Theoretical and Experimental Psychology. 2023. 4.

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. 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 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. 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 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. 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. 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. 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. 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. 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. 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. 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. 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.