Articles

Background of research into the conscious self-regulation of a person is determined by the increasing uncertainty of existence — the main problem of humanity in a changing world. Actual Federal State Educational Standards guide teachers to create learning conditions conducive to not only personal and cognitive development but regulatory meta-results as well. 

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.

Background. The article describes the author’s way from researching the phenomenon of insight to revealing the psychological mechanism of creativity. Its first stage (1965) was a postgraduate continuation of the studies initiated in the term papers and dissertations under the guidance of S.L. Rubinshtein. At the second stage (1969) the author introduced a new experimental-diagnostic method “Creative field” into psychology. 

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.

Background. Creating new research areas at the Psychological Institute of the Russian Academy of Education is an important and urgent task. In the context of increasing changes in all spheres of life, there is a demand of modern society for professional support of psychologists in maintaining the psychological health of population and creating opportunities for harmonious development of youth and realization of its creative potential in these conditions. 

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.

Background. The relevance of the article is connected with the necessity to reflect on the content of the main scientific and organizational stages in the evolution of the research activity of the Psychological Institute on the eve of its 110th anniversary. 

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.

Background. The forced digitalization of everyday life poses tasks for psychology to study manifestations of the personal characteristics of the subject associated with interpersonal communication in the virtual reality environment. It is assumed that a high level of emotional intelligence, formed attachment to close people and a high level of the spatial ability development will contribute to the success of interaction with a digital avatar. 

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.

Background. The growth of outstanding loans leads to dire consequences for both the state (due to shortfalls in profits) and for the individuals, causing health problems, severe depression and suicidal attempts. Debt relationships are both economic and psychological by their nature. As a psychological relationship, debt relations have not been considered so far, and therefore the purpose of this article is a psychological analysis of debt relations. 

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.

Background. Children exposed to prenatal exposure to ethanol are characterized by the presence of various behavioral and neurological disorders that have a negative impact on the processes of their socialization and development. 

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.

Background. Self-regulation of the volitional sphere is one of the important students’ abilities contributing to the effectiveness of their professional training. Designing practical technologies for the systematic improvement of such components of self-regulation as the individual’s volitional organization, flexibility, planning, as well as development of the volitional potential and its value-semantic organization, is in demand by the educational environment, since it contributes not only to improving academic performance, but also to personal and professional growth of students. 

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.

Background. The need to repeatedly change the type of professional activity, reducing the duration of professionalization stages often leads to the time sense disturbances, loss of the meaning of life, and a decrease in the coping strategies effectiveness. In this regard, investigating the role of personality resources, their mobilization and integration at different stages of professionalization remains a pressing issue. 

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.

Background. Currently there is a polymorphism of academic positions regarding the value-meaning sphere of personality. This issue requires a responsible resolution from the psychological community. Building up the system-analytical research on the topic is considered as the way out of this problematic situation. 

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.