Articles

Background. The relevance of the study is due to the need of investigating the effects of parents’ life orientations on the process of socialization of modern schoolchildren.

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.

Background. Russian monographs and textbooks describe only foreign psychological paradigms. The paradigms developed by Russian psychologists make it possible to achieve the level of scientific philosophical generalization, but do not specify the psychological paradigms themselves. Therefore, appealing to the system-complex paradigm seems to be especially relevant at the present stage of development of domestic psychology.

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.

Background. The article is devoted to the analysis of changes in modern scientific ideas about the giftedness of children in recent years on the example of the most famous concepts and models in the world. The relevance of the study is due to the need for scientific substantiation of approaches to the identification, development and support of gifted children as one of the priority areas of the education system.

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.

Background. The article is devoted to the psychological analysis of a new problem for the psychology of a possible — possibilistic thinking. It is substantiated that if classical psychology was directed to the past, focused on identifying the connections of past experience with current behavior, then the creative potential of the psychology of the possible lies in the fact that a very significant part of it is directed towards an unknown indefinite future. In the perspective of modern methodology of scientific knowledge, research in the psychology of the possible is based on the possibilistic thinking, including counterfactual reasoning and intuitive insight.

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.

Background. Development of psychological and pedagogical competence of parents is placed among the relevant problems of scientific and practical interest in the modern psychological science. Its role is especially great in the crisis periods of the ontogenesis of mental processes and personality traits of children and adolescents. There are many studies in the scientific literature devoted to the development and formation of parental competencies, but the issue of motivating teenagers’ parents to interact with school psychologists, in our opinion, has been paid insufficient attantion. 

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.

Background. The relevance of the study is determined by the need to understand emotional aspects of safety and psychophysiological mechanisms underlying it, which are significant for the development of resources for its self-provision. 

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.

Background. Psychological safety of educational organizations ensures the quality of training of professionals of a new formation, resistant to social and organizational changes, able to work in situations of varying degrees of uncertainty. 

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.

Background. The crisis state of the modern world and due to it — the increased level of stress threatening to the psychological and physical health of people make the problem of identifying the psychological factors of coping with stress especially urgent. Young people are among the most psychologically vulnerable social groups in times of crisis, as evidenced by research conducted during the COVID-19 pandemic. Life sense orientations and conscious self-regulation are considered as personality factors associated with constructive coping with stress. 

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.

Background. Questions regarding what exactly is measured by the most popular intelligence test — Raven’s Standard Progressive Matrices (SPM), and how the age-dependent characteristics of thinking process are impacting the performance, are still debatable and insufficiently studied. 

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.

Background. The research relevance is determined by the increasing importance of involving talented youth in science. Revealing the ideas of student youth about the hierarchical structure of motivation for scientific activity will help in identifying and creating favorable conditions for young people to build a scientific career. 

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.