Theoretical and Experimental Psychology. 2024. 4.

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. 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. 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. 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. 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. 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.

<p><b>Background.</b> The study systematized methodological foundations of socio-psychological research of generations. Crucial issues are the pluralistic definition of the concept of “generation” in psychological science, the lack of methodological argumentation for the small samples in the qualitative research applied in the area, and the need to correlate different methodological positions in the process of cognition.</p>
<p><b>Objective.</b> To identify operationalization of the concept of “generation” in the classical, non-classical, and post-non-classical type of scientific rationality in order to define the methodological perspective (subject, methods) of the socio-psychological research.</p>
<p><b>Methods.</b> Deductive, analytical-synthetic.</p>
<p><b>Results.</b> To be applicable for the socio-psychological research, a “generation” can be defined as an object of non-classical science — a large group of peers socializing in the same historical context and acquiring similar psychological characteristics, and also as an object of post-non-classical science — a biography-narrative or symbolic system (symbols, discourse) formed in the contemporaries’ communicative field in a given period of time. The post-non-classical understanding of generation provides the arguments for obtaining valid results by qualitative methods (with in-depth data and non-mass, sufficient samples of relevant cases), which are aimed at restoring the meanings and senses reflected in the generation language and universal for its representatives. The definition of generation as a cohort, age stratum of society, or genetic generation in classical theories carries the risk of replacing the object with a non-socio-psychological one, shifting it to other areas of science (developmental psychology, psychogenetics, demography).</p>
<p><b>Conclusions.</b> The study identified the features of classical, non-classical, and post-non-classical theories of generations — operationalization of “generation”, regularities of generational change (linear, cyclical, chaotic), possible subject and methods of research. Intergroup research plans yield valid results with non-classical and post-non-classical interpretations of generation.</p>

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. 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.