perception of psychological safety of educational environment on the indicators of “atmosphere of teamwork”, “atmosphere of safety”, “management/leadership at the faculty level”. 

Conclusion. The results of the study give grounds to consider the psychological safety of educational environment of a university as an important factor in the successful formation of a professional. Increasing the level of psychological safety of an educational organization is based on three actions: measurement, intervention, and prevention. The developed practical recommendations allow an educational organization to carry out psychological diagnostics according to proposed algorithm, to determine the target points in perception of psychological safety of a university environment (according to the scales of the questionnaire), to assist the students in their educational and extracurricular activities, and to implement a set of preventive measures.

Objective. The study had its purpose to investigate the role of self-regulation and life sense orientations in coping with stress in adolescence. 

Methods. The study implemented the following methods: Crumbaugh and Maholic’s “Purpose-in-Life Test” (PIL) adapted by D. Leontyev, Morosanova’s Self-Regulation Profile Questionnaire (SRPQM), WSQ adapted by T.L. Kryukova, E.V. Kuftyak, COPE Stress Coping Inventory adapted by E.I. Rasskazova, T.O. Gordeeva, E.N. Osin. Mathematical and statistical data processing was carried out in Excel program by means of correlation analysis. 

Sample. The study involved university students in St. Petersburg aged 18 to 23 years (N = 60, 50% of girls). 

Results. Correlation analysis of the data obtained demonstrated that life meaningfulness is positively correlated with active coping (r = 0.440, p < 0.01), problem solving (r = 0.333, p < 0.01), social distraction (r = 0.357, p < 0.01) and negatively correlated with behavioral avoidance of the problem (r = –0.442, p < 0.01) and emotion-oriented coping (r = –0.500, p < 0.01). Self-regulation level is positively correlated with problem solving (r=0.606, p<0.01), planning (r=0.510, p<0.01), active coping (r=0.369, p<0.01), inhibition of competing activity (r = 0.334, p < 0.01). 

Conclusion. The study revealed that in adolescence, constructive ways of coping with stress correspond to high rates of meaningfulness of life and self-regulation. Young people who have a higher level of life meaningfulness and a higher general level of conscious self-regulation are less likely to give up their goals when faced with difficult life circumstances. On the contrary, their purposeful activity is aimed at finding an optimal solution to the problem. 

The data obtained empirically confirm the important role of life meaningfulness and self-regulation in constructive coping with stress. Analysis of the relationship of these psychological factors with coping strategies gives reason to conclude that while self-regulation allows to mobilize one’s resources for a quick and effective solution to the problem, meaningfulness of life helps to cope with long and intractable situations that require the preservation of physical and mental resources for a long time.

Objective. The study had its purpose to reveal the characteristics of the thinking process in the elementary school students, at the age of 7 and 9, engaged in the performance of the SPM tasks. 

Methods. A three-stage study combining the cross-sectional and longitudinal methods with content analysis of children’s justifications for choosing specific answers on different test items. 

Sample. 46 students from Moscow school with an advanced level of complexity (21 boys and 25 girls) took the test twice — in the 1st grade (mean age 7,5 years, range: 6,11–8,0) and in the 3rd grade (mean age 9,6 years, range: 9,0–10,0). 

Results. The analysis of children’s explanations, recorded while they were solving the SPM problems aloud, and the logical analysis of their wrong answers, based on their concordance with the structure of the SPM test, showed that there are not only quantitative, but also qualitative changes in intellectual development of children aged 7 and 9. 

Conclusion. The same mistake made by children of different age might be an indicator of the different levels of their intellectual abilities. The different ways they use to solve the SPM tasks might be due to the qualitatively different thinking processes, characteristic for a certain age. Therefore, the results obtained by means of SPM test must be supplemented with the qualitative analysis of wrong answers in order to assess the true level of mental abilities of a child at the elementary school level.

Objective. The purpose of the study is to reveal general and special aspects of student youth conceptualization of positive and negative motives of the scientific activity. 

Sample. The investigation involvedthe bachelor, specialist and master degree students (N=721) from five universities, located in the Republic of Crimea, Nizhny Novgorod, Samara and Yaroslavl regions of the Russian Federation. 

Methods. The authors designed ad hoc questionnaire permitting to acquire common information about the respondents, to elicit their readiness to develop a scientific career, to reveal their conceptualization of positive and negative motives of the scientific activity. To process the data obtained a set of tools was applied: descriptive statistics, Mann — Whitney non-parametric U criterion, correlation analysis, cluster analysis. 

Results. In the student youth conceptualization, positive and negative motives of the scientific activity are formed into a motivational complex, where intrinsic work motivation prevails, extrinsic negative motivation occupies a middle position, and extrinsic positive motivation takes the third place. According to the students’ representations, the dominant positive motive of the scientists’ work is generativity (p = 0,021*), and the negative one is poor work conditions (p = 0,000**). 

Conclusion. In the student youth conceptualization, intrinsic motivation of scientists prevails over extrinsic negative and extrinsic positive ones; both positive and negative scientists’ work motivation contain three substructures of motives, that are conditionally nominated as the most important, important and the least important ones; the most important positive and negative motives of the scientific activity are determined, in the first place, by the needs for growth (self-realization, recognition, and esteem). The students, who are ready and not ready to follow a scientific career, imagine motivation of scientific activity in different ways.

Objective. The study had its purpose to reveal ethno-regional specifics in the relationship of conscious self-regulation, tolerance to uncertainty, levels of stress, aggression, and subjective well-being. 

Methods. The diagnostic complex included V.I. Morosanova’s questionnaire “Style of self-regulation of behavior, SSPM-2020”, the questionnaire for diagnosing the subjective well-being of a person by R.M. Shamionov, T.V. Beskova; the questionnaire of tolerance / intolerance to uncertainty by T.V. Kornilova and M.A. Chumakova, the questionnaire of perceived stress by T. Young, the questionnaire for diagnosing aggression by S.N. Enikolopov, N.P. Tsibulsky. 

Sample. The study involved 1099 respondents aged 16 to 35 years (679 women) from the Karachay-Circassian Republic, the Kabardino-Balkarian Republic, the Republic of North Ossetia-Alania, the Stavropol Territory, Moscow and the Moscow Region. 

Results. A path analysis of the connection between conscious self-regulation and subjective well-being was carried out for 7 ethno-regional groups of respondents. This allowed for establishing both direct and indirect (through reduction of stress and aggression) effect of the SR component “persistence” on the subjective well-being of participants. Along with general patterns, the study revealed the ethno-regional specificity of the resource role of conscious SR in achieving subjective well-being. For the dominant ethnic groups, SR components “modeling”, “persistence”, and “reliability” serve as the resources of subjective well-being. Intolerance to uncertainty turned to be a predictor of their subjective well-being. For the non-dominant ethnic groups, SR components “planning”, “persistence”, and “reliability” serve as the resources of subjective well-being. Tolerance to uncertainty is predicting their subjective well-being. 

Conclusion. The study provides empirical evidence of the direct and indirect influence of the conscious SR components on the level of subjective well-being of the young people in various ethno-regional groups.

Objective. The engineering and psychological study had it purpose to investigate the technological possibilities and limitations of creating a system with artificial consciousness based on a permanently operating network learning mechanism. 

Results. The author proposed a post-non-classical two-stage model of the mechanism of techno-self-organization of artificial subjective reality, in which techno-consciousness performs the task of a multi-level multi-qualitative reduction of a part of reality accessible to the cognitive experience of a technical subject. It is substantiated that at the current level of technology development, creating a reflective consciousness with predetermined properties is impossible. However, engineering methods allow for creating an environment that generates artificial subjective reality and reflective consciousness. 

Conclusion. The article considers fundamental scientific, methodological, psychological, and technological issues of forming self-organizing processes underlying artificial consciousness. The author proposed his concept and metaphorical model of the brain as a generative self-organizing environment. The study considers the possibility of its implementation in designing and analyzing systems with artificial consciousness.

Background. Research in the field of healthy longevity is increasing due to the popularization of a healthy lifestyle among the population. At the same time there is a growing interest in the problem of diagnosing cognitive and physiological functioning of a person in the process of normal aging. Many scientists agree that chronological, biological, and cognitive ages often do not correspond to each other and there are many reasons for that. 

Objective. The purpose of the study was to systematize and analyze the data concerning the latest trends in determining the cognitive and biological age of a person, the possibility of correlating these parameters, to identify the main structural changes in the brain during the normal aging, to illuminate the possibilities of improving the cognitive functioning of a person. 

Results. The analysis has revealed that biological and cognitive ages are complex indicators, which are influenced by a huge number of factors, both environmental and genetic. There are different ways for measuring biological and cognitive ages. Yet there is still no single method or approach. For measuring biological age, they often resort to the methods based on the complex indices, epigenetic clocks, on the telomere division and DNA methylation. For measuring cognitive age, the most recognized are those based on the dynamics of cognitive functions, which are highly plastic and can be adjusted. 

Conclusion. Due to the increasing longevity of the population, the detailed study of the cognitive age parameters and neuroprotection methods will become one of the key research trends in the field of aging in the coming years. 

Funding. The study was implemented in the framework of the Basic Research Program at the National Research University “Higher School of Economics” (HSE University) in 2022 and as a part of the research project of the Department of Biology and Biotechnology (HSE University) “Fundamental research of topical issues of cognitive neuroscience and legal foundations of biology, medicine, and bioethics”.

Objective. The study had its purpose to study the process of age-related development of experiencing as an activity and a higher mental function in the self-determined (subject) activity of adolescents. 

Sample included 42 adolescents (14–15 years old). 

Methods. Experimental study consisted of the following stages: 1) drawing “My emotional state” and completing the first part of the author’s questionnaire; 2) listening to a musical composition of one’s own choice; 3) re-drawing “My emotional state” and completing the second part of the author’s questionnaire; 4) writing the essay “The Meaning of Music in My Life”. Empirical data analysis was carried out by means of the “grounded theory method”, content analysis, and statistical criteria. 

Results. The study revealed the significant differences (Wilcoxon shift criterion r = –0.283; p = 0.78) in the ranks of the participants’ color choice before and after listening to music, a decrease in the number of formal stereotyped images (Fisher’s angular transformation criterion φ* = 1.646), an increase in the number of descriptions of positive emotional states (Fisher’s angular transformation criterion φ* = 5.582), and a decrease in the number of descriptions of neutral emotional states (Fisher’s angular transform criterion φ* = 3.400). 

Conclusion. Listening to music allows adolescents to mediate their experiencing, which can manifest itself in their engagement, immersion in the actual state — experiencing, in a change of emotional state: from calmness — to activity, from tension — to relaxation, from experiencing fear — to experiencing anger. In the process of listening to music, the teenagers gradually master their inner world, begin to understand their emotional states, realize the personal meaning of an experiencing. The content analysis of teenagers’ texts allows to conclude that mediating experiencing by means of a musical composition (a song) as a combination of musical intonation and text helps teenagers to take a subject position in relation to their experiencing.

Background. The study relevance is determined by the need for early diagnosis of the formation of the object image perception. 

Objective. The purpose of the work was to develop and test the created game methodology and the possibility of using it to assess the psycho-physiological maturity of children in the early preschool age. 

Methods. Images were presented on the monitor’s touch screen: a) one-color geometric figures of different sizes and b) multi-colored geometric figures of the same size. 

The children had to recognize either a large triangle among shapes of different sizes but the same color, or a red shape among different colored shapes of the same size. To assess children’s behavior, correctness of the problem solution and the time of recognizing the stimulus (msec), a video recording was made. Processing was carried out using the Student’s t-test with a significance of differences of at least p < 0.05. 

Sample consisted of 30 (13 girls and 17 boys) healthy kindergarten children with normal vision — 3.4±0.43. Results. When testing the developed methodology, it turned out that children of 3–4 years need more time to identify different-sizedsingle-color geometric shapes than to identify multi-colored one-size shapes. The technique allowed to reveal a group of children with a specific character of the formation of psychological functions, characterizing delay in psychological development. 

Conclusion. The proposed technique can be used as a method of early differential diagnostics of mental retardation in preschool childhood.

Objective. The purpose of the study was to identify the psychophysiological and psychological characteristics of adolescents that influence the effectiveness of searching Internet for information necessary to complete a learning task. 

Methods. During the experiment, participants completed several interrelated educational tasks on searching for information on the Internet. The number of assimilated units of information served as an indicator of the online search effectiveness. The analysis of participants’ psychophysiological and psychological characteristics was carried out using oculography method, computer-assisted assessment of cognitive control and working memory, as well as several tests for assessment of cognitive styles and information processing. The data obtained were processed using factorial and multiple regression analysis. 

Sample. The study involved 44 adolescents (40.9% of girls, mean age 13.7±1.9 years). 

Results. The result of searching for educational information on the Internet is higher among schoolchildren who demonstrate lower self-assessment of computer use skills as well as higher level of reflexivity and more frequent returns to the task instruction. 

High school students read the instructions on the Internet faster and rarely use a subject-practical style of information coding. The ability to conceptualize determines a higher speed of reading the task instructions. Compared to boys, girls rate their Internet search results higher and find the process less difficult. 

Conclusion. The study results can be used to design the programs for teaching schoolchildren effective online search strategies.

Objective. The purpose of the work was to translate the “Intolerance of Uncertainty Scale — IUS” (Freeston et al., 1994) into Russian, to test the resulting version on the Russian-speaking sample, comparing its factor structure with the structure of original scale and its other language variants. 

Methods. “Intolerance of Uncertainty Scale” adapted in Russian, statistical methods of analysis (Cronbach’s alpha, factor analysis). 

Sample. 155 patients with a chronic incurable somatic disease (50 people with multiple sclerosis and 105 patients with complicated arterial hypertension). 

Results. The data obtained during the scale approbation demonstrated high internal consistency (α = 0.912). As a result of the factor analysis, the factor structure of the original scale has repeated (5 factors, 54.85% of the total variance). Five factors have been identified as follows: 1) “Uncertainty is frustrating and leads to inability to act”; 2) “Uncertainty does not allow to relax”, 3) the factor “Uncertainty interferes with planning and productivity in life”, 4) the factor “Uncertainty causes stress and should be avoided”, 5) the factor “To be in a state of uncertainty is to be imperfect and disorganized”. 

Conclusion. The Russian-language version of the “Intolerance of Uncertainty Scale” (IUS) has a factor structure similar to the original scale structure as well as high consistency, which allows to use it in the future studies on the Russian-speaking samples. Further work on testing this technique supposes increasing the clinical sample and testing the scale on the non-clinical samples.

Objective. The study had its purpose to identify the differences in personality positioning of men and women. Research hypotheses: 1) men and women are significantly different in personality positioning in terms of belonging to agentic activity types, expressiveness of individual profile positions and their variability, 2) the personality positioning of men and women has a complementary character. 

Methods. The study was conducted on the basis of the author’s inventory “Agentic Activity Profile of Personality” created as a measuring tool within the agentic-dynamic approach to the personality studies. This approach is currently being elaborated by the authors to emphasize the role of personality positioning systems in agency development. The inventory allows to reveal the individual personality positioning profile (18 scales), which is formed in ontogenesis and mediates the nature and direction of agency (the subject’s activity). The inventory was developed to solve the following tasks: 1) on the basis of measurable criteria to identify individual profiles of agentic activity reflecting an individual system of personality positioning; 2) on the basis of the inventory data factorization to identify the most common sets of personality positions as pervasive organizing principles, or types. 

Results. The data on comparison between the generalized male (n = 414) and female (n = 808) agency profiles have been presented in terms of their correlation, belonging to agentic activity type, expressiveness of personality positions and their variability. 

Conclusion. The obtained results have confirmed the proposed hypotheses and have made it possible to draw a conclusion about different vectors of male and female agentic activity and a complementary nature of their personality positioning.

Objective. The purpose of the study: to investigate the features of the social micro- and meso-environment as potential conditions for the formation, functioning and evolution of the latent social groups. Hypotheses: 1. Different conditions of the social environment are not equivalent for people of different sex, age, working in different fields of activity, having different social experience, etc.). 2. Conditions of the social environment have different subjective significance for people and in their totality represent relatively closed social spaces. 

Methods. Research methods: historical and theoretical analysis, empirical research (questionnaires), multivariate methods of parametric statistics. According to the author’s methodology (questionnaire “Dynamics of professional life style” — DPLS), respondents assessed the role of social environment conditions as “professionalism factors”, the dynamics of their professionalism from 20 to 65 years of their lives (retrospectively to the current age and prospectively — predicting the dynamics of subsequent evolution). The study also took into account the respondents’ socio-demographic and job characteristics. 

Sample. 482 people were interviewed, men and women aged 30–50 (132 civil servants, 129 engineers and heads of departments of industrial enterprises, 221 managers). 

Results. The study results support the working hypotheses. Different social spaces, conditionally named “Relatives”, “Interpersonal Relations”, “Family Environment”, “Working Environment”, “Meso-environment”, act as dominant or subdominant spheres of people’s life, predetermining many differences between them. In the processes of socialization, people form peculiar stable and universal mechanisms for actualization and transmission of social experience; the lack of such mechanisms and experience often leads to a person’s lower openness and susceptibility to other conditions of the social micro- and meso-environment. 

Conclusion. Latent social groups originate and evolve outside of explicit social norms, rules, traditions, institutions as a form of self-organization of people that remain stable in different spaces of human life. 

Funding. The work was carried out in accordance with State Assignment No. 0138-2021-0010 “Regulation of professional interaction in the context of organizational and technological challenges”.

Objective. The article presents the results of three research works currently being carried out by the Laboratory of Counseling Psychology and Psychotherapy researchers of the Psychological Institute of the Russian Academy of Education. These studies aim to investigate various aspects of helping practices: (1) the professional competencies of counselling psychologists, (2) the specifics of the psychology of communication in logopsychotherapy, and (3) existential Self of teenagers in artlogotherapy. 

Results. The first direction emphasizes that there are many models of professional competencies of counselling psychologists and psychotherapists, accepted by various professional communities and schools of psychotherapy. Relying on such models simplifies assessing the development of competencies in students during the learning process and in practitioners with increasing work experience. The authors present the results of developing their theoretical model of the competencies of psychologists-consultants. 

The second direction focuses on the fact that one of the most important competencies that a specialist in the helping professions must possess to be effective in communication is the ability to inspire confidence in his work. A study of the attitudes towards psychotherapeutic influence in the system of the family group logopsychotherapy is presented, which made it possible to identify the main two types of such attitudes: a setting for communication as a way to transfer the information and setting for trust in the methodology and the leader. The study also revealed a typology of attitudes towards the impact of a significant Other on the personality. 

The third research direction is represented by the discussion of a study on the existential self of a client personality in the artlogotherapy. It shows how the art-logo technique “Jewel” by T.A. Popova contributes to understanding by the client the value of his own life. The technique can be used from early adolescence. 

Conclusion. It is stated that the use of integrative methods combining several approaches is a promising direction of psychological counselling.

Objective. To identify the changes in the interpretation of the research subject and show the process of expanding the concept of professional self-determination from choosing a profession to becoming a professional during training and real work as well as the psychological readiness for professional self-determination. 

Methods. The study was conducted in line with the comparative historical approach which allowed for establishing changes in the phenomenology of socio-psychological processes in different historical epochs. 

Results. The article highlighted the priority directions of scientific research: from identifying the interests of youth and finding a profession that meets them to teaching labor skills and abilities as a way to increase labor motivation; from focusing on specific professional branches and specialties to finding an educational route in the field of prospective future work. The authors revealed the significant signs of the further transformation of the process of professional self-determination of school graduates under conditions of the post-industrial and digital economy. They are: the increase in the independence of young people when choosing their professional future, the destruction of the tradition of labor dynasties and the loss of value attitude to the chosen profession as a life’s work. 

Conclusion. The analysis made it possible to put forward the assumption that in the conditions of the digital economy, the very structure of the professional self-determination phenomenon is fundamentally changing, being aimed not so much at choosing and mastering a specific profession, but at finding a wide scope of application of one’s inclinations and abilities.

Objective. To show how the activities of the laboratory combine with the traditions of the Institute of Experimental Psychology, created by G.I. Chelpanov, with the concepts of O.V. Lishina, A.G. Asmolov and M.G. Yaroshevsky, who stood at the backgrounds of the laboratory, and with the challenges of modern psychology. 

Results. The tradition of studying thinking, perception, personality in the paradigm of development as well as the combination of theoretical work with experiment and reflection comes from G.I. Chelpanov and his school. The study of the role of the adult, motivation and attitudes in the formation of the personality of young people is based on the works of O.V. Lishin and A.G. Asmolov, and the development of the methodology of the historical genetic approach is closely connected with the Yaroshevsky’s concept of the historical psychology of science, his concepts of cognitive style and oppositional circle. In the process of modifying the methodology and tools for studying the socialization and identification of modern youth, the ideas of G.G. Shpet and N.I. Zhinkin were applied. This made it possible to develop the idea of cultural determination and harmonization of two processes — socialization and identification. The features of socialization and identification in a transitive society are revealed, their specificity in multicultural and monocultural spaces is shown. The author analyses the complexities of socialization in a situation of uncertainty and the phenomenology arising from the harmonization of two processes, often with the opposite direction — towards society and towards self-development and individualization. The analysis revealed the new trends in the development of adolescents and youth in the digital society, the basis for classification of the information space and allocation of information fields. Particular attention is drawn to the patterns of information socialization, to the reasons for popularity of social networks and streaming video, and to the connection between the image of the world and the content of a personal page on social networks. The author describes the tendencies of the personal and cognitive development of young people associated with the emergence of virtual and augmented spaces. 

Conclusion. The article highlights the importance of combining traditions and modern approaches and the need to synthesize various scientific schools approaches as well as fundamental and applied research for the fruitful development of the laboratory’s scientific activities.

Objective. To analyze and summarize the results of the fundamental and practice-oriented research on the problem of text comprehension, carried out by G.G. Granik and her colleagues during forty years (1980–2020); to present a new empirical study of adolescents’ comprehension of text in the process of reading from paper and from screens. 

Methods. Methods include theoretical analysis and generalization of research results on the problem of text comprehension, carried out in the scientific school of G.G. Granik. 

In order to conduct the empirical study, the authors’ diagnostic toolkit was used, aimed at identifying the level of understanding of factual and conceptual textual information. 

Sample. The total sample consisted of 173 students in grades 7–8 of the secondary schools in the Moscow region. 

Results. It was found that students who read from paper demonstrate better diagnostic results than those who read from screen, however, the differences are statistically insignificant (p > 0.05). This may indicate that modern adolescents are rather quickly becoming better adapted to the digital format and the differences in reading from paper and from screen are gradually being erased. However, the level of understanding of a long and complex text remains quite low: almost half (49.7%) of the students were unable to formulate the main idea of the text, only 30.6% coped well with this task. 

Conclusion. Conceptual ideas about text comprehension, generated in the scientific school of G.G. Granik in relation to traditional paper reading have an undoubted development potential and can be used as the basis for research on digital reading.

Objective. Reconstruction of L.S. Vygotsky`s understanding of the phenomenon of art at the period between two revolutions and comparison of this understanding with the concept of art given in his “Psychology of Art”. 

Methods. Elements of source analysis, theoretical analysis of literature devoted to the specified stages of L.S. Vygotsky`s life, analysis of archival documents. 

Results. In his autograph L.S. Vygotsky contrasts two understandings of art: art as a social sign activity for transmitting feelings between individuals (L.N. Tolstoy) and art as a supra-individual spiritual phenomenon, a metaphysical human activity purposed to justify the world (F. Nietzsche). At the time of August 4, 1917, L.S. Vygotsky agrees with Nietzsche`s concept of art as the idea of an instrument for justifying the world is close to him because of his personality and professional crisis. Later, in his “Psychology of Art” L.S. Vygotsky gives the art definition that is closer to the socially oriented definition of L.N. Tolstoy, thus moving away from metaphysics. 

Conclusion. The presented analysis of L.S. Vygotsky’s autograph is important for understanding his moods and thought at the period between two revolutions of 1917. It also reflects the nonlinearity of L.S. Vygotsky`s professional search throughout his life.

Objective. The author had the purpose to conduct a multidimensional analysis of the factors determining the external and internal prerequisites for the personal and professional development of a teacher in the conditions of an updated pedagogical education. 

Results. The article provides a psychological analysis of possible positive dynamics, strategies of personal and professional development of a teacher based on the continuity of cultural traditions and innovative scientific technologies developed at the Psychological Institute of the Russian Academy of Education. It is shown that the accumulated theoretical and empirical material aimed at optimizing the educational process at school and university should be rethought and taken into account at the present stage of society development. The research team has carried out a series of studies that allowed to develop a new methodological — “systemic personality developing” approach, a concept and technology of personal and professional development of a teacher. The research presented in the article is aimed at solving the urgent problem of scientific and empirical substantiation of psychological concepts for development of a teacher ensuring the psychological well-being of students in a crisis period. A comparative analysis of two stages of empirical research (before the crisis and during the crisis) demonstrated that about a quarter of all surveyed teachers are specialists with a high level of personal and professional development, and they are able to create a psychologically favorable educational environment for their students. The number of teachers with a low level of personal and professional development increased significantly during the crisis, which negatively affected the level of anxiety, uncertainty, and fears among their students. 

Conclusion. The study established that it is the teacher who is the main subject providing a psychologically favorable educational environment for students, taking into account fundamental changes and crises in society: socio-cultural, philosophical, economic, political, etc. The obtained evidence base allowed for creation of a new practice of psychological training of future teachers which has been transformed at the target, content (personal, interpersonal, professional), technological, organizational, and strategic levels.

Objective. The author seeks to outline the limits of applicability of deterministic explanation of phenomena, causal logic, criteria of the result repeatability, etc. and to justify the need for developing the other methods and criteria for penetrating the inner world of a human being. 

Results. The statement is discussed that strict adherence to the mentioned criteria makes it possible to study a person only as a “thing”, while everything specifically human escapes research. This explains the difficulties or even the refusal to study such important problems as human freedom, creativity and, in particular, the phenomenon of insight; morality and responsibility, the meaning of life, etc. that cannot be explained by means of causal logic. The author suggests the following assumption: by cutting off everything that does not meet the traditional criteria of scientific character, psychology does not so much preserve as impoverish itself. In his arguments the author relies on the works of the greatest thinkers and scientists V.S. Solovyov, V.V. Zenkovsky, L.M. Lopatin, A.S. Arsenyev, S.L. Rubinstein, P. Teilhard de Chardin. 

Conclusion. In cases where the subject of study opposes the method of study, the science needs a change of point of view on the phenomenon under study and a fundamentally different formulation of the research question. At the same time, previously accumulated knowledge is not devalued, but acquires a different meaning. 

The author sees favorable opportunities for the development of psychology in its rapprochement with philosophy, with comprehending the experience of religious practices and the figurative-metaphorical way of describing phenomena.

Objective. Generalization of the author’s clinical observations, experimental materials and theoretical assumptions over the last 30 years of research in the field of developmental psychology; an attempt to highlight the key sought-for and reconstruct the field of possibilities in the cultural-historical psychology understood as the psychology of development. 

Results. The article gives a generalization of experimental studies and clinical observations of the situation of mediation and the act of mediation. It is substantiated that mediation is revealed. It is presented as an event of cumulative intermediary action. Intermediary action is appropriate in a situation of discovering and overcoming a hitherto implicit boundary of activity. 

Conclusion. It is demonstrated that intermediary action leads to three outcomes: its result is achieving what is needed; its product is discovering the meaning of the sign as a symbol of the space of action possibilities; its effect is procreating the actors’ subjectivity. Intermediary action is a unit of development.

Objective. To describe the methodological prerequisites, theoretical constructs and stages ecopsychological approach to the development of the psyche being. 

Methods. Historical and theoretical analysis of the methodological prerequisites, theoretical constructs and stages ecopsychological approach to the development of the psyche being. 

Results. There are three stages in the formation of ecopsychological approach to the development of the psyche. First stage — academic topics “Ecology of childhood” and “Gifted student”. The second stage was devoted to the development of the main theoretical constructs, including the idea of the psyche as a form of being, relationship “individual — environment”, the ecopsychological typology of subject-environmental interactions, and the ecopsychological model of the formation of agency. The third stage — paradigmatic analysis of the definition of the psyche as an object of research within the framework of epistemological, ontological and transcendental paradigms. Four forms of existence are distinguished psyche as an object of study: become, alienated, generated and virtual. 

Conclusion. The obtained results suggest that in the future such an approach will make it possible to study the emergence of not only individual mental phenomena, but also ways of thinking that determine one or another scientific paradigm, not only in psychology, but also in the natural sciences.

Objective. The article has its purpose to show the persisting relevance of the conceptual ideas about giftedness formed in the initial period of its scientific study and their development in theoretical and experimental research in the Psychological Institute over the late 20th and early 21st centuries. 

Results. Analysis of the debates on the problems of giftedness at the first Russian psychological congresses and publications by G.I. Chelpanov, P.P. Blonsky, L.S. Vygotsky, V.M. Ekzemplyarsky demonstrates that their statements about the complexity and originality of the manifestations and development of giftedness continue to be the attention focus of psychologists and educators. The development of these ideas can be traced in the differential psychology of B.M. Teplov, in the giftedness concepts of N.S. Leites and A.M. Matyushkin. The research results of the department of psychology of giftedness at PI RAO over the last five years keep expanding the ideas about giftedness proposed by its first researchers: on the integrity and complexity of the mental giftedness phenomenon, on identification and development of gifted children, on developmental education technologies for children with different types of giftedness and methods of their psychological and pedagogical support, on the telic theoretical and practical training of teachers for gifted children. 

Conclusion. The approach to the problem of giftedness, proposed in the works of G.I. Chelpanov and the first researchers of the Psychological Institute, preserved and received its further development, despite persecution of the scientists, obstacles, and prohibitions on their works. The perspectiveness of most of these ideas has been proven in more recent research on ability, giftedness, thinking, and creativity, including work carried out in the 21st century.

Objective. The article has its purpose to consider the ideas of conscious self-regulation at the main stages of development of the scientific school of the self-regulation psychology in connection with creating and implementing various approaches to its study. 

Results. The study revealed the historical roots and identified the main stages of developing scientific ideas on the conscious self-regulation of a person. The author analyzed the main provisions, the subject and methods of the structural-functional, subjective, differential and resource approaches to the study of self-regulation corresponding to these stages. The article presents the general results providing verification of the described approaches. 

Conclusion. Conscious self-regulation is a controlling meta-resource including universal and special regulatory competencies that provide the conscious setting of goals and managing their achievement. Development of the regulatory competencies ensures successful achieving educational and professional results, as well as solution of a wide range of the life tasks, such as personality self-development, professional self-determination, maintaining psychological well-being and security in situations of uncertainty. It seems promising to develop ideas about the age-related formation of the general ability of self-regulation and its regulatory role in the social interaction of people in the modern conditions of increasing uncertainty in a changing world.

Objective. To reveal the author’s approach to the consideration of the thought process and the nature of creativity; to describe the study of the mechanism of creativity as an ability to develop activities on one’s own initiative. 

Results. At the first stage of research work it was justified that the mechanism of insight opened by Y.A. Ponomarev is not the only one. The studies demonstrated the role of the nature of the thinking languages and the dynamics of changing their types: from the visual image to the sign, and then — from the sign to the structure. The visibility of the structure explains instant emergence of the hypothesis. The author’s conclusions were confirmed in the theories of N.I. Zhinkin, L.M. Wecker, M. Hunt. The second stage of research allowed the author to realize the Rubinstein’s principle of creative activity and develop a typology of cognitive activity, which correlates with the cognition levels identified by G. Hegel: stimulus-productive level supposes implementation of the proposed task within the framework of initial requirements (according to Hegel — the level of the singular); heuristic level, carried out beyond the requirements of the original task, allows to discover new patterns (according to Hegel — the level of the special); creative level (according to Hegel — the level of the universal) is characteristic of the few. An open regularity does not act as a solution method, but as a starting point for constructing a theory. 

Conclusion. The article substantiates that the mechanism of creativity as the ability to develop one’s activity on his own initiative, can take place only with the dominance of cognitive motivation in the structure of personality. This has been confirmed in the sample of more than 10,000 subjects in a series of long-term studies in which one experiment is in process since 1970, when the subjects were 10th graders. The research data of these studies constitute a theoretical and empirical proof of the post-nonclassical methodological principle of the unity of truth and morality.

Objective. The article presents a number of modern areas of research at the Psychological Institute of the Russian Academy of Education. In accordance with modern research paradigms, they are clearly interdisciplinary in nature and involve innovative digital technologies. The presented studies are carried out in the context of health psychology and neurorehabilitation, implementation of psychological assistance during the COVID-19 pandemic, fundamental research in the psychology of childhood, and the practical organization of psychological support for the children in “hot spots”. Particular attention is paid to the study of the phenomenon of modern child, highlighting the possibilities for preserving the value of childhood and harmonious development of children. 

Methods. Empirical and experimental studies implement the well-known psychological methods for diagnostics of mental development and functional states, as well as technologies of virtual reality (VR), exoskeletons, biofeedback (BFB), olfactorometry, etc. 

Results. Implementation of innovative technologies in neurorehabilitation has made it possible to identify promising areas of research, which results will determine the development of the VR industry as a whole. As part of the research conducted during the COVID-19 pandemic, recommendations were developed for various groups of our population on organizing activities in self-isolation, on the psychological support and psychological training for medical staff, on the neuropsychological diagnostics and rehabilitation associated with COVID-19. Special efforts have been required for the research and practical work to create an effective system of psychological support in the Luhansk and Donetsk People’s Republics. The research team of the Psychological Institute of RAE also participated in organizing a large-scale international forum “Child in the Digital World”, which involved more than 10,000 students from 46 countries of the world. Its results demonstrated the growing interest in the childhood problems and the scientists’ desire to develop a common understanding of how educational work with children should be organized. 

Conclusions. New research areas were organized and implemented in the fruitful cooperation of the Psychological Institute of RAE and the Faculty of Psychology of the Lomonosov Moscow State University. In several cycles of interdisciplinary research that has already been carried out and is just being in mid-course, it was possible to obtain new fundamental knowledge in the fields of health psychology, childhood psychology, educational psychology, etc. This allowed for working out practical recommendations and scientific developments in the new promising areas of scientific research.

Objective. On the basis of documentary sources to carry out a historical and psychological reconstruction of the Psychological Institute activity in 1912–2021. 

Methods. Compiling a database of documentary sources, synchronous and comparative data analysis, content slices, problemological and bibliographic methods. 

Results. The article provides a historical and psychological analysis and a brief review of the scientific activity of the Psychological Institute during 1912–2021. The authors reconstruct a historical context of the key events in the formation of the Psychological Institute as a unified intellectual and moral entity. They commemorate the names of the first Russian psychologists and present the personalistic aspect of the institute activity from the standpoint of synchronic analysis. The article includes the time cross-section of the content of scientific and practical problems and considers the main results of the innovative scientific activity of the Institute in different historical periods. The study demonstrates the inseparability of intergenerational intellectual connection of the institute scientists, which conditioned the theoretical and methodological continuity of scientific trends, profound development of traditional scientific schools and creation of the modern ones, as well as consistent advancement to new frontiers of psychological science. 

Conclusion. At all stages of its historical existence, the Psychological Institute demonstrated its best qualities of a subject of historical development, managing to preserve the priority of science as the basic value and scientificity as the basis of unity of theoretical search, experimental development, creation of conditions and programs for preparing future psychological personnel.

Objective. The study had its purpose to investigate the manifestations of emotional intelligence, spatial abilities and types of attachment to close people as factors determining success of interaction with a virtual avatar in the virtual reality environment, assessed through the relevance of the emotional-facial expression demonstrated by him. 

Sample. The study involved 55 university students aged 18 to 25. 

Methods. A battery of tests were used for diagnostics of the level of emotional intelligence development, spatial abilities, and types of attachment to close people. After that, the subjects participated in a quasi-experiment organized by means of the VR technology (CAVE system) to investigate the features of interaction with virtual avatars. 

Results. The study allowed to reveal the features of behavior in virtual reality in the subjects with different levels of emotional intelligence, spatial abilities and type of attachment when interacting with virtual avatars. It is shown that effectiveness of solving a simulated communicative task in virtual reality depends on the level of development of a person’s spatial abilities. 

Conclusions. It was revealed that insecure types of attachment correspond to lower levels of emotional intelligence, and the level of anxiety in close relationships determines the ability to manage emotions. There is a connection between the level of development of spatial abilities and the subject’s emotional intelligence.

Objective of this article is a psychological analysis of the structure, types, levels and functions of debt relations. 

Results. The article provides the author’s definition of debt relations as a type of psychological relationship that develops as a result of social interaction aimed at solving economic problems related to borrowing, lending and fulfilling debt obligations. The classification of debt relations based on their conative component is presented. Debt relations arising in the “person — person” and “person — organization” interaction are described. The author considers debt relations at different levels (intrapersonal, interpersonal, inter- group and societal) and gives the analysis of their functions. 

Conclusion. Subject-subject debt relations arise when lending or borrowing between participants, where each party has integrity, activity and independence. It means that in the case of subject-subject debt relations, in addition to assessing economic rationality, participants can express their value-semantic and affective assessment of the borrowing situation. In the case of subject-object debt relations, the object (credit organization) evaluates only the economic rationality of the deal. A theoretical model of debt relations with different types of interaction is given.

The objective of the research was to study the maladaptive behavior gender characteristic of primary school age children with prenatal alcohol exposure. 

Sample. The study involved 77 children aged 7 to 10 years (57 boys, 20 girls) with previously identified physical developmental delay, characteristic dysmorphological, structural and functional disorders of the central nervous system that arose in connection with prenatal exposure to ethanol. The sample consisted of children from various educational institutions, social rehabilitation centers and centers for social assistance to families and children. 

Methods. Diagnostics was carried out by means of semi-structured interviews using the Vineland Adaptive Behavior Scale. This scale includes a general section that describes examples of maladaptive behavior that can occur with low frequency in children with normal development, as well as an additional section including examples of behavior that are not observed in the children with normotypical development. Statistical data processing was carried out using IBM SPSS Statistics-26. 

Results. The study identified the features of maladaptive behavior common to both sexes: hyperactivity, impulsiveness, lying, cheating or stealing, having a poor eye contact. Indicators such as increased anxiety, nail biting habit, school avoidance and stubbornness were also detected with equally high frequency in both sexes. Apart from that, the data analysis established a number of gender-specific manifestations of maladaptive behavior: boys were statistically significantly more likely (p ≤ 0.05) to show having a hard time paying attention, disobedience, and temper tantrums. Girls were more likely to have eating disorders, overdependence on significant relatives. 

Conclusion. The obtained results and the use of the Wineland scale can be applied in the work of the socio-psychological services of educational institutions in order to provide an appropriate preventive and corrective assistance. The presented study has limitations associated with the unevenness of the sample by gender, which requires additional confirmation in further studies.

Objective. The study was aimed to determine the specifics of increasing the students’ volitional sphere self-regulation based on the results of a psychological and pedagogical formative experiment. 

Sample. The sample consisted of 120 students of the Faculty of Psychology at the Russian State Social University (60 students in the experimental group and 60 students in the control group). 

Methods. The study included diagnostic, statistical-mathematical and experimental (formative) stages. The study implemented three questionnaires: by T.V. Orlova — to determine the individual’s volitional potential; by V.I. Morosanova — to identify the style of self-regulation of behavior; by M.S. Gutkin, G.F. Mikhailchenko and A.V. Prudilo — to describe the features of the volitional organization of personality. The experimental group underwent the course of classes according to a specially designed program for increasing self-regulation of the volitional sphere (10 online meetings for 1.5 hours). Data processing included the K. Pearson correlation test, the Chaddock table, and the Mann–Whitney U-test. 

Results. The study revealed the main features of the students’ volitional sphere self-regulation: above the average level of flexibility, planning and value-semantic organization of personality; the average level in terms of the volitional potential and organization, perse- verance, results evaluation, independence, general self-regulation; below average level of modeling, programming, determination, and composure. 

A significant relationship has been established between the students’ flexibility, planning, value-semantic organization and academic performance, volitional organization, volitional potential, and self-regulation. 

A comparative analysis of the results of the psychological and pedagogical formative experiment (significance level of differences: p < 0.05) showed that there were no significant changes in the control group of students, while in the experimental group an increase was fixed in the indicators of academic performance, volitional organization of personality, flexibility, organization of activities, self-control, and independence. 

Conclusion. Attention is focused on the need for prophylaxis and correction of the students’ volitional sphere self-regulation by means of professional testing, special exercises and career-guidance games.

Objective. The study had its purpose to identify the features of conscious self-regulation and hardiness at the different stages of professionalization. In the course of the work, the following hypothesis was tested: the type of a subject’s professional activity and the stage of professionalization affect the general level and the structure of links between the conscious self-regulation and his hardiness. 

The sample consisted of 284 respondents (144 women and 140 men) aged 17 to 59 years. 

Methods. The diagnostic complex included V.I. Morosanova’s “Self-regulation profile questionnaire, SRPQM-2020” and the “Test of hardiness” by D.A. Leontiev and E.I. Rasskazova. Collecting empirical data was carried out using blank testing and online testing by means of “Google Forms”. The results were processed using the calculation of descriptive statistics, the Spearman’s rank correlation coefficient, one-way and two-way analysis of variance, and the Mann-Whitney U-test. 

Results. The data analysis has revealed that the highest values and density of correlations between the indicators of conscious self-regulation and hardiness are observed at the stage of professional adaptation. The relationship between subjects’ self-regulation and hardiness is more pronounced in the representatives of technical professions at the stages of their adaptation and professionalization. The study results can be used in the practice of occupational psychologists, personnel services, in the guidelines for developing hardiness, resilience, and regulatory resources of a person at the stage of professional adaptation. 

Conclusions. It has been established that the sphere of professional activity (social-humanitarian or technical) has a greater influence on the indicators of resilience and self-regulation of the subject than the stage of his professional development.

Objective of the study is to systematically describe the key academic statements on personal values and meanings. 

Methods. The study implemented a thinking method of “analysis through synthesis” (according to S.L. Rubinshtein and A.V. Brushlinsky). The author distinguished the most essential parts of the numerous works on values and meanings by Russian and foreign authors. The integration of these parts made it possible to holistically outline the main statements on the value-meaning sphere of personality. 

Results. The research allowed to postulate the dominant priority of values and meanings in the personality orientation, to consider the specifics of their genesis, the nature of selectivity, structural characteristics, principles of functioning, and reorganization dynamics. 

Conclusion. Theoretical generalizations based on heterogeneous research on the value-oriented and meaning aspects of personality from the perspective of individual and group specificity can significantly boost elimination of inconsistencies in explanations of the motivational-volitional components of personality orientation, and thus have a positive impact on the development of psychological science.

Objective. The study had its purpose to investigate the contribution of conscious self-regulation and personality characteristics of patients to the achievement of normative health indicators and compliance with the terms of their health recovery after surgical interventions. 

Sample. The sample consisted of 128 patients (75 men and 53 women) who underwent high-tech knee/hip joint surgery. 

Methods. Questionnaire “Style of self-regulation of behavior — SSPM 2020”, “Scale of psychological well-being” by K. Riff, test questionnaire by Leonhard-Shmishek, questionnaire “Methods of coping behavior” by R. Lazarus, questionnaire for cognitive regulation of emotions (CERG), questionnaire “Secondary benefit from illness”, “Knee Score Scale”, “System hip joint assessments”. 

Results. As a result of statistical analysis, two groups of patients were identified — “observing” and “not observing” recovery periods. It is shown for the first time that the patient’s ability to plan his actions to achieve the goal of recovery, his using the coping strategy “Problem Solving Planning” and psychological setting for personality growth, serve as the significant resources for recovery. Psychological well-being achieved by the time of surgery can also be considered as a resource. The analysis has revealed a high importance of its component “Environment management”. Patients who do not comply with the terms of recovery tend to overestimate their capabilities in the rehabilitation process, do not plan their actions to achieve the goal of health, prefer to follow standard instructions. Demonstrative and anxious character accentuations turned out to slow down the recovery process. 

Conclusion. The data obtained can be used by psychologists and physicians in the rehabilitation programs, counseling and educational work. They can be also useful for the patients in order to increase their activity and life satisfaction during the period of independent recovery.

Objectives of the study: a) revealing the psychosemantic structures of the world image in the professionals occupied in the music industry; b) reconstruction of the features of their professional activities; c) identifying the differences between the specialists of different profile within the musical sphere. 

Sample. The study involved musicians — vocalists and instrumentalists of academic and pop profile (n = 42) and sound engineers and arrangers (n = 38). The control group consisted of professionals (n = 42) not related to music and playing no musical instruments. The total sample included 122 people. 

Methods. 1) a questionnaire to collect demographic information about respondents; 2) 16-scale semantic differential “My work” (Abdullaeva, 2016); 3) the free association method for 12 stimulus words describing the communicative environment of the respondents. 

Results. The study allowed for obtaining semantic profiles of the image of occupation in different profile specialists within the musical sphere. The data analysis has revealed different level representations of the world image in the respondents. Factor structures for groups of musicians and sound engineers describe a stable cluster consisting of interest, diversity, development potential, personal affinity, and creativity. The correlations of association’s categories (p ≤ 0.001) demonstrate the division of sound engineers and musicians according to publicity and technical equipment. 

Conclusion. The obtained data on externally unobservable aspects of creative activity on the psychosemantic approach makes it possible to enrich ideas about the activities of specialists in the music sphere and outline the directions of their psychological support. 

Obtaining data on externally unobservable aspects of creative activity made it possible to enrich ideas about the activities of music professionals and outline the directions for their psychological support. The practical use of the study results is associated with implementing the psychosemantic approach to the analysis of professional experience and identifying the main characteristics of the occupations in the music sphere.

Background. The life of a creative person, his activity takes place in close relationship with the world, in certain social, cultural and historical circumstances. Creative activity requires cooperation between creative people, certain conditions. At the same time, in psychological science creative personality is oft en considered outside of a social, cultural and historical context. Modern world needs creative people, yet the attitudes towards creative people are still complicated and controversial.

Objective. Theoretical analysis of the peculiarities of the creative person’s relationship with society. 

Design. Theoretical analysis of psychological literature focused on the formation of a creative personality, his relationship with society and psychological biographies of creative people.

Results. The mastery of a system of knowledge in the relevant field is an indispensable condition for creative activity, for creation of a socially signifi cant product. At the stage of maturation, the creative person feels the need for a developing environment and is very active in finding these opportunities. The relationship between creative people and society remains difficult in many cultures and countries of the modern world. Educational practices in many countries do not contribute to the development of a creative person. Psychological features of creative person (activity, courage, autonomy, individuality) are perceived as a threat in a socio-cultural context focused on stability, predictability and hierarchy. 

Conclusion. Creative personality is active in his relationship with the world, both at the stage of its formation and in the process of its activity. The creative person oft en finds himself in the conflict with society and at the same time is responsive to its needs. The life decisions of a creative person are largely determined by the need to realize his creative potential

Background. Sociocultural threats caused by the emergence of social confl icts, ambivalent ideas about passionarity and activity of people in the construction of the surrounding world, a pronounced state of uncertainty in understanding the goals and directions of society development, actualize the task of ensuring information and psychological safety of young people. The solution to this problem is possible through the formation of skills for safe information behavior and interaction in the digital environment, supposing development of information-psychological stability.

Objective. The purpose of the study was to develop and verify a psychological educational program for the formation of information and psychological resistance of the university students to socio-cultural threats based on the development of leveling personality resources.

Design. The psychological and pedagogical experiment was conducted on the basis of Russian State Social University and Shuya Branch of Ivanovo State University in the 2021/2022 academic year. The methodological basis was made up of cultural-historical, subject-activity and risk-resource approaches. The program included four stages: formation of motivation and knowledge, formation of informational behavior, formation of critical thinking, formation of a prosocial orientation (within the framework of academic disciplines of psychological profile and extracurricular work).

Methods. 103 students took part in the study (16% men, 84% women, aged 17 to 20 years). The following methods were used in the study: “Scale of subjective well-being” (Perrudel-Badoux, Mendelsohn, Chiche, Russian adaptation by M.V. Sokolova), “Definition of socio-cultural identity” (O.V. Krupenko, O.V. Frolova), “Moral grounds questionnaire” (J. Haidt et al., Russian adaptation by O.A. Sychev et al.), “Index of self-assessment of information skills” (Y.L. Voynilov, D.V. Maltseva, L.V. Shubina), “Scale of virtual autism” (E.N. Gilemkhanova). 

Results. According to the results of control measurements carried out before and aft er the psychological and pedagogical experiment, students who passed 4 stages of the developed Program demonstrated a statistically signifi cant positive change in the indicators of information- psychological resistance to socio-cultural threats (Student’s t-criterion, p < 0.001).

Conclusion. The study shows that development of leveling personality resources, and through them — the development of value-motivational, emotional-volitional, cognitive, interpersonal spheres contributes to the formation of a student’s Self-concept resistant to sociocultural threats through developing of agency and constructing psychologically safe informational behavior.

Practical use of the results. The psychological educational program developed for the study purposes can be useful in practical work of psychologists and teachers with young people in the system of psychological support and educational work at the university

Background. The relevance of the article topic is determined by the obvious difficulties the disabled people face in employment, as well as insuffi cient development of the problem of professional self-determination and professional plans of people with disabilities. 

Objective. The aim of the study is to investigate the specificity of art students’ ideas about their professional prospects taking into account their life satisfaction level and peculiarities of health. It is assumed that the certainty of professional plans of students with disabilities is related to their general sense of themselves as successful, prosperous and happy. 

Design. The research was conducted on the basis of Russian State Specialized Academy of Arts with the students of all faculties (theater, music, fine arts). Methods: author’s questionnaire to study various aspects of attitudes towards education, Diner’s Life Satisfaction Scale, Lubomirsky’s Scale of Subjective Happiness. Sample: 165 students, including 98 with preserved health and 67 with disabilities (hearing, vision, etc.). 

Results. A lower level of confi dence in a successful job search in their specialty was revealed among students with disabilities and impairments who fix their self-perception as “unhappy”. It is shown that students with disabilities are focused on helping people with various types of health impairments and also show a pronounced desire to perform socially signifi cant activities.

Conclusion. The analysis demonstrated that a high level of life satisfaction and subjective happiness among students with disabilities is associated with a higher level of aspirations when choosing a job. At the same time the study revealed the orientation of students with disabilities on social paternalism (benefi ts, good team, closeness to home) when searching for a job. The results obtained can be used in the development of vocational guidance and professional rehabilitation programs for people with disabilities.

Background. The study relevance is determined by the need to identify the contribution of consciousness structures to the regulation of mental states and development of the regulatory abilities of the personality. The author’s model of the structural and functional organization of the mental states regulation system served as a theoretical basis of the work. 

The study objective was to show the maturation of the students’ mental states regulation system in the course of university study (at the lectures, seminars, and exams). 

Sample. The study attended by psychology students at the Institute of Psychology and Education of Kazan Federal University, 151 people in total: 88 students of the 1st year and 63 students of the 4th year of study.

Methods. We used various methods for diagnostics of mental characteristics and regulatory abilities, as well as the author’s questionnaires for studying mental states and operational means of self-regulation. Correlation analysis was used to process the data, followed by the calculation of the structure organization index. 

Results. The study demonstrated that in the period from the first to the fourth year of the university studies the students develop new methods and techniques of mental states self-regulation, and the increase in their number is associated with the diversity of the forms of educational activities. In the fourth year of study, the students’ preferable methods of mental states self-regulation are high searching activity, increasing one’s own motivation, developing positive attitudes to study and activating positive volitional states. By the final year of study, semantic structures of consciousness, actual reflection and motivation for learning (cognition and self-development) get on the leading roles in self-regulation of mental states. In addition, the importance of the “Self-system”, of the students’ experience and their regulatory abilities is increasing. The study revealed a signifi cant role of self-awareness, perseverance, observance and leadership qualities of students in self-regulation of their mental states.

Conclusion. The results of the study will contribute to the development of the methodology of self-regulated learning and will be useful in designing technologies for the regulation of the subject’s mental states.

Background. The period of preparation for the main state exam is recognized by teachers as problematic due to a decrease in positive attitude towards learning and the emergence of various defi cits in cognitive activity. In this regard, it seems relevant to study the dynamics of indicators of attitude towards learning, school engagement and disengagement among 8th and 9th grade students on the materials of longitudinal study. 

Objective. The study had its purpose to investigate the attitude towards learning and school engagement of the 8th grade students, to trace the dynamics of these indicators in the 9th grade, and to identify regulatory and motivational predictors of cognitive activity in the 9th grade.

Hypothesis: students with diff erent levels of attitude towards learning in the 8th grade differ in their level of school engagement/disengagement and its dynamics in the 9th grade and also have diff erent regulatory and motivational predictors of cognitive activity in the and also have different regulatory and motivational predictors of cognitive activity in the 9th grade. Design. The study was conducted in two stages. The first stage involved 156 eighth graders aged 13–16 (M = 13.88; SD = 0.445). At the second stage, in the 9th grade, the participants (age: M = 14.66, SD = 0.525) were repeatedly examined by means of identical package of techniques. The volume of longitudinal data was made up of 93 people. Methods. Survey technique “Attitude towards learning in middle and high school grades” (I.N. Bondarenko, I.Y. Tsyganov, V.I. Morosanova) — modification of the “Survey technique for diagnosing learning motivation and emotional attitude towards learning in middle and high school grades” by A.D. Andreeva and A.M. Prikhozhan; “Multidimensional scale of school engagement” T.G. Fomina and V.I. Morosanova — a Russian-language adapted version of the Survey technique “A Multidimensional School Engagement Scale” by M.-T. Wang and colleagues.

Results. The study results demonstrate that students with an average attitude towards learning and reduced cognitive activity, as well as those with a negative attitude towards learning, predominate among eighth graders. The hypothesis of the study was fully confirmed. By means of regression analysis it is shown for the first time that a decrease in the indicators of school disengagement in the 8th grade can provide an increase in cognitive activity in the 9th grade. In schoolchildren with an average level of attitude towards learning, the main resources of cognitive activity in the 9th grade are the regulatory process of evaluating the result, independence in working with educational material and the introjected motivation (presence of guilt for their failure). In schoolchildren with a negative attitude to learning, the cognitive activity resources in the 9th grade are the regulatory intrapersonal features of responsibility and flexibility, as well as the ability to seek help from peers and teachers.

Conclusion. Th e study results emphasize the importance of further investigating the dynamics of attitudes towards learning and cognitive activity resources in high school

Background. The research was carried out in the context of the relevant problem of academic success and was focused on its least studied aspect — individual-typological manifestations of non-cognitive predictors of academic achievement.

Objective. The study had its purpose to analyze the individual-typological features of the relationship between conscious self-regulation, psychological well-being and academic achievement in 6th grade students.

Sample. The sample consisted of 169 students (mean age — 11.99 years).

Methods. V.I. Morosanova’s “Self-Regulation Profi le of Learning Activity Questionnaire” (SRPLAQ), Russian version of “Big Five Questionnaire — Children version” (BFQ-C) (Malykh et al.), Russian adaptation of “Well-Being Manifestation Measure Scale” (Morosanova et al.), “Attitude towards learning in middle and high school” questionnaire (modification of “Method of diagnostic of learning motivation and emotional attitude to learning in secondary and high school” (Andreeva, Prikhozhan), “Academic Motivation Scale — School” (AMS-S) questionnaire (Gordeeva et al.).

Results. The cluster analysis allowed to identify five individual-typological profiles with varying manifestations of psychological well-being, conscious self-regulation and academic achievement. The regression analysis shows that high academic achievement is supported by academic motivation and psychological well-being. Psychological well-being of students with average academic achievement is supported by conscious self-regulation. Academic achievement of these students, if their well-being and self-regulation are low, might increase due to regulatory flexibility, learning motivation and conscientiousness, and if they are average, then academic success is supported by achievement motivation and self-esteem motivation, as well as motivation to avoid failure. Students with low academic achievement can potentially improve it through self-development motivation, achievement motivation and results evaluation. The resources for maintaining psychological well-being in this group are planning, responsibility and learning motivation.

Conclusion. Th e obtained results can be used to prepare individualized psychological and pedagogical programs aimed at the development of conscious self-regulation, as well as maintaining psychological well-being and academic success of schoolchildren. The article concludes with discussion of new results that require additional research to explain them.

Background. Testing effectiveness of tools for measuring the quality of educational environment in kindergarten groups in predicting the executive functions development of preschoolers is an important task in modern psychology, since the success of preparing a child for schooling largely depends on their validity. 

Objective. The study had its purposes: 1) to compare the assessments of the educational environment quality obtained by means of ECERS-R and CLASS methods in groups of Moscow kindergartens; 2) to identify interconnections between these assessments and the executive functions development in the preschoolers during one academic year (from the senior to the preparatory group of the kindergarten). 

Sample. The study involved 360 preschoolers of 26 groups of Moscow kindergartens. Assessment of the levels of executive functions development was carried out twice — in the senior groups and a year later — in the preparatory groups. 

Method. To assess the quality of educational environment, two methods were implemented in the study: CLASS (Classroom Assessment Scoring System) (Pianta, La Paro, Hamre, 2008) and ECERS-R (Early Childhood Environment Rating Scale– Revised) (Harms, Cliff ord, Cryer, 2005; Harms, Cliff ord, Cryer, 2016). To assess the main components of executive functions (visual and verbal working memory, inhibition and cognitive fl exibility), we used a set of methods tested earlier on preschoolers (Almazova, Bukhalenkova, Veraksa, 2019). 

Results. Assessments carried out in Moscow kindergartens revealed a high and average level of the quality of educational environment according to the CLASS method, and an average and low level — according to the ECERS-R method. It was found that assessments of educational environment obtained by means of ECERS-R and CLASS methods do not contradict yet complement each other and are not always linearly related. Children with a high level of executive functions development are more likely to attend groups with a high level of educational environment quality according to CLASS method and a low and medium — according to ECERS-R method. Preschoolers with a low level of executive functions development are more likely to attend groups with a low level of educational environment according to CLASS method and a medium-low level — according to ECERS-R method. Most of the differences in the assessments of executive functions in children attending groups with diff erent quality of educational environment were obtained for visual working memory and inhibition. 

Conclusion. The CLASS and ECERS-R methods complement each other and therefore it is recommended to combine them both in practical work with preschool institutions and in scientific research.

The article contains biographical materials in connection with the 200th anniversary of the outstanding German scientist of the 19th century Hermann Helmholtz. The process of his formation as a researcher is considered, the analysis of creativity is carried out. His encyclopedic contribution to world science and, in general, the vast scale of his personality are underlined.

The article presents information on the psychophysiological mechanisms of the functioning of cognitive control of attention. It is shown that, in addition to the features of the structural organization, control of attention is heavily supported by the properties of the spatio-temporal dynamics of the functional connections of the brain. The role of dynamic functional connectivity and its variability over time as a source of individual differences in cognitive control is emphasized.

The article provides an overview of foreign studies conducted over the past 30 years on the topic of identifying the specifics of executive functions in premature babies. The contradictions in the conclusions of various authors about the differences in verbal and spatial memory in full-term and premature babies have been identified. The results of a meta-analysis of the deficit of executive functions in premature infants at different age periods are presented. The biological, ecological, socio-economic factors of the cognitive problems of prematurely born children, considered in various studies, are considered. The data on the consequences of birth at different stages of gestation in preschool, primary school, adolescence, adolescence and adulthood are analyzed. A review of foreign sources indicates that in premature babies, compared with full-term babies, the level of formation of executive functions is largely determined by the quality of nursing and care of people raising a child, their level of education and maturity. The effect of prematurity on executive function is most likely a subject-specific rather than a global factor; they can be trained and improved at different ages

In the mainstream of the systemic personality-developmental approach, a theoretical and empirical study of continuity as the basis for ensuring the learning and development of schoolchildren and students during the transition «school-university» was carried out. The results of the study made it possible to distinguish three crises of continuity: the crisis of the transition from general education to higher education, the crisis of the middle of education at a higher educational institution, and the crisis of the transition from education at a higher educational institution to professional activity. It is shown for the first time that overcoming and preventing succession crises depends on the following psychological conditions: 1) the level of self-awareness of the student, 2) the level of personal and professional development of the teacher, 3) the degree of formation of the polysubject community at school and university. Psychological and pedagogical tools (psychological programs) aimed at preventing and correcting succession crises have been developed and introduced into the educational process of the university.

The study tests hypotheses about the activation of two quantity systems in different conditions of access to stimuli visual parameters. 23 participants (M=26,83 years, SD=9,78 years) performed tasks for non-symbolic comparison of quantities, for perceptual accuracy, for comparison of non-symbolic and symbolic quantities. As a result, new experimental data were obtained to explain the cognitive and psychophysiological mechanisms of the non-symbolic numerosity representation.

The study is devoted to assessing the digital literacy of schoolchildren and their attitudes to STEM, depending on the digital level of the school's environment. Four schools have been assigned a digital level based on the DESI score. The results showed that schoolchildren from schools with a higher digital level have less endorse stereotypes related to STEM. At the same time, boys’friends from schools with an average digital level have more positive attitudes towards math which is an important predictor of STEM choice for future career. The level of digital literacy of schoolchildren became an insignificant factor for students' attitudes to STEM.

Pediatric cancer poses an increased risk of cognitive deficits: the planning function may decrease. As a result, in children who survived cancer, the planning function is reduced in comparison with the control group. Medical factors did not act as predictors of planning development; age and gender were significant predictors.

The results of the study of the relationship between the accuracy of the estimation of quantities, expressed in symbolic and non-symbolic form, with the success of completing tasks in mathematics, including in the format of state exams, at different stages of schooling, are presented. A study with the participation of 493 schoolchildren in grades 4, 9 and 11 shows the specificity of the ratio of the accuracy of symbolic and non-symbolic representation of quantity at the primary, basic and complete levels of general education. A conclusion is made about the dependence of the relationship between the accuracy of symbolic and non-symbolic representation of quantity and the success of state examinations on the level of school education and, accordingly, the type of examination or test work.

Abstract

Background. Total emotional distress scores may fail to capture differences in the balance between anxiety and depressive-anhedonic symptoms. For professions involving public evaluation and the need to mobilize resources quickly, analyzing the structure of distress may be more informative than relying on an overall score.

Objective. The goal is to compare the overall level and profile of emotional distress in performing artists, researchers, and a comparison group while accounting for sex and age.

Sample. The analysis included 299 adults from different professions: 87 performing artists, 89 researchers, and 123 participants in the comparison group; 190 women and 109 men. The mean age of the performing artists was 35.92 years (SD = 15.73), that of the researchers was 34.97 years (SD = 15.31), and that of the comparison group was 28.78 years (SD = 11.85).

Methods. Emotional distress was assessed using the Hospital Anxiety and Depression Scale (HADS; A.S. Zigmond, R.P. Snaith). Two subscales — anxiety (HADS-A) and depression (HADS-D) — along with their sum (the total HADS-T score) and a profile contrast calculated as the difference HADS-A minus HADS-D, reflecting the predominance of anxiety over depressive symptoms, were analyzed. Cronbach's α, the Kruskal — Wallis test, multivariate analysis of covariance, linear regression with robust standard errors, and comparison of screening proportions were used.

Results. Total HADS-T scores showed virtually no difference between groups: 10.09 in artists, 10.39 in researchers, and 10.08 in the comparison group; p = 0.900. The profile, however, was not uniform. After adjusting for sex and age, artists scored 2.03 points higher than the comparison group on the anxiety subscale (HADS-A) (p = 0.001) and 1.11 points lower on the depression subscale (HADS-D) (p = 0.018). The profile contrast in artists exceeded that of the comparison group by 3.14 points and that of researchers by 2.32 points (both p < 0.001). The proportion of elevated anxiety scores did not differ, whereas elevated depressive-anhedonic scores were less common among artists.

Conclusion. Comparable overall emotional distress may have a different internal structure. Artists are characterized by a relative predominance of the anxiety-mobilization component alongside less pronounced depressive-anhedonic symptoms. Thus, HADS-T should not be used without separately analyzing its subscales.

Abstract

Background. Reproductive activity is a complex, dynamic process of existential self-determination within the integral system of parenthood, which ensures the development and realization of an individual's subjectivity. In information society, the reproductive activity of a person is realized against the backdrop of many contradictions, which is why the study of psychological factors and mechanisms related to the reproductive sphere becomes particularly important.

Objective. A study of the factors and mechanisms that influence the specific nature of a person's reproductive activity and determine a favorable or unfavorable predisposition to childbearing.

Sample. The study involved 479 respondents aged 17 to 46 (M_age = 33.22; SD = 10.01; 39.2% — male), living in the city of Krasnodar, the Krasnodar Territory, and other regions of Russia.

Methods. Family Emotional Communication Questionnaire (A.B. Kholmogorova et al.); Attachment to Parents and Peers Questionnaire by G. Armsden and M. Greenberg; test "Personal Helplessness" by V.V. Shipovskaya; test "Protest Activity of the Individual" by A.Sh. Guseynov; the Internet Addiction Test by K. Young. The data were processed using the programs IBM SPSS 23, AMOS 23 and MS Excel by means of descriptive statistics, correlation analysis, multiple regression analysis, and SEM.

Results. The study has demonstrated the contribution of psychological factors and mechanisms that determine predisposition to childbearing, namely: secure attachment to parents, a positive image of parents and trust in them, independence. Whereas alienation from parents, helplessness (inaction, alienation, rumination), protest (negativism, escapism, anomie, opposition), and internet addiction turned to be significant predictors of low motivation to have children. For most respondents, housing conditions is a significant factor for planning the number of children.

Conclusions. A favorable family climate, emotional closeness, the experience of secure attachment to parents, positive parental representations, and independence encourage having children and contribute to building a model of family life. The type of attachment acts as a mechanism that shapes the attitude towards parenthood, determining the dynamics and specifics of a person's reproductive activity. Alienation, helplessness, a tendency toward destructive protest activity, and internet addiction form the grounds for reproductive passivity.

Abstract

Background. The problem of development, dating back to ancient philosophy (Plato, Aristotle) and continued in the works of medieval authors (Acts Augustine) and German classical philosophy (primarily G.W.F. Hegel), has long been explored through the prism of questions about the relationship between part and whole, matter and form, as well as the idea of causality and the hierarchy of forms. An analysis of the works of Russian authors such as L.S. Vygotsky, A.N. Leontiev, and D.B. Elkonin, who continued research in this area, revealed that they understood development as a process of formation, conditioned by the assimilation of cultural achievements.

Objective. An analysis of the emergence of the concept of "development" and the associated limitations in its modern interpretation in relation to the currently established educational practice.

Results. It has been shown that the key flaw in understanding development as a process of formation in childhood is its reproductive and predetermined nature. The acquisition of ideal models through adult guidance sets not only the direction but also the limits of development. The consequence of this position is a focus on educational efforts on mastering the cultural plane and a lack of targeted interaction with the natural plane. Drawing on Aristotle's ideas, this article provides a theoretical justification for understanding development as the realization of a child's own potential, i.e., self-development.

Conclusions. The provided theoretical foundations for a shift from the study of development as an interaction of natural and cultural forms of the psyche to its understanding as a complex system of processes of formation and self-development open up new possibilities for the organization of educational practices in childhood. These practices should be aimed at supporting not only children's creativity, but also forms of interaction that allow them to explore existing possibilities and search for new ones.

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.

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.

Background. Searching for social roles, ways and means of life self-determination is the most important task of the personality development in adolescence. In this regard, the study was focused on the personality traits, conscious self-regulation of achieving life goals and readiness for active self-realization.

Objective. To reveal the relationship between personality traits, conscious self-regulation, and readiness for active self-realization in adolescent students.

Study Participants. The study involved 462 students of Moscow universities (175 girls, 287 boys, average age 19.2 years).

Methods. The students’ personality features were assessed by means of the ultra-short version of the Big Five-2 Inventory (BFI-2-XS). The general level of conscious self-regulation development was evaluated with “Self-Regulation Profile Questionnaire by Morosanova — SSPM 2020”. The level of self-realization activity was determined using the “Questionnaire of Activity in Self-Realization” proposed by Andreeva, Lisichkina. Statistical data processing involved methods of correlation, cluster, variance, and multiple regression analysis included in SPSS 22.0.0 package.

Results. New data were obtained showing that all the considered psychological characteristics are closely interrelated at a high level of statistical significance and, possibly, influence the students’ readiness for self-realization. The cluster analysis allowed to identify three individual-typological groups of students differing in the level of conscious self-regulation development, the severity of personality traits, and their readiness for active self-realization. Students with high levels of conscious self-regulation, conscientiousness, extraversion, agreeableness, openness to experience and low neuroticism demonstrate greater readiness for active self-realization compared to the students who have the opposite tendency in all the listed indicators. Regression analysis allowed to reveal a greater contribution of the conscious self-regulation to the readiness for active self-realization compared to extraversion and conscientiousness.

Conclusions. Conscious self-regulation and personality traits make a significant contribution to the formation of students’ readiness for active self-realization in various spheres of life (studies, professional sphere, relationships, etc.). A high level of conscious self-regulation development is a psychological resource for the students’ active self-realization, allowing them to focus their efforts on planning both the near and distant future, to build a sequence of necessary steps being flexible and persistent in achieving their goals.

Background. Maintaining mental health and psychological well-being of the specialists of EMERCOM of Russia requires, along with implementation of measures for the rapid restoration of their working capacity, also the development of their self-regulation skills by means of training with the use of special psychophysiological equipment. In this regard, it is necessary to assess the effectiveness of measures for psychological prevention and psychological correction carried out with EMERCOM specialists by means of special psychophysiological equipment.

Objective. Systematization and analysis of data on psychophysiological parameters and subjective self-assessment of the specialists of EMERCOM to assess the effectiveness of psychological prevention and psychological correction programs.

Study Participants. The study analyzed 5865 programs, of which 5117 programs were conducted as a part of psychological prevention activities (one-day programs) and 748 programs for psychological correction.

Methods. The study implemented psychophysiological methods of diagnostics of functional state and the questionnaire method. Empirical data were analyzed using the Wilcoxon T-test and descriptive analysis.

Results. An empirical study on the evaluation of psychological prevention and psychological correction programs demonstrated an improvement in the functional state of EMERCOM specialists after participating in the programs not only according to subjective assessments, but also according to psychophysiological indicators, which shows the compliance of the programs with the stated goals.

Conclusions. The results obtained make it possible to apply algorithms of psychological prevention and psychological correction programs systematically and comprehensively in order to restore and preserve mental health and psychological well-being of EMERCOM specialists.

Background. A lot of brain damage including traumatic brain injuries during war can lead to persistent cognitive disorders and followed impaired functioning in everyday life. The main focus in dealing with such disorders is made on the neuropsychological (cognitive) rehabilitation. Patients psychoeducation aimed to creating an adequate internal picture of the disease and increasing self-awareness of deficits and behavior is considered as the first and the most important step in their rehabilitation process. Yet, to date the theoretical and methodological foundations of psychoeducation are not clear formulated and developed so it makes this stage of the cognitive rehabilitation not much effective.

Objective. Review and analysis of the research literature in the fields of clinical psychology and neuropsychology concerning implementation of psychoeducation for neurological patients, as well as discussion of relevant issues in this problematic area.

Results. The literature review has shown that “psychoeducation” was first officially recommended for severe mental illnesses and continues to develop in the modern system of psychosocial rehabilitation for psychiatric and psychosomatic patients as a special type of psychosocial intervention in the structure of their treatment and rehabilitation process. Various authors particularly highlight the learning aspect of psychoeducation, associated with the patient’s mastery of methods for recognizing the manifestations of his cognitive deficits and behavioral disorders.

Conclusions. Psychoeducation should be implemented in the practice of neuropsychological (cognitive) rehabilitation. In order to advance research and practice of psychoeducation for improving the effectiveness of cognitive rehabilitation, it is necessary to develop it as a typical educational process where each stage should be matched with adequate tools and practices. In addition, psychoeducation should be linked to the treatment process and to specific therapeutic and rehabilitation goals.

Background. The study examines the factors determining the establishment of remission in the patients dependent on psychoactive substances (surfactants). The formation of remission, its stability and frequency is presented as a dynamic process, where failures of remission and relapse of the disease are considered as parts of the patient’s recovery process. The analysis shows the need for the specialists to support narcological patients at all stages of recovery. The key to the effectiveness of treatment is the professionalism and high competence of all specialists involved in the treatment and rehabilitation of surfactant addicts.

Objective. Identification of the necessary competencies to create unified training programs for the specialists working with people dependent on surfactants.

Results. In the process of interaction with surfactant addicts at all stages of their treatment and rehabilitation, the level of the specialists’ competence is the key factor that determines the quality of care provided. The knowledge and experience applied by psychologists and consultants when accompanying patients increases the trust of patients and also helps specialists to establish stable contact with them at all stages of treatment, rehabilitation, and post-treatment support.

Conclusions. To improve the quality of care provided to people dependent on surfactants, it is proposed to create a unified program for the training or retraining of psychologists and consultants on the basis of the state higher education institutions. The program should include knowledge of psychiatry, narcology, conflictology, and other subjects related to the manifestations of addictions at the stages of treatment and rehabilitation.

Background. Despite the growing interest in the field of music psychology, the problem of musical experience remains the least developed. Psychological studies take into account the subjective side of musical experience, but usually leave aside the correlation between the characteristics of perception and the actual musical meanings. The works of musicologists, in their turn, reflect the relationship between experience and the structural features of the form of a musical work.

Objective. The study has two aims: 1) to provide a theoretical and methodological analysis of ideas about musical experience in the psychological and musicological traditions, 2) to consider the intonation theory of music and show its relevance for the psychological studies of musical experience.

Methods. A comparative analysis of the concepts of musical perception and experience in the intonational music theory and psychological theories.

Results. Presented analysis allowed to formulate the main features of musical experience, identified on the basis of musicological works. The perception of a musical work is based on the musical form as well as intonation, which allows to conclude that musical experience, on the one hand, is procedural and, on the other hand, is characterized by integrity determined by the meaning of the musical work behind it.

Conclusions. The reference to the description of musical experience in the works of musicologists developing the intonation theory of music allows to approach a theoretical comprehension of musical experience as an activity of understanding the meanings of a musical work based on the intonation hearing and perception of intonation development in music. The study highlighted the grounds for characterizing musical experience: fragmentarity — integrity, subjectivity — reflection of the meanings of the musical work, uncertainty of emotional response — differentiated emotional experience, static character — perception of dynamics in music.

Background. Entrepreneurship in Russia continues to develop. In 2023, Russia registered 1.2 million small and medium-sized enterprises, though there is also a significant number of organizations closed down. While the reasons for business closures often relate to financial or legal issues, there are also socio-psychological factors that hinder an entrepreneur’s development in this field. Entrepreneurial self-determination (ESD) is seen as a journey consisting of professional choices and includes both factors that encourage choosing entrepreneurship and those that deter it. Studying ESD will help identify the challenges in an entrepreneur’s professional path and provide insights into what motivates entrepreneurs to choose this type of occupation from the perspective of social psychology..

Objective. To create a model of socio-psychological factors influencing entrepreneurial self-determination.

Study Participants. The study involved 29 respondents aged 18 to 40 who currently own or have owned a business, as well as 6 entrepreneurship experts..

Methods. Theoretical analysis in the form of systematization and generalization of domestic and foreign research on socio-psychological factors of entrepreneurial self-determination, narrative interviews, expert interviews.

Results. The study allowed to construct the model including 9 stages of entrepreneurial self-determination and 4 crisis stages. Each stage is characterized by a complex of socio-psychological factors that either push towards or pull away from entrepreneurial activity. Socio-psychological factors are divided into groups: environmental factors, including micro- and macro-environmental factors, and personal factors, including behavioral and internal factors.

Conclusions. An entrepreneur’s professional path consists of 9 sequential stages from observation to stability. At each stage, certain socio-psychological factors play a decisive role in the ESD, determining the choice of entrepreneurship as the main professional activity. The proposed preliminary ESD model can serve as a basis for creating a questionnaire for quantitative research into the socio-psychological factors of ESD.

Background. Subjective representations mediate people’s perception and comprehension of the world, influencing their activity and behavior. The study analyzes the subjective representations of modern teenagers about a person in a digital society, which are of great importance for their socialization and life plans.

Objective. To study the specifics of representations of a person in a digital society in the gifted adolescents compared to those of their normotypic peers.

Study Participants. T110 students of grades 7–10 aged 13–16 years (m. = 57, f. = 53), in- cluding 56 schoolchildren selected by the Center for gifted children support “Strategy” in Lipetsk for their achievements in physics and math and 54 pupils of general educa- tion schools in Moscow.

Methods. Data collection was carried out using the modified projective technique “Bubbles”.

Results. It is shown that intellectually gifted adolescents are significantly more likely than their normotypic peers to endow a person of a digital society with intellectual, motivational, and professional characteristics, describing him as intelligent, educated, purposeful, with high level of digital literacy, able to use the latest technologies, whereas normotypic adolescents are significantly more likely to characterize him in terms of external features: clothing, physique and lifestyle, describing him as fashionable, athletic or, on the contrary, untidy, fond of playing computer games, walking, etc. It was also found that gifted teenagers are significantly more likely than their peers to describe a person in a digital society as lonely and friendless.

Conclusions. The gifted teenagers’ representations of a person in a digital society are more diverse, meaningful, and differentiated than those of their normotypic peers, and are also characterized by meaningful features. The data analysis allowed to identify a “problem area” specific for the gifted adolescents, indicating their experience of loneliness and difficulties in communicating and finding friends, deficits in carrying out their leading activities.

Background. Issues of adolescents’ self-determination in the process of their formation are of particular importance, since their solution determines success and competitiveness in adulthood. In this regard, the development and implementation of programs aimed at research and formation of professional and life meaning orientations is in demand by the specialists in educational and psychological practice.

Objective. The study had its purpose to assess the effectiveness of artlogotherapeutic methods in the formation of professional and life meaning orientations of adolescent personality.

Study Participants. The study involved 50 adolescents (26 boys and 24 girls) aged 13 to 15 years (M age = 14.04; SD = 0.84) from the general education schools of Krasnogorsk (Moscow region).

Methods. The study consisted of diagnostic and experimental (forming) stages. The diagnostics included “Life Meaning Orientations Test” by D.A. Leontiev, “Questionnaire of professional self-determination” by G.V. Rezapkina, “Motives for choosing a profession” by R.V. Ovcharova. The experimental group was engaged into vocational guidance and professional orientation classes using artlogotherapy techniques (8 classes of 2 hours each). Student’s t-test was implemented for the statistical analysis of obtained results.

Results. The implementation of the program “Creativity, profession, meanings” including artlogotherapy techniques in the experimental group led to a statistically significant increase in the level of life meaningfulness, the ability to control their life events and make important decisions. The use of creative techniques helped teenagers to change their ideas about certain aspects of professional life, adjust their primary professional choice, and also increase the priority of internal individual motivation when choosing a future career.

Conclusions. Artlogotherapy is an effective method that can be recommended for practice with adolescents to develop their professional and life meaning orientations.

Background. The relevance of the study is due to insufficient knowledge of the influence of the structures of consciousness on the self-regulation of cognitive states in various stressful situations. The author’s concept of mental regulation of psychological states served as a theoretical basis for empirical research.

Objective. To identify the features of the relationship between indicators of mental regulation and the frequency of experiencing cognitive states in four situations with different stress levels.

Study Participants. The study sample consisted of 70 schoolchildren (31 boys and 39 girls, Mage = 17.7 years) from secondary education schools.

Methods. The study implemented the author’s questionnaires “Assessment of the frequency of experiencing mental states” and “Methods of self-regulation of mental states” (M.E. Valiullina). In the instructions, the respondents were presented with four types of situations characterized by different stress levels — from the weak level with a neutral context to the strong level with a negative emotional background. Apart from that, the study participants were tested by means of well-known psychological questionnaires: “Method for Studying the System of Life Meanings” (V.Yu. Kotlyakov), “Self-attitude Questionnaire” (S.R. Pantileev), “Method for Diagnosing Reflexivity” (A.V. Karpov, V.V. Ponomareva). Statistical data processing was carried out using frequency analysis and nonlinear correlation analysis according to Spearman.

Results. The data analysis demonstrated: as the tension in the situation increases, the frequency of experiencing productive cognitive states decreases, the probability of unproductive states increases, and the number of applied regulation methods increases as well. Besides, as the tension in the situation increases, the involvement of the consciousness components (those of semantic sphere, reflection, and self-attitude) in the mental regulation of cognitive states increases, the degree of relationships integration increases, and the structure-forming indicators are highlighted.

Conclusions. The results obtained show that the level of stress in the situation significantly influences the qualitative composition of the characteristics involved in the systems “mental regulation — cognitive state — regulation method” and “mental regulation — regulation method — cognitive state”.

Background. The study of personal characteristics and cognitive needs of the intellectually gifted students with underachievement in school is relevant for the scientific substantiation of the personal and professional development programs and training for the teachers to interact with such pupils.

Objective. Theoretical and methodological analysis of new scientific data on the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as the psychological and pedagogical basis for developing teacher training for interaction with such students; empirical study of motivational and personal characteristics of intellectually gifted schoolchildren with different academic achievement.

Study Participants. The empirical study involved 460 intellectually gifted students in grades 5–10 in Moscow schools, 74–80 people in each cohort.

Methods. Theoretical and analytical review of new scientific publications on the peculiarities of the cognitive and personal development of intellectually gifted schoolchildren underachieving in education as well as their psychological and pedagogical support by teachers. The empirical study implemented the diagnostics complex including tests of cognitive abilities, questionnaires of achievement motivation, academic and general self-esteem (adapted by the author: Scheblanova, 2006), parametric statistical methods for the data processing.

Results. The analysis of the school teachers’ ideas about self-efficacy in teaching gifted students demonstrated their insufficient professional readiness to work with such pupils. Recent scientific publications review highlighted the important aspects of the modern understanding on differentiated approach to the identification and education of intellectually gifted children taking into consideration the new data on the variability of giftedness manifestations and trajectories of its development in the programs for the personal and professional development of teachers.

Conclusions. The study provides theoretically and empirically substantiated basis for developing teacher professional and personal training for effective interaction with intellectually gifted students, and namely, — understanding the peculiarities of not only cognitive, but also motivational and personal development of students with high abilities and varying academic achievement as well as the need of psychological and pedagogical support for intellectually gifted underachievers.

Background. The modern education system needs psychological tools that allow to transform the potential capabilities of specialists who directly provide and accompany the educational process (teachers, educational psychologists) into the resources of their personal and professional development.

Objectives. The study had its purpose to investigate the psychological content of reflexive projecting as a resource for personal and professional development and to identify the technological conditions for its actualization.

Study Participants. The study involved 292 students of the Arzamas Branch of Nizhny Novgorod State University in the field of “Psychological and pedagogical education” aged 17 to 24 years.

Methods. Shostrom’s Self-actualization test (SAT) adapted by Alyoshina, Gozman et al.; Karpov’s Reflexivity questionnaire; Self-attitude questionnaire by Stolin & Pantileev; Self-esteem assessment by dembo & Rubinstein; Rotter’s “Locus of Control Test” adapted by Bazhin et al.; “Personality differential” (a variant adapted at the V.M. Bekhterev Research Institute); Activity self-organization questionnaire by Mandrikova. dispersion, factorial, and multiple regression analyses were used for the data processing.

Results. The data analysis established that the psychological content of the reflexive projecting resource consists of five factors — “general level of self-attitude”, “self-orga- nization”, “conscious readiness for transformation”, “self-assessment”, “self-immersion”. The study revealed positive interrelations of these factors with the integral character- istics of personal and professional development. The longitudinal experiment dem- onstrated the effectiveness of the developed technology for actualizing the reflexive projecting resource.

Conclusions. The psychological conditions for the actualization of reflexive projecting as a resource for personal and professional development include the formation of a positive self-attitude, high self-organization and self-assessment, conscious readiness for transformation, striving for self-development (internal conditions) and integration of the technology of reflexive resource determination of educational psychologists into the training process of the university (external conditions).

Background. The article presents the results of research into the characteristics of the personal and professional development of the future teachers in interaction with their mentors — young university teachers.

Objectives. The study had its purpose to investigate the dynamics of personal and professional development of students who participated in the experimental mentoring program at the university.

Study Participants. The study involved 300 respondents aged 18 to 22 years (245 women, 55 men), students of pedagogical specialties.

Methods.. Primary and final diagnostics included the questionnaires “Motives of the teaching profession” (T.N. Silchenkova), “Communicative and organizational inclinations” (V.V. Sinyavsky, B.A. Fedorishin), “Students’ motivation for achieving success” (S.A. Pakulina), Rogers — diamond’s method for diagnostics of socio-psychological adaptation, Holmes and Rage’s method for determining stress resistance and social adaptation. The Student’s t-test was used to process quantitative data.

Results. The article determined the characteristics of mentoring as a condition and technology for ensuring the continuity of personal and professional development of the future teachers. The empirical study results allowed to describe the dynamics of their professional (pedagogical) orientation, to assess the level of their flexible skills development, and reveal their motivation for success. As a result of participation in the developed Mentoring Program, students’ motives for choosing pedagogical activity have changed (the number of internal motives has increased), indicators of flexible skills (communicative and organizational abilities, stress resistance, socio-psychological adaptation) have increased, their ideas about success have changed qualitatively (assessments of the main characteristics of success have become more internalized).

Conclusions. Implementation of the Mentoring Program taking into account the students’ personal characteristics, motives and interests of young teachers makes it possible to consistently and purposefully activate the subject position of future teachers, ensuring the continuity of their personal and professional development at the university.

Background. In modern Russian realities, mentoring is becoming a very popular method of professional development for the young teachers. Essential conditions for its effective implementation are the subject of research by teachers and psychologists, who offer a wide arsenal of pedagogical ideas and psychological classifications.

Objective. The study had its purpose to identify the relationship between various substantive aspects of mentoring and teachers’ empathy, as well as to describe the essential characteristics of different modes of mentoring focusing on its active form.

Study Participants. 73 English teachers of the Russian general education schools took part in the online survey.

Methods. Teacher Mentoring Self-Efficacy Scale (TMSES) (Tickell, Klassen, 2024); Empathy Scale for Teachers (EST) (Wang et al., 2022) adapted in Russian (Chagina, Zabelina, 2022); short Big Five personality inventory (Gosling et al., 2003) adapted in Russian (Sergeeva et al., 2016).

Results. Low ratings of respondents on a number of statements of the Teacher Mentoring Self-Efficacy Scale reflect their avoidance of intensive and time-consuming activities (experience comprehension, analyzing practices, organizing meetings), which constitute the content of the active type of mentoring. The respondents were best able to show respect and tact, give support and pay a sincere interest to their mentee, which characterizes the imitative type of mentoring. Exploratory factor analysis made it possible to identify 6 factors that make up the teachers mentoring self-efficacy. Correlation analysis revealed certain relationships between various aspects of the teachers’ effective mentoring and the Big Five personality factors, and also established some connections between teachers’ empathy and their prevailing forms (“modes”) of mentoring. Thus, the cognitive component of the teachers’ empathy turned out to be interconnected primarily with the mode “plan — do — review”, the positive affective empathy of teachers turned out to be associated with the modes “professionalism” and “inter- and intrapersonal intelligence”, while the negative affective empathy — with the modes “inter- and intrapersonal intelligence” and “teacher-practitioner”.

Conclusion. The characteristics of active and imitative mentoring of teachers identified and described in the study, as well as their discovered relationships with teachers’ empathy and personality features, develop a deeper understanding of the mechanisms of interaction between mentors and mentees, which makes it possible to develop mentoring programs taking into account its productive forms and characteristics.

Background. The article is devoted to modern approaches to implementing the one of the leading paradigms for the development of education as a significant public in- stitution, considering “lifelong learning”. A potential model for its implementation is “pampedia” proposed by J-A. Comenius in the XVII century as a concept of global/ universal enlightenment, education, development and self-development of man.

Objectives. The article had its purpose to assess the prognostic potential of J-A. Comenius’ model of “pampedia” as a universal theory of lifelong education in the context of modernization of the modern education system.

Methods.. The study implemented the retrospective and comparative methods of analyzing the works of J-A. Comenius.

Results. The article substantiated the need to refer to the pedagogical heritage of J-A. Comenius for the purpose of its detailed analysis, theoretical reconstruction and practical testing in modern conditions as a retronovation that is significant for the development of lifelong education. The author also analyzed the phenomenology of “pampedia” and the main ideas of J-A. Comenius’ “pansophism” in the context of im- plementing the principle of universal education.

Conclusions. Implementation of certain aspects of J-A. Comenius’ “school of life” in the process of development and modernization of the education system through the integration of pedagogy, andragogy and gerontogogy can provide opportunities to meet the specific intentions of representatives of different generations in modern society.

Background. The article is devoted to the interaction of different yet inseparable “poles” — activity and contemplation — in the process of actualization of a person’s creative potential. It has been shown that both recent psychological studies of giftedness and pedagogical practice demonstrate a disbalance of the two poles in favor of activity, although activity obtains creative qualities precisely because it takes a source in the experience of contemplation.

Objectives. The study had its purpose to substantiate the significance of the contemplation phenomenon and outline possible ways of developing this ability.

Results. The author briefly deals with the history of the very problem of contempla- tion in the context of culture, in religious practices, and in psychology. The analysis revealed the difficulty of studying the contemplation by means of traditional scientific methods since a meaningful description of this phenomenon by an observer becomes understandable and convincing for another person only if they have a similar personal experience. Contemplation is associated with liberation from the limitations of the everyday “ego” and with the experience of unity with the world, due to which the birth of creative ideas becomes possible. Special attention is paid to the contemplative aesthetic attitude towards the world, which underlies artistic creativity and the development of human artistic talent. It is due to this kind of attitude that ideas are born demanding their embodiment in the activity, which acquires a creative character exactly for this reason.

Conclusions. Pedagogy, entirely focused on the translation of methods for mastering a particular activity, does not naturally lead to the development of a person’s creative talent and can even hinder this by swapping the goals and means of work in art, as in any other field of creative activity.

Background. Despite the abundance of human face recognition models and research carried out in this area over the past half-century, there are still open questions about the uniqueness of the facial perception processes and about the oneness or difference of the mechanisms of perception of familiar and unfamiliar faces.

Objective. Research into the mechanisms of perception of (a)symmetry of familiar and unfamiliar faces.

Study Participants. 34 people participated in the study: 25 classmates (11 female and 14 male, Мage = 16, SD = 0,49) and 9 teachers (6 female and 3 male, Мage = 33, SD = 8,71).

Methods. Methods of inversion and horizontal mirroring of face images were used to compare the mechanisms of perception of facial symmetry in familiar and unfamiliar faces. Mirroring allowed to change the face itself without violating its recognition and maintaining the overall degree of its (a)symmetry. The inversion impaired the perception of the facial configuration. Study participants assessed the degree of asymmetry in the images of familiar (photographs of classmates) and unfamiliar faces in four presentation conditions: original / mirrored faces presented upright / inverted.

Results. The study results demonstrated that when presented upright, familiar mirrored faces are perceived as more asymmetrical than the original ones; no difference was revealed for unfamiliar faces. When inverting images, the ratings of the original and mirrored versions of the faces do not differ significantly for both familiar and unfamiliar faces. A small inversion effect was found in the ratings of original familiar faces: inverted familiar faces were rated as more asymmetrical than upright ones.

Conclusions. The study results generally support the hypothesis that the mechanisms of perception of (a)symmetry in familiar and unfamiliar faces differ. Furthermore, there is reason to consider the assessment of a face (a)symmetry as involving not only configural, but also analytical mechanisms of its perception.

Background. The relevance of the work is due to insufficient knowledge of adolescents’ understanding disappointment, its causes and ways of its overcoming.

Objectives. The study had purpose to investigate into ideas about disappointment among the young people aged 17–25 years.

Study Participants. The study involved 285 people (180 girls and 105 boys) aged 17–25 years.

Methods.. The study implemented content analysis of mini-essays on the topic: “My idea of disappointment” including answers to the following questions: “What is disappointment?”, “What feelings did you experience when disappointed?”, “The greatest disappointment in my life.”

Results. The study allowed to analyze the concepts of disappointment among young people, to identify its different types and describe the specifics of experiencing disappointment in the selected age groups. All subjects understand disappointment as a manifestation of negative emotions in response to an expected result. The study has identified three types of disappointment: in oneself, in others, in activities. When describing feelings associated with disappointment, negative emotions predominated in the 17–20-year-old group. In the 21–25-year-old group, in addition to negative ones, there were also positive feelings as grounds for revising plans and their implementation.

Conclusions. In the young people aged 17–25 experiencing disappointment, the nega- tive emotions reinforce their negative self-affirmation and destroy their confidence in the truth of their feelings towards themselves and others. Only a small number of young people can see the possibility of positive changes in a situation of disappointment, which makes it difficult to correct behavior and attitudes towards others in the process of overcoming disappointment. The results obtained allow for introducing the concept of disappointment, which affects interpersonal relationships, into the social psychology. The proposed recommendations can be used by educators and psychologists practicing support to the people of different ages aimed at overcoming frustration of disappointments.

Background. The current situation of society development is characterized by the emergence of new external stimuli as the challenges generating contradictions and barriers in the education system on the one hand, and on the other hand-expanding horizons, prospects, resources and meta-resources for the development of personality of subjects of education and especially the teachers as the future of children and youth largely depends on them.

Objectives. Theoretical substantiation, empirical verification and technological ac- tualization of psychological resources for determining the personal and professional development of a teacher.

Study Participants. University students (n = 663), university professors (n = 100), high school students (n = 125), school teachers (n = 90).

Methods. The study consisted of four stages. A special methodological program has been developed for each stage.

Results. The study revealed the specifics of the content structure of psychological resources relevant for the personal and professional development of teachers:reflexive projecting, constructive coping, emotional and value engagement. It is demonstrated that the complex of interrelated and interdependent resource-prog- nostic constructs — metaresources acts as the main factor (predictor) determining the high level of personal and professional development of a teacher. The data analysis allowed to create a structural model of resource determination of personal and professional development of the subjects of education at the target, content (person- al, interpersonal), technological, organizational, and strategic levels of psychological training for teachers.

Conclusions. The concept of resource-prognostic determination of the teachers’ development, based on the idea of the maximum possible reliance on self-development and self-organization, assumes the most effective implementation of the totality of a teacher’s resources (meta-resources) in an individually unique situation. The technology of actualization of psychological resources for determining the personal and professional development of teachers (future teachers) has proven its effectiveness in experiments, which allows to recommend this technology for implementation in the educational process of schools, colleges, universities.

Background. The significance of studying resource-based thinking is due to its important role in the organization and successful implementation of various types of activities. The study of the relationship between humor and resourcefulness of thinking can provide the ways to find resources for a subject to more effectively resolve the difficulties arising in the course of his life activities.

Objective. The study had its purpose to investigate the interrelation between humor style and resourcefulness of thinking.

Study Participants. The study sample (N = 150) included senior psychology students (50 people), high school students profiled in social science, humanities, etc. (50 people), working people aged 30–45 years (50 people).

Methods. “Martin’s questionnaire of humor styles” and “Methodology for diagnosing the resource-based thinking” (for professions of a socionomic type) by Serafimovich, Medvedeva, Surina. The Pearson correlation coefficient and the Student’s parametric t-test were used to process quantitative data.

Results. The study revealed that a self-supporting style of humor is prevailing among students and adults, while minimally manifested among schoolchildren. Significant differences were found in the indicators of self-deprecating humor: they are significantly higher among students compared to adults. The study discovered some agerelated specifics in the development of resource-based thinking: in adults, its general level as well as the motivational-goal component is significantly higher than in schoolchildren. It has been shown that self-supporting style of humor is positively correlated and self-deprecating style of humor is negatively correlated with almost all components of resource-based thinking. Besides, the self-supporting style of humor and the general level of resource-based thinking are positively interrelated, while aggressive and self-deprecating styles of humor are negatively related to the general level of resource-based thinking.

Conclusions. For the first time, the relationship between humor and resourcefulness of thinking is shown as the ground for autocreative processes, i.e. processes of selfformation of new states. There exists a significant relationship between the prevailing style of humor and the level of resource-based thinking. A high level of resource-based thinking corresponds to the self-supporting style of humor, while its low level corresponds to the self-deprecating style of humor.

Background. Development of a creative personality is considered among the priority tasks for the modern education system of the Russian Federation. The article presents a critique of the education system imposed on Russia, which can be represented in the image of “up the stairs leading down”. The author emphasizes the relevance of providing the rationale for the essential factors in the educational process in order to ensure the development of students’ creative abilities, which should not be reduced only to the development of their intelligence.

Objective. Identification and justification of the dominant factors in the educational process aimed at developing the students’ creative abilities.

Study Participants. Children (from older preschoolers to school graduates), university students, and specialists of various occupations took part in the long-term research. The studies were carried out in Moscow and the Moscow region, as well as in other regions of the Russian Federation and abroad.

Method. The author’s method “Creative Field” was implemented in a number of relevant techniques taking into account the age characteristics of the subjects. The techniques are based on different materials, which made it possible to conduct crosssectional experimental studies on a large sample of subjects of different ages and professions, as well as a number of longitudinal studies lasting from 10 to 54 years.

Results. The analysis of experimental studies shows that creativity as the ability to develop activity on one’s own initiative is possible only if there is a unity of the level of intelligence development corresponding to the task and the dominance of cognitive motivation in the personality structure. The integration of these factors determines the mechanism of creativity. The author has substantiated the dominant factors of the educational process aimed at developing the students’ creative abilities.

Conclusions. The development of intelligence increases the possibility of mastering complex activities, and the dominance of cognitive needs gives rise to the ability to be creative. The decisive role in the development of a student as a creative personality is the teacher’s position as of researcher and the value of knowledge.

Background: An estimated 3 to 60% of mothers worldwide suffer from depression that often goes undiagnosed and untreated. Meanwhile, a growing body of research confirms adverse effects of maternal depression on child executive functioning. Due to the fact that impairments become less easily reversible as a child grows older, we need to understand the mechanisms of the negative impact of maternal depression on the child executive functioning outcomes, in order to determine periods when interventions will be most critical and effective.

Objective: To review foreign studies on the mechanisms of the negative impact of prenatal, postpartum and chronic maternal depression on child executive functioning outcomes.

Methods: We searched for articles in PubMed, Research Gate, Google Scholar, ScienceDirect using the following keywords: “maternal depression”, “postpartum depression”, “prenatal depression”, “antental depression” in combination with “child executive functions”. The review includes all relevant articles that were published in English to 2008 and contain these keywords.

Results. Maternal depression during pregnancy is associated with changes in the fetal prefrontal cortex and hypothalamic-pituitary-adrenal axis. The main pathways for postpartum and chronic maternal depression to affect the development of child executive functions is via stressful and chaotic environment, decreased maternal sensitivity, more reliance on coercive parenting methods, and harsh-intrusive pattern of mother-child interaction. Moreover, children of depressed mothers exhibit more psychiatric disorders and often adopt an avoidant social style, both of which may also hinder their cognitive development. Most researchers emphasize the role of intensity and chronicity of maternal depression rather than the timing of onset (prenatally or postpartum).

Conclusions: The results of our review underscore the importance of timely diagnosis and treatment of maternal depression, as well as interventions aimed at improving mother-child interaction.

Background. Illness representations determine a patient's successful adaptation in the context of chronic somatic illness.

Objective. The study had its purpose to investigate and compare the illness representations in the patients with acute leukemia and lymphoma.

Study Participants. The study involved 109 respondents: 51 patients with acute leukemia aged 18 to 64 years (Mage = 35.12; SD = 12.90; 28 women) and 58 patients with lymphoma aged 19 to 64 years (Mage = 42.22; SD = 11.17; 41 women).

Methods. The study implemented the following methods: “Illness Perception Questionnaire-Revised” (IPQ-R), “Health Anxiety Inventory” (HAI), “Cognitions About Body and Health Questionnaire” (CABAH), and the “Scale of Assessment of Illness Behavior” (SAIB). Descriptive statistics and group comparison methods (Student's t-test) were used to process quantitative data.

Results. A comparative analysis of the data obtained showed that patients with acute leukemia have more difficulty in identifying the disease, were more certain about the negative impact of the disease and its unstable course, were more likely to overestimate symptom severity, and paid more attention to implementing treatment- and medication-related behaviors compared to patients with lymphomas.

Conclusions. The main targets of psychological work with patients with acute leukemia are their ideas about the disease identity, its unstable course and negative consequences, their tendency to overestimate the symptom severity and underestimate the importance of preventive behavior associated with treatment and medication. Common targets of psychological work with patients with acute leukemia and lymphoma are their ideas about the short-term course of the disease and negative emotional experiences about their disease.

Background. The relevance of the study is due to the changes currently taking place in society, which leave an imprint on the activity of a person as a subject of activity, which pose the task of studying his psychological resources in a rapidly changing world. The resource approach is practically in demand when accompanying the educational process in modern conditions.

Objective. To identify the relationship of innovative personality qualities with meta-values, self-organization and life satisfaction among university students.

Study Participants. The study involved 226 female university students of Tomsk, (average age 20.18 years, CD = 1.17 years).

Methods. The following methods were used in the study: Scale of self-assessment of innovative personality qualities (SIPQ) by N. Lebedeva, A. Tatarko; Portrait Values Questionnaire-Revised — PVQ-R by Sh. Shvartz; Scale “Regularity” of the Questionnaire of Activity Self-organization (QSA) by E.Y. Mandrikova; “Life Satisfaction Scale” by E. Diener. The results were processed using the Statistica 10.0 program. Descriptive statistics, regression and cluster analysis were used in the study.

Results. Correlation analysis showed that “Innovation Index” is most closely related to the meta-value “Openness to change” and also has positive relationships with “Planning” and “Life satisfaction”. There is no significant correlation between the “Innovation Index” and the meta-value “Preservation”. Cluster analysis made it possible to identify 4 groups of students. The greatest differences between them were identified in “Planning”, “Life Satisfaction”, and “Innovation Index”. No significant differences in values were found among female students.

Conclusion. The innovative personality traits revealed among female university students have significant relationships with their openness to change, self-organization and life satisfaction. The most significant differences between the identified typological groups of female students are observed in the level of self-organization and planning, as well as life satisfaction. The described typological characteristics of students in selected groups will make it possible to organize assistance to students in the development of psychological qualities necessary for mastering a new social role and profession. The results of the study contribute to the development of the resource approach to the study of personality characteristics of university students.

Background. In Russian psychology, there is a shortage of psychodiagnostic tools for measuring the university students’ attitudes towards digital educational technologies (DETs), which is important for the optimal digitalization of educational process.

Objective. The study had its purpose to define the concept of “attitude towards DETs”, develop the scale for diagnostics of attitudes towards DETs among university students, and reveal gender differences in their attitudes towards DETs.

Study Participants. The study involved 317 Russian university students (157 male and 160 female) aged 17 to 35 years.

Methods. Review of scientific literature on the research problem; the “Attitudes towards DETs Scale for University Students” (ATDETS-US) developed by the authors; survey to identify socio-demographic characteristics and opinions of respondents; methods of mathematical and statistical data processing (Cronbach's Alpha and McDonald's Omega coefficients, confirmatory factor analysis, Mann — Whitney U test, Shapiro — Wilk test).

Results. The concept of “attitude towards DETs” was defined based on the integration of the main provisions of Myasishchev’s Personality Attitudes Theory and the Tripartite Model of Attitude “ACB”. The authors have developed and validated the “Scale for diagnostics of university students’ attitudes towards DETs” including emotional, cognitive, and behavioral components. The data obtained by means of the developed Scale allowed to establish a predominance of positive attitudes towards DETs among the majority of students in the study, which was more pronounced among girls than among boys.

Conclusions. The scale developed in the study for diagnostics of the university students’ attitudes towards DETs is based on the theoretical concepts of attitudes that consist of cognitive, emotional, and behavioral components. The scale has a three-factor structure, exhibits good reliability and is suitable for implementation in the research and practical developments to enhance the unavoidable processes of digitalization in higher education. Gender differences revealed female students to have a more favorable attitude towards digital technologies in education.

Background. Attitudes towards new technologies are interconnected with various psychological factors, including the personal value profile. One of these technologies is a robot equipped with artificial intelligence, which can sometimes be perceived as a source of threat, including psychological safety. Meanwhile, the problem of the relationship between the value profile, security needs satisfaction and the attitude towards robots among representatives of different generations remains insufficiently studied.

Objective. To conduct a pilot study on the relationships of the value orientations and security needs satisfaction with the attitude towards robots among people of three generations of Russian people: X, Y, Z.

Study Participants. The study sample consisted of 102 people aged 18 to 55 years (residents of Moscow and Moscow region), generation X — 29 people (born in 1968–1981), generation Y — 38 people (born in 1982–2000), generation Z — 35 people (born since 2001 and later).

Methods. “Portrait Value Questionnaire” (PVQ-21) by S. Schwartz, questionnaire “Assessment of security need satisfaction” by O. Zotova, “Attitude towards technology” questionnaire by G. Soldatova et al., “Negative Attitude towards Robots Scale” (NARS) adapted by V. Akmayev.

Results. The study has identified significant differences in the value profile, security need satisfaction, and attitudes to technology among representatives of generations X, Y, and Z. The data analysis showed partial shift in the system of values and security satisfaction degree from generation X to generation Z. Thus, the older generation X is characterized by a desire for traditional things, as well as a lower level of security need satisfaction, which correlates with a more negative attitude towards robots. Whereas the younger generation Z, being more risk-averse, has a more positive attitude towards robots. The regression analysis has identified the predictors of negative attitudes towards robots.

Conclusion. The study highlights the existing relationships between a person’s attitude towards robots, security need satisfaction and the value profile, which has characteristic differences in certain age groups. A high degree of security need satisfaction is a predictor of positive attitudes towards robots. New technologies can contribute to a sense of insecurity which is consistent with a lack of accepting them. Thus, the study revealed certain differences in attitudes towards robots among representatives of different generations. There is a need for maintaining an optimal level of psychological safety in order to form a positive attitude towards new technologies including artificial intelligence.

Background. The study of mental representations of the human body has more than a century history. Although quite a lot of knowledge and research results have already been accumulated, there is still no common understanding of the body schema and body image. Despite the importance of the internal representation system for the formation and implementation of body movements, in the Russian-language literature very few works are devoted to this issue.

Objective. The study had its purpose to systematize and analyze data on the body schema and body image as systems of internal representation of human movements.

Results. The literature analysis showed that most researchers agree that body schema and body image are different non-identical phenomena and that body schema, or at least its parts, is innate. In the course of life, body schema plays a crucial role in the implementation of body movements, including through feedback, integration of sensorimotor experience and multimodal sensations. At the same time, the body image cannot be considered in isolation from the body schema. It is formed mainly on the basis of integration of various types of stimulation (tactile, vestibular, proprioceptive, visual, etc.). In the context of studying movement formation, proprioception and vestibular reception also play a critical role. Thus, in case of the proprioception loss, the body image suffers first of all, which leads to impossibility of automatic performance of even simple movements. However, there is still a possibility to realize the motor function on the basis of the body schema.

Conclusions. Body schema, being initially innate, is a relatively independent phenomenon, which is gradually adjusted, refined and perfected in the course of life, growth, and accumulation of individual experience (motor, sensory, vestibular, proprioceptive, etc.). Body image is predominantly formed during one’s life on the basis of integration of information from proprioception, multimodal receptors, sensorimotor stimulation, and feedback.

Background. The pronounced world trend of population aging determines the relevance of studying the essential psychological characteristics of a person in the later periods of his life cycle, the relevance of searching for psychological resources to preserve and maintain a person’s agency across the whole life span.

Objectives. The study had its purpose to determine the empirical parameters of the agency characteristics and analyze their specific manifestations in the later stages of a person’s life cycle.

Study Participants. 190 pensioners participated in the study. The main sample included 96 military pensioners. The control sample included 94 civil pensioners.

Methods. The study implemented the following psychodiagnostics methods: “Brief scale for measuring self-actualization” (Jones & Crandall, 1986); Dembo — Rubinstein self-esteem assessment tool including “Self in the past”, “Self in the present”, “Self in the future” (Sidorov, 2013). Statistical analysis of empirical data was carried out using parametric statistics methods (M ( ), Student's t-test, Pearson's r-linear correlation coefficient) and cluster analysis procedures (hierarchical clustering).

Results. The level of self-actualization and the level of self-esteem in the past, present and future are substantiated as empirical — parameters of the subjectivity of an individual at retirement age. The majority of respondents — military pensioners — have an average level of self-actualization, with the highest self-esteem level referred to the past, and the lowest self-esteem level related to the future. The analysis has statistically confirmed a lower level of self-esteem at all periods of life among military pensioners compared to civilians. Hierarchical clustering allowed to identify three types of agency in the military pensioners, differing in the characteristic combination of the agency parameters and socio-demographic specifics: “lost agency” presented among non-working male military pensioners; “agency oriented to the past” — characteristic of female military pensioners and military pensioners of older age categories (60+); “preserved agency” typical for the working male military pensioners.

Conclusions. The authors theoretically substantiated and empirically confirmed the heuristic nature of the agency related approach to the interpretation of the psychological characteristics of pensioners, specified in the context of studying the late period of the personality age cycle. The study results emphasized the importance of considering the retirement period as determined by the characteristics of the previous life stages. This is due to what place a person occupied in the social structure and what social regulations he observed across the life span. In particular, this concerns the differentiation of military and civilian pensioners who live their lives in different niches of social life with their specific structures and regulations. Three types of agency identified in the military pensioners determine different routes to manifest their agency and various mechanisms for its implementation. At the same time, the absence of significant differences between military and civilian pensioners in terms of self-actualization indicates similarities in the manifestations of activity, initiative, and self-regulation, which ensure that a person retains the “authorship of his life” even at retirement age.