Psychology › Developmental and Educational Psychology

Psychology of Development and Education

Works Count: 60290

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Description

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Keywords

Zone of Proximal Development; Inclusive Education; Cultural-Historical Theory; Educational Environment; Psychological Well-Being; Teacher Training; Learning Motivation; Adolescent Development; Social Cognition; Digital Learning

Handbook of personality psychology

1997-11-01

Robert Hogan , John A. Johnson , Stephen Briggs

Introduction: Nature of Personality Psychology: D.P. McAdams, A Conceptual History of Personality Psychology. W.M. Runyan, Studying Lives, Psychobiography, and the Conceptual Structure of Personality Psychology. Conceptual and Measurement Issues in … Introduction: Nature of Personality Psychology: D.P. McAdams, A Conceptual History of Personality Psychology. W.M. Runyan, Studying Lives, Psychobiography, and the Conceptual Structure of Personality Psychology. Conceptual and Measurement Issues in Personality: J.A. Johnson, Units of Analysis for the Description and Explanation in Personality Psychology. J.S. Wiggins, In Defense of Traits. J.T. Lamiell, Individuals and the Differences Between Them. S.G. West and J.F. Finch, Personality Measurement: Reliability and Validity Issues. W. Ickes, M. Snyder, and S. Garcia, Personality Influences on the Choice of Situations. Developmental Issues: J. Loevinger, Stages of Personality Development. R.A. Eder and S.C. Mangelsdorf, The Emotional Basis of Early Personality Development: Implications for the Emergent Self-Concept. C.F. Halverson, Jr., and K.S. Wampler, Family Influences on Personality Development. P.T. Costa, Jr., and R.R. McCrae, Longitudinal Stability of Adult Personality. R. Helson, J. Pals, and M. Solomon, Is There Adult Development Distinctive to Women? Biological Determinants of Personality: D.M. Buss, Evolutionary Foundations of Personality. A.H. Buss, Evolutionary Perspectives on Personality Traits. D.C. Rowe, Genetics, Temperament, and Personality. R.G. Geen, Psychophysiological Approaches to Personality. Social Determinants of Personality: T.F. Pettigrew, Personality and Social Structure: Social Psychological Contributions. H.C. Triandis, Cross-Cultural Perspectives on Personality. W.H. Jones, L. Couch, and S. Scott, Trust and Betrayal: The Psychology of Getting Along and Getting Ahead. Dynamic Personality Processes: R.A. Emmons, Motives and Goals. J.R. Averill, The Emotions: An Integrative Approach. D.L. Paulhus, B. Fridhandler, and S. Hayes, Psychological Defense: Contemporary Theory and Research. E.I. Megargee, Internal Inhibitions and Controls. Personality and the Self: D.C. Funder and C.R. Colvin, Congruence of Self and Others' and Self-Judgments of Personality. R.W. Robins and O.P. John, The Quest for Self-Insight: Theory and Research on Accuracy and Bias in Self-Perception. R.F. Baumeister, Identity, Self-Concept, and Self-Esteem: The Self Lost and Found. J.F. Kihlstrom and R. Hastie, Mental Representations of Persons and Personality. The Five Factor Model: J.S. Wiggins and P.D. Trapnell, Personality Structure: The Return of the Big Five. D. Watson and L.A. Clark, Extraversion and Its Positive Emotional Core. W.G. Graziano and N.H. Eisenberg, Agreeableness: A Dimension of Personality. R.R. McCrae and P.T. Costa, Jr., Conceptions and Correlates of Openness to Experience. J. Hogan and D. Ones, Conscientiousness and Integrity at Work. Applied Psychology: W. Chaplin, Personality, Interactive Relations, and Applied Psychology. D.J. Wiebe and T.W. Smith, Personality and Health: Progress and Problems in Psychosomatics. L.C. Morey, Personality Diagnosis and Personality Disorders. M.J. Lambert and E.C. Supplee, Trends and Practices in Psychotherapy Outcome Assessment and Their Implications for Psychotherapy and Applied Personality. Index.

Progress in self psychology

1985-01-01

Arnold Goldberg , Mark J. Gehrie

The psychology of moral development : the nature and validity of moral stages

1984-01-01

Lawrence Kohlberg

Theory and problems of social psychology.

1948-01-01

David Krech , Richard S. Crutchfield

The handbook of psychological testing

1993-11-01

Paul Kline

Section I: Psychometric Theory and Method. Reliability of Tests: practical issues. The Validity of Psychological Tests. The Classical Model of Test Error. Standardising the Test. Rasch Scaling and Other Scales. … Section I: Psychometric Theory and Method. Reliability of Tests: practical issues. The Validity of Psychological Tests. The Classical Model of Test Error. Standardising the Test. Rasch Scaling and Other Scales. Computerised and Tailored Testing. Factor Analysis. Factor Analysis: rotation of factors and other topics. Test Construction: the criterion-keyed method. Test Construction: factor analytic and item analytic methods. Other Methods of Test Construction. Section II: Types of Psychological Tests: rationale and problems. Intelligence Tests. Ability Tests. Aptitude and Attainment Tests. Personality Questionnaires. Projective and Objective Tests of Personality. Interest and Motivation Tests. Other Type of Psychological Tests. Section III: The Use and Interpretation of Tests. Tests in Educational Psychology. Psychometric Tests in Clinical Psychology. Tests in Counselling and Guidance. Psychological Tests in Occupational and Industrial Psychology. Section IV: Psychological Tests: lists, descriptions and evaluations. Intelligence Tests. Ability, Aptitude and Attainment Tests. Personality Questionnaires. Projective and Objective Tests. Motivation and Interest Tests. Measures of Attitudes. Other Tests. The New Psychometrics. Finale Appendices 1: Statistical Formulae. 2: Glossary.

Adapting Educational and Psychological Tests for Cross-Cultural Assessment

2004-12-13

Ronald K. Hambleton , Peter F. Merenda , Charles D. Spielberger

Contents: Preface. Part I: Cross-Cultural Adaptation of Educational and Psychological Tests: Theoretical and Methodological Issues. R.K. Hambleton, Issues, Designs, and Technical Guidelines for Adapting Tests Into Multiple Languages and Cultures. … Contents: Preface. Part I: Cross-Cultural Adaptation of Educational and Psychological Tests: Theoretical and Methodological Issues. R.K. Hambleton, Issues, Designs, and Technical Guidelines for Adapting Tests Into Multiple Languages and Cultures. F.J.R. van de Vijver, Y.H. Poortinga, Conceptual and Methodological Issues in Adapting Tests. T. Oakland, Selected Ethical Issues Relevant to Test Adaptations. S.G. Sireci, L. Patsula, R.K. Hambleton, Statistical Methods for Identifying Flaws in the Test Adaptation Process. S.G. Sireci, Using Bilinguals to Evaluate the Comparability of Different Language Versions of a Test. L.L. Cook, A.P. Schmitt-Cascallar, Establishing Score Comparability for Tests Given in Different Languages. L.L. Cook, A.P. Schmitt-Cascallar, C. Brown, Adapting Achievement and Aptitude Tests: A Review of Methodological Issues. Part II: Cross-Cultural Adaptation of Educational and Psychological Tests: Applications to Achievement, Aptitude, and Personality Tests. C.T. Fitzgerald, Test Adaptation in a Large-Scale Certification Program. C.Y. Maldonado, K.F. Geisinger, Conversion of the Wechsler Adult Intelligence Scale Into Spanish: An Early Test Adaption Effort of Considerable Consequence. N.K. Tanzer, Developing Tests for Use in Multiple Languages and Cultures: A Plea for Simultaneous Development. F. Drasgow, T.M. Probst, The Psychometrics of Adaptation: Evaluating Measurement Equivalence Across Languages and Cultures. M. Beller, N. Gafni, P. Hanani, Constructing, Adapting, and Validating Admissions Tests in Multiple Languages: The Israeli Case. P.F. Merenda, Cross-Cultural Adaptation of Educational and Psychological Testing. C.D. Spielberger, M.S. Moscoso, T.M. Brunner, Cross-Cultural Assessment of Emotional States and Personality Traits.

‘Autistic psychopathy’ in childhood

1991-10-17

Hans Asperger

In what follows, I will describe a particularly interesting and highly recognisable type of child. The children I will present all have in common a fundamental disturbance which manifests itself … In what follows, I will describe a particularly interesting and highly recognisable type of child. The children I will present all have in common a fundamental disturbance which manifests itself in their physical appearance, expressive functions and, indeed, their whole behaviour. This disturbance results in severe and characteristic difficulties of social integration. In many cases the social problems are so profound that they overshadow everything else. In some cases, however, the problems are compensated by a high level of original thought and experience. This can often lead to exceptional achievements in later life. With the type of personality disorder presented here we can demonstrate the truth of the claim that exceptional human beings must be given exceptional educational treatment, treatment which takes account of their special difficulties. Further, we can show that despite abnormality human beings can fulfil their social role within the community, especially if they find understanding, love and guidance. There are many reasons for describing in detail this type of abnormally developing child. Not the least of them is that these children raise questions of central importance to psychology and education.

Social psychology: handbook of basic principles

2008-02-01

E. Tory Higgins , Arie W. Kruglanski

Part I: Biological System. Caporael, Evolutionary Theory for Social and Cultural Psychology. Blascovich, Seery, Visceral and Somatic Indexes of Social Psychological Constructs: History, Principles, Propositions, and Case Studies. Ochsner, Social … Part I: Biological System. Caporael, Evolutionary Theory for Social and Cultural Psychology. Blascovich, Seery, Visceral and Somatic Indexes of Social Psychological Constructs: History, Principles, Propositions, and Case Studies. Ochsner, Social Cognitive Neuroscience: Historical Development, Core Principles, and Future Promise. Part II: Cognitive System. Dunning, Prediction: The Inside View. Roese, Sherman, Expectancy. Kruglanski, Sleeth-Keppler, The Principles of Social Judgment. Andersen, Moscowitz, Blair, Nosek, Automatic Thought. Fiedler, Information Ecology and the Explanation of Social Cognition and Behavior. Forster, Liberman, Knowledge Activation. Hilton, Causal Explanation: From Social Perception to Knowledge-Based Causal Attribution. Petty, Brinol, Tormala, Wegener, The Role of Metacognition in Social Judgment. Wyer, Jr. Principles of Mental Representation. Biernat, Eidelman, Standards. Shafir, Decisions Constructed Locally: Some Fundamental Principles of the Psychology of Decision Making. Liberman, Trope, Stephan, Psychological Distance. Part III: Personal Motivational System. Schwarz, Clore, Feelings and Phenomenal Experiences. Strack, Deutsch, The Role of Impulse in Social Behavior. Oyserman, Social Identity and Self-Regulation. Higgins, Value. Pittman, Zeigler, Basic Human Needs. Fishbach, Ferguson, The Goal Construct in Social Psychology. Baumeister, Schmeichel, Vohs, Self-Regulation and the Executive Function: The Self as Controlling Agent. Van Lange, De Cremer, Van Dijk, Van Vugt, Self-Interest and Beyond: Basic Principles of Social Interaction. Part IV: Interpersonal System. Maio, Haddock, Attitude Change. Simpson, Foundations of Interpersonal Trust. DeDreu, Beersma, Steinel, Van Kleef, The Psychology of Negotiation: Principles and Basic Processes. Semin, Grounding Communication: Synchrony. Shaver, Mikulincer, Attachment Theory and Research: Core Concepts, Basic Principles, Conceptual Bridges. Fiske, Berdahl, Social Power. Part V: Group and Cultural System. Brewer, The Social Psychology of Intergroup Relations: Social Categorization, Ingroup Bias, and Outgroup Prejudice. Hogg, Social Psychology of Leadership. Vallacher, Nowak, Dynamical Social Psychology: Finding Order in the Flow of Human Experience. Levine, Kerr, Inclusion and Exclusion: Implications for Group Processes. Chiu, Hong, Cultural Processes: Basic Principles. Part VI: Applications of Social Psychology. Tyler, Jost, Psychology and the Law: Reconciling Normative and Descriptive Accounts of Social Justice and System Legitimacy. Rothman, Salovey, The Reciprocal Relation between Principles and Practice: Social Psychology and Health Behavior. Strauman, Costanzo, Jones, McLean, Merrill, Contributions of Social Psychology to Clinical Psychology: Three Views of a Research Frontier. Johnson, Pham, Johar, Consumer Behavior and Marketing. Tetlock, Psychology and Politics: The Challenges of Integrating Levels of Analysis in Social Science. Thompson, Pozner, Organizational Behavior. Snyder, Omoto, Social Action.

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Creating zones of possibilities: Combining social contexts for instruction

1990-11-30

Luis C. Moll , James B. Greenberg

Of great value, in both scientific and practical respects, would be the pedagogicalpsychological investigation of the reciprocal relation between learning activity and the productive labor that pupils undertake together with … Of great value, in both scientific and practical respects, would be the pedagogicalpsychological investigation of the reciprocal relation between learning activity and the productive labor that pupils undertake together with adults. This problem has received precious little attention by developmental and pedagogical psychology in the Soviet Union, although the development of learning activity is closely tied precisely to productive activity.V. V. Davydov (1988, p. 34)

The handbook of emotional intelligence : theory, development, assessment, and application at home, school, and in the workplace

2000-01-01

Reuven Bar‐On , James D. A. Parker

Contents. Foreword by Daniel Goleman. Introduction. CONCEPTUALIZATION OF KEY CONSTRUCTS. Social Intelligence: The Development and Maintenance of Purposive Behavior (S. Zirkel). Social Competence: The Social Construction of the Concept (K. … Contents. Foreword by Daniel Goleman. Introduction. CONCEPTUALIZATION OF KEY CONSTRUCTS. Social Intelligence: The Development and Maintenance of Purposive Behavior (S. Zirkel). Social Competence: The Social Construction of the Concept (K. Topping, et al.). An Overview of the Alexithymia Construct (G. Taylor & R. Bagby). Emotional Competence: A Developmental Perspective (C. Saarni). Emotional Intelligence as Zeitgeist, as Personality, and as a Mental Ability (J. Mayer, et al.). Pychological Mindedness and Emotional Intelligence (M. McCallum & W. Piper). Two Many Intelligences? Integrating Social, Emotional, and Practical Intelligence (J. Hedlund & R. Sternberg). NORMAL AND ABNORMAL DEVELOPMENT OF EMOTIONAL INTELLIGENCE. Levels of Emotional Awareness: Neurological, Psychological and Social Perspectives (R. Lane). Poor Judgement in Spite of High Intellect: Neurological Evidence for Emotional Intelligence (A. Bechara, et al.). Practical Intelligence and Its Development (R. Sternberg & E. Grigorenko). Development of Emotional Expression, Understanding, and Regulation in Infants and Young Children (E. Scharfe). Emotional Intelligence from the Perspective of the Five-Factor Model of Personality (R. McCrae). Intelligence, Emotion, and Creativity: From Trichotomy to Trinity (J. Averill). ASSESSMENT METHODS AND ISSUES. Assessment of Alexithymia: Self-Report and Observer-Rated Measures (G. Taylor, et al.). Selecting a Measure of Emotional Intelligence: The Case for Ability Scales (J. Mayer, et al.). Clustering Competence in Emotional Intelligence: Insights from the Emotional Competence Inventory (R. Boyatzis, et al.). Emotional and Social Intelligence: Insights from the Emotional Quotient Inventory (R. Bar-On). PREVENTION STRATEGIES AND INTERVENTIONS. Criteria for Evaluating the Quality of School-Based Social and Emotional Learning Programs (P. Graczyk, et al.). The Effectiveness of School-Based Programs for the Promotion of Social Competence (K. Topping, et al.). Social and Emotional Competence in the Workplace (C. Cherniss). Emotional Intelligence, Adaptation to Stressful Encounters and Health Outcomes (G. Matthews & M. Zeidner). Emotional Intelligence: Clinical and Therapeutic Implications (J. Parker).

European Review of Social Psychology

1995-07-01

Iradj Siassi

Handbook of individual differences in social behavior

2009-01-01

Mark R. Leary , Rick H. Hoyle

Part 1. Introduction. Situations, Dispositions, and the Study of Social Behavior Methods for the Study of Individual Differences in Social Behavior. Part 2. Interpersonal Dispositions. Extraversion. Agreeableness. Attachment Styles. Interpersonal … Part 1. Introduction. Situations, Dispositions, and the Study of Social Behavior Methods for the Study of Individual Differences in Social Behavior. Part 2. Interpersonal Dispositions. Extraversion. Agreeableness. Attachment Styles. Interpersonal Dependency. Machiavellianism. Gender Identity. Part 3. Emotional Dispositions. Neuroticism. Happiness. Depression. Social Anxiousness, Shyness, and Embarrassability. Proneness to Shame and Proneness to Guilt. Hostility and Proneness to Anger. Loneliness. Affect Intensity. Part 4. Cognitive Dispositions. Openness to Experience. Locus of Control and Attributional Style. Belief in a Just World. Authoritarianism and Dogmatism. The Need for Cognition. Optimism. Part 5. Motivational Dispositions. Conscientiousness. Achievement Motivation. Belonging Motivation. Affiliation Motivation. Power Motivation. Social Desirability. Sensation Seeking. Rejection Sensitivity. Psychological Defensiveness: Repression, Blunting, and Defensive Pessimism. Part 6. Self-Related Dispositions. Private and Public Self-Consciousness. Independent, Relational, and Collective-Interdependent Self-Construals. Self-Esteem. Narcissism. Self-Compassion. Self-Monitoring.

Comparative Psychology of Mental Development.

1957-08-01

Heinz Werner

Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue Archives of Neurology & … Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue Archives of Neurology & Psychiatry HomeNew OnlineCurrent IssueFor Authors Publications JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Facial Plastic Surgery JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry (1919-1959) JN Learning / CMESubscribeJobsInstitutions / LibrariansReprints & Permissions Terms of Use | Privacy Policy | Accessibility Statement 2023 American Medical Association. All Rights Reserved Search All JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Forum Archive JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry Input Search Term Sign In Individual Sign In Sign inCreate an Account Access through your institution Sign In Purchase Options: Buy this article Rent this article Subscribe to the Archives of Neurology & Psychiatry journal

Foundations of Social Psychology.

1968-10-01

Gary I. Schulman , EDWARD E. JONES , Harold B. Gerard

Handbook of Personality Theory and Research.

1970-10-01

Michael L. Schwartz , Edgar F. Borgatta , William W. Lambert

ON EDUCATIONAL PSYCHOLOGY: A COGNITIVE VIEW

1979-06-01

Elanna S. Yalow

Measures of Social Psychological Attitudes.

1976-07-01

Dane Archer , Debra D. Kimes , John P. Robinson +1 more

The place of impulsiveness in a dimensional system of personality description

1977-02-01

Sybil B. G. Eysenck , H. J. Eysenck

Three questionnaire studies are reported in which sets of items traditionally used to measure impulsiveness were intercorrelated and the resulting matrices factor analysed; the factors extracted were correlated with measures … Three questionnaire studies are reported in which sets of items traditionally used to measure impulsiveness were intercorrelated and the resulting matrices factor analysed; the factors extracted were correlated with measures of the major personality dimensions E (extraversion), N (neuroticism) and P (psychoticism), and also with the L (lie; dissimulation) scale. It was found that impulsiveness in the broad sense (Imp B ) breaks down into four factors (narrow impulsiveness or Imp N , risk‐taking, non‐planning and liveliness) which are replicable from sample to sample and from males to females. These factors are positively correlated with each other and also with sociability to varying degrees. Imp B correlates quite well with extraversion, but even better with psychoticism; Imp N correlates positively with N and P, suggesting that this trait is somewhat pathological. It is suggested that the distinction between Imp B and Imp N is crucial for the discussion of the nature and measurement of extraversion and also for future experimental work on the causal background and experimental testing of impulsive behaviour patterns.

Psychology as a means of promoting human welfare.

1969-12-01

George A. Miller

Folk psychological narratives: the sociocultural basis of understanding reasons

2008-05-01

Daniel D. Hutto

Original book is available at : http://books.google.com/ [Full text of this book is not available in the UHRA] Original book is available at : http://books.google.com/ [Full text of this book is not available in the UHRA]

The Problem of Activity in Psychology

1974-12-01

А. Н. Леонтьев

In recent years Soviet psychology has undergone rapid development in its various branches of applied research, while theoretical problems of general psychology have received much less attention. Nevertheless, Soviet psychological … In recent years Soviet psychology has undergone rapid development in its various branches of applied research, while theoretical problems of general psychology have received much less attention. Nevertheless, Soviet psychological science, based on Marxist-Leninist philosophy, has proposed a fundamentally new approach to the mind and has introduced important Marxist categories that require further elaboration into psychology.

Diagnostic and Statistical Manual of Mental Disorders (DSM)

2017-01-01

Rachel Cooper

KO KNOWLEDGE ORGANIZATION , Seite 668 - 676 KO KNOWLEDGE ORGANIZATION , Seite 668 - 676

Social Learning and Personality Development

1964-09-01

Julian B. Rotter , Albert Bandura , Richard H. Walters

Achievement and Achievement Motives: Psychological and Sociological Approaches

1984-07-01

Joseph A. Flaherty

European review of social psychology

1991-01-01

Robert J. Edelmann

The Problem of Activity in Psychology

2024-11-18

А. Н. Леонтьев

In this paper Aleksei Nikolaevich Leont'ev (not to be confused with his son, Aleksei Alekseevich Leont'ev, the psycholinguist) touches on all the major features of the theory of activity outlined … In this paper Aleksei Nikolaevich Leont'ev (not to be confused with his son, Aleksei Alekseevich Leont'ev, the psycholinguist) touches on all the major features of the theory of activity outlined in the introduction to the volume. At various points he deals with: (1) the levels of analysis in the theory of activity, (2) goal-directedness at the level of analysis conceived with actions, (3) mediation, (4) genetic explanation, (5) social aspects of activity, and (6) internalization.

Research methods in psychology

2001-01-01

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Cognitive social psychology

1982-01-01

Albert H. Hastorf , Alice M. Isen

The structure of phenotypic personality traits.

1993-01-01

Lewis R. Goldberg

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Social psychology: handbook of basic principles

1997-02-01

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Comparative Psychology of Mental Development

1941-01-01

Arnold Gesell , Heinz Werner , Emily Garside

Factor-analytic methods of scale development in personality and clinical psychology.

1988-01-01

Andrew L. Comrey

Harvard Educational Review

2014-02-07

Teresa K. Rice

Journal of Personality and Social Psychology.

1965-09-01

Daniel Katz

Handbook of research methods in personality psychology

2007-12-01

Richard W. Robins , R. Chris Fraley , Robert F. Krueger

Part 1. Designing a Personality Study. D.P. McAdams, J.L. Pals, The Role of Theory in Personality Assessment. M.B. Donnellan, R.D. Conger, Designing and Implementing Longitudinal Studies. W. Revelle, Experimental Approaches … Part 1. Designing a Personality Study. D.P. McAdams, J.L. Pals, The Role of Theory in Personality Assessment. M.B. Donnellan, R.D. Conger, Designing and Implementing Longitudinal Studies. W. Revelle, Experimental Approaches to the Study of Personality. R.F. Krueger, J.L. Tackett, Behavior Genetic Designs. T.S. Conner, L. Feldman Barrett, M.M. Tugade, H. Tennen, Idiographic Personality: The Theory and Practice of Experience Sampling. A.C. Elms, Psychobiography and Case Study Methods. P. Cramer, Mining Archival Data. R.C. Fraley, Using the Internet for Personality Research: What Can Be Done, How to Do It, and Some Concerns. R.C. Fraley, M.J. Marks, The Null Hypothesis Significance-Testing Debate and Its Implications for Personality Research. V. Benet-Martinez, Cross-Cultural Personality Research: Conceptual and Methodological Issues. S. Vazire, S.D. Gosling, A.S. Dickey, S.J. Schapiro, Measuring Personality in Nonhuman Animals. Part 2. Methods for Assessing Personality at Different Levels of Analysis. K.H. Craik, Taxonomies, Trends, and Integrations. D.L. Paulhus, S. Vazire, The Self-Report Method. L.J. Simms, D. Watson, The Construct Validation Approach to Personality Scale Construction. R.R. McCrae, A. Weiss, Observer Ratings of Personality. R.M. Furr, D.C. Funder, Behavior Observation. B.A. Woike, Content Coding of Open-Ended Responses. A.V. Song, D.K. Simonton, Personality Assessment at a Distance. O.C. Schultheiss, J.S. Pang, Measuring Implicit Motives. M.D. Robinson, Lives Lived in Milliseconds: Using Cognitive Methods in Personality Research. J.S. Beer, M.V. Lombardo, Patient and Neuroimaging Methodologies. L.M. Diamond, K. Otter-Henderson, Physiological Measures. R.P. Ebstein, R. Bachner-Melman, S. Israel, L. Nemanov, I. Gritsenko, The Human Genome Project and Personality: What We Can Learn about Our Inner and Outer Selves through Our Genes. Part 3. Analyzing and Interpreting Personality Data. J. Morizot, A.T. Ainsworth, S.P. Reise, Toward Modern Psychometrics: Application of Item Response Theory Models in Personality Research. K. Lee, M.C. Ashton, Factor Analysis in Personality Research. R.H. Hoyle, Applications of Structural Equation Modeling in Personality Research. O.P. John, C.J. Soto, The Importance of Being Valid: Reliability and the Process of Construct Validation. D.J. Ozer, Evaluating Effect Size in Personality Research. J.B. Nezlek, Multilevel Modeling in Personality Research. W. Fleeson, Studying Personality Processes: Explaining Change in Between-persons Longitudinal and Within-Person Multilevel Models. D.K. Mroczek, The Analysis of Longitudinal Data in Personality Research. J.W. Grice, Person-Centered Structural Analyses. S.G. West, L.S. Aiken, W. Wu, A.B. Taylor, Multiple Regression: Applications of the Basics and Beyond in Personality Research. W.F. Chaplin, Moderator and Mediator Models in Personality Research: A Basic Introduction. Y. Shoda, Computational Modeling of Personality as a Dynamical System. B.W. Roberts, N.R. Kuncel, W. Viechtbauer, T. Bogg, Meta-Analysis in Personality Psychology: A Primer. R.W. Robins, J.L. Tracy, J.W. Sherman, What Kinds of Methods Do Personality Psychologists Use? A Survey of Journal Editors and Editorial Board Members.

APA dictionary of psychology

2015-09-17

Handbook of Personality Psychology

1997-01-01

Progress in social psychology

1980-01-01

Martin Fishbein

The handbook of Chinese psychology.

1996-01-01

Michael Harris Bond

This handbook signals a coming of age for the psychological study of Chinese people. Prominent scholars from all the major fields of psychological research review, integrate, and explain findings in … This handbook signals a coming of age for the psychological study of Chinese people. Prominent scholars from all the major fields of psychological research review, integrate, and explain findings in their areas of expertise - from language acquisition to comparative psychopathology, from academic achievement to personal relationships, from emotional expression to the practice of psychotherapy, from decision-making to personality structure. This handbook is a stepping stone towards a more dynamic, more comprehensive and more insightful psychology of the Chinese people. The text should be of interest to scholars, social scientists, psychologists, and human resource specialists who work with Chinese people.

The Developmental Social Psychology of Gender

2012-12-06

Thomas Eckes , Hanns Martín Trautner

Contents: Preface. Part I: Introduction. T. Eckes, H.M. Trautner, Developmental Social Psychology of Gender: An Integrative Framework. Part II: Theoretical Approaches. D.T. Kenrick, C.L. Luce, An Evolutionary Life-History Model of … Contents: Preface. Part I: Introduction. T. Eckes, H.M. Trautner, Developmental Social Psychology of Gender: An Integrative Framework. Part II: Theoretical Approaches. D.T. Kenrick, C.L. Luce, An Evolutionary Life-History Model of Gender Differences and Similarities. B.I. Fagot, C.S. Rodgers, M.D. Leinbach, Theories of Gender Socialization. C.L. Martin, Cognitive Theories of Gender Development. A.H. Eagly, W. Wood, A.B. Diekman, Social Role Theory of Sex Differences and Similarities: A Current Appraisal. Part III: Gender Categorization and Interpersonal Behavior. B. Hannover, Development of the Self in Gendered Contexts. S.E. Zemore, S.T. Fiske, H-J. Kim, Gender Stereotypes and the Dynamics of Social Interaction. P. Glick, L. Hilt, Combative Children to Ambivalent Adults: The Development of Gender Prejudice. B. Krahe, Sexual Scripts and Heterosexual Aggression. Part IV: Gender, Group, and Culture. L.L. Carli, D. Bukatko, Gender, Communication, and Social Influence: A Developmental Perspective. J.S. Eccles, C. Freedman-Doan, P. Frome, J. Jacobs, K.S. Yoon, Gender-Role Socialization in the Family: A Longitudinal Approach. A.E. Abele, A Dual-Impact Model of Gender and Career-Related Processes. J.L. Gibbons, Gender Development in Cross-Cultural Perspective. Part V: Conclusions. H.M. Trautner, T. Eckes, Putting Gender Development Into Context: Problems and Prospects.

The Evolution of Key Terms in Russian and German Personality Research Tradition

2025-06-25

E. D. Kuznetsova | Professional Discourse & Communication

The evolving field of linguistic personality studies exhibits significant terminological variation, particularly between Russian and German academic discourse. This heterogeneity can impede clear communication, systematic development, and comparative research within … The evolving field of linguistic personality studies exhibits significant terminological variation, particularly between Russian and German academic discourse. This heterogeneity can impede clear communication, systematic development, and comparative research within the discipline. The article aims to explore the diachronic evolution of key terms in the conceptual framework of linguistic personality studies in these two academic traditions, identify fundamental terms, their variability, and emerging trends. The study determines the proportional distribution of the most frequently used terms, enabling a quantitative characterization of their relevance and demand in the academic community. A qualitative and quantitative content analysis was applied to the theoretical literature. This was followed by a statistical analysis to quantify and visualize results using graphs and diagrams. It is necessary for illustrating the formation, development, and transformation of the terminological corpus of personality-oriented linguistics. The qualitative content analysis identified key terms, while the quantitative approach measured their frequency of use. The analysis was conducted on 4900 academic publications (4505 Russian, 395 German), selected via controlled keyword searches. The significant difference in the number of research papers can be explained by the different proportions of publications in the field of Russian and German linguistic personality studies. The results highlight the heterogeneity of the terminological framework in linguistic personality studies, shaped by a diversity of research approaches, methodological paradigms, and researchers’ inclination toward terminological innovation. Notably, distinct thematic focuses and varying degrees of interest in specific areas (e.g., bilingualism, language identity dynamics) were observed between Russian and German scholarship, contributing to different semantic interpretations and usage of key concepts. The conducted comparative analysis provides a deeper understanding of the current state of linguistic personality theory and may serve as a foundation for further improvement of classification criteria in the terminological system of the discipline.

Корпоративное обучение как современная модель формирования цифровой компетентности педагога

2025-06-24

И.А. Донина , С.Н. Воднева , Н.Ю. Егорова | Психолого-педагогический поиск

С внедрением цифровизации во все сферы жизни усиливаются требования к овладению цифровыми компетенциями современного педагога. В статье представлены содержание групп профессиональных компетенций современного учителя, включая структурные компоненты цифровой компетентности педагога. … С внедрением цифровизации во все сферы жизни усиливаются требования к овладению цифровыми компетенциями современного педагога. В статье представлены содержание групп профессиональных компетенций современного учителя, включая структурные компоненты цифровой компетентности педагога. В ходе исследования было выявлено, что цифровая компетентность становится ключевым профессионально значимым качеством современного педагога. Это предполагает уверенное владение современными информационными технологиями, а также гибкое, дидактически обоснованное встраивание их в образовательный процесс с целью повышения его эффективности. Авторами было проведено исследование, целью которого являлось выявление текущего уровня сформированности цифровых компетенций школьных учителей. Всего в исследовании приняли участие 89 педагогов четырех школ Пскова и Великого Новгорода со стажем работы от 3 до 25 лет. Выборка включала как молодых специалистов, так и опытных учителей, что обеспечило репрезентативность полученных данных. В качестве диагностического инструмента использовалась авторская анкета «Цифровые компетенции современного педагога». Полученные данные побудили авторов к поиску эффективной модели формирования цифровых компетенций педагогов. Такой моделью может стать корпоративное обучение. As digitalization enters all spheres of our life, teachers have to meet many requirements for mastering digital competencies. The article presents the groups of professional competencies useful for a modern teacher, as well as their structural components. The study reveals that digital competence is becoming the key professional quality of a teacher. This implies professional use of modern information technologies, as well as flexible and didactically considered integration of such technologies in the educational process in order to improve its effectiveness. The authors have conducted a study aimed at identifying the current level of digital competencies in secondary school teachers. The study involved a total of 89 teachers from four schools in the cities of Pskov and Veliky Novgorod, with teaching experience from 3 to 25 years. The contingent included both young specialists and experienced teachers, which ensured the representativeness of the data obtained. The authors developed a questionnaire “Digital competencies of a modern teacher” as a diagnostic tool. The results obtained helped the authors to search for an effective model for formation of digital competencies in school teachers. Among such models, we single out corporate training.

The Dynamics of Transformational Classroom Leadership, Self‐Efficacy and Psychological Well‐Being in English as a Foreign Language Learners: A Combined Variable‐ and Person‐Centered Approach

2025-06-24

Renzhong Peng , Shiying Wang | Psychology in the Schools

ABSTRACT Students' psychological well‐being (PWB) is vital in foreign language learning, with transformational classroom leadership (TCL) and self‐efficacy playing significant roles. However, limited research has explored the role of TCL … ABSTRACT Students' psychological well‐being (PWB) is vital in foreign language learning, with transformational classroom leadership (TCL) and self‐efficacy playing significant roles. However, limited research has explored the role of TCL and self‐efficacy in understanding English as a foreign language (EFL) learners' PWB. This study hence aimed to examine the relationships between perceived TCL and PWB via self‐efficacy. A combined variable‐ and person‐centered methodology was employed to provide complementary perspectives. Data were collected through a questionnaire survey of 507 Chinese adolescent EFL students and semi‐structured interviews with seven students. The variable‐centered approach revealed that TCL positively influenced PWB through the mediation of self‐efficacy. The person‐centered approach identified two distinct TCL perception profiles: average perception and high perception. Students in the high perception group demonstrated significantly higher levels of self‐efficacy and PWB compared to those in the average perception group. Qualitative interviews further validated the relationships between TCL, self‐efficacy, and PWB. These findings provide valuable theoretical and practical insights for language educators, teachers, and school psychologists, highlighting the importance of fostering TCL and self‐efficacy to enhance students' well‐being in EFL contexts.

Project-Based Activity as a Means of Socio-Emotional Development in Preschool Children

2025-06-23

Valeriya A. Plotnikova , Аleksander Veraksa , Nikolay Veraksa +1 more | Integration of Education

Introduction. The search and development of technologies for the socio-emotional development of preschoolers is an urgent task for the modern education system, since socio-emotional development is a predictor of academic … Introduction. The search and development of technologies for the socio-emotional development of preschoolers is an urgent task for the modern education system, since socio-emotional development is a predictor of academic and social success in secondary school. Despite the widespread use of project-based activity in contemporary kindergartens as an educational technology, there is insufficient information on the specific effects of different types of the said activities on the socio-emotional development of children. The aim of this study is to analyze the specifics of cultural tools used in project-based activities and to compare the effectiveness of research-based and creative project activities for the socio-emotional development of preschool children. Materials and Methods. 82 children aged 5–6 years participated in the study. For the initial assessment of socio-emotional development, the Russian version of the “Test of Emotion Comprehension” and the questionnaire for teachers “SCBE-30” (including the subscales “Social competence”, “Anxiety-withdrawal”, and “Anger-aggression”) were used. The NEPSY-II subtests were used to assess executive functions as a control variable. The participants were randomly distributed to the three groups: Research project group, Creative project group, and the Control group. 22 sessions were organized with the experimental conditions, and after completing the sessions, a post-test similar to the initial assessment was performed. Results. The findings showed that anxiety levels significantly decreased among preschool children who participated in the Creative project that emphasized symbolic tools. At the same time, creative project activities proved to be more effective for children with a low level of executive functions. Moreover, the study found that participants in the Research project that primarily used sign tools demonstrated a significant reduction in aggression levels. No significant changes were observed in terms of emotional understanding and social competence. Discussion and Conclusion. The results of this study support the importance of considering the type of cultural tools used in children’s activities when addressing their socio-emotional development. In addition, this study provides new insights into the differences between inquiry and creative project approaches for preschool children. The results of the study can be used in the practice of preschool education to facilitate socio-emotional development, especially to correct destructive behaviors in children.

Emotion Regulation Strategies as a Mediating Factor in the Relationship between Proactive Personality and Learning Agility in Talented Students

2025-06-23

Sayed Hamid Reza Shavaran , Mina Nasr Esfahani Karladani , Seyed Hedayat Davarpanah | Integration of Education

Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This … Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This study fills this gap by focusing on how specific emotion regulation strategies mediate this relationship. In today’s rapidly evolving educational landscape, learning agility has emerged as a crucial meta-competency for adapting to new challenges. This study investigates how emotion regulation strategies mediate the relationship between proactive personality and learning agility among talented students. With the increasing recognition of the role of personality traits and emotion regulation in effective learning, understanding these dynamics is essential for supporting students in navigating academic and social demands. Materials and Methods. The research sample comprised 297 talented students from the University of Isfahan, Isfahan University of Medical Sciences, and Isfahan University of Art. Participants completed three assessments: the Gravett and Caldwell Learning Agility Questionnaire, Gross and John’s Emotion Regulation Questionnaire, and the condensed Bateman and Crant Proactive Personality Questionnaire. Data analysis included statistical methods to determine both direct and mediating effects of proactive personality and emotion regulation strategies on learning agility. Results. The analysis revealed that proactive personality significantly affects learning agility, and emotion regulation strategies – specifically reappraisal and suppression – mediate this relationship. Students who effectively manage their emotions are better equipped to exhibit higher levels of learning agility, indicating a stronger ability to adapt and thrive in academic environments. Discussion and Conclusion. This study highlights the pivotal role of emotion regulation in enhancing learning agility, emphasizing that effective emotion management can significantly influence academic success. The findings suggest that interventions focusing on emotion regulation could improve learning outcomes for talented students. Future research should further explore additional factors influencing learning agility and develop targeted strategies to support student adaptation in diverse educational settings.

Academic Psychiatric School in Siberia: History of Formation and Horizons of Development. Interview with an Academician of RAS Nikolay A. Bokhan

2025-06-22

Н. А. Бохан , Svetlana А. Ivanova | Psikhiatriya

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ВЗАИМОСВЯЗЬ ПСИХОЛОГИЧЕСКОЙ СЕПАРАЦИИ ОТ РОДИТЕЛЕЙ С САМООТНОШЕНИЕМ И ПСИХОЛОГИЧЕСКИМ БЛАГОПОЛУЧИЕМ В ЮНОШЕСКОМ ВОЗРАСТЕ

2025-06-22

С.К. Летягина | Человеческий капитал.

Статья посвящена исследованию взаимосвязи психологической сепарации от родителей с самоотношением, психологическим благополучием и удовлетворенностью жизнью в юношеском возрасте. Выборку составили 82 человека (из них 38 мужского пола и 44 женского … Статья посвящена исследованию взаимосвязи психологической сепарации от родителей с самоотношением, психологическим благополучием и удовлетворенностью жизнью в юношеском возрасте. Выборку составили 82 человека (из них 38 мужского пола и 44 женского пола) в возрасте от 18 лет до 20 лет. Сепарация от родителей в психологии – процесс трансформации отношений с родителями в сторону большего равенства, паритетности отношений родителей и взрослеющих детей. В ходе нашего исследования установлено, что связь между самоотношением, психологическим благополучием личности, удовлетворенностью жизнью и компонентами психологического отделения в отношениях с матерью преимущественно проявляется, через эмоциональную и конфликтную сепарацию. В отношениях с отцом в большей мере выражены взаимосвязи с эмоциональным и функциональным компонентами психологической сепарации. Полученные результаты подчеркивают значимость процессов эмоциональной сепарации с обоими родителями в формировании личности юношей и девушек, которые образуют положительный фундамент для развития позитивного самоощущения. Молодые люди, обладающие высокой эмоциональной независимостью, показывают лучшие результаты в самовосприятии, саморегуляции, ощущении ценности собственной личности и способности к открытому, доверительному и конструктивному общению, также они больше удовлетворены своей жизнью. Функциональная независимость от родителей, и прежде всего от отца, положительно коррелирует с умением молодых людей самостоятельно ставить цели, принимать решения и нести за них ответственность. В дальнейшем способность молодого человека автономно, без помощи близких, управлять своей жизнью, играет важную роль в формировании стабильных и высоких уровней самоуважения и независимости. Конфликтологическая сепарация, при которой отсутствуют неразрешенные противоречия в отношениях с матерью, сопряжена с низкой внутренней конфликтностью и тревогой в юношеский период, принятием себя в ситуации неудач, большей осмысленностью и целевой направленностью жизни. The article is devoted to the study of the relationship between psychological separation from parents and self-esteem, psychological well-being and life satisfaction of the individual in adolescence. The sample consisted of 82 people (38 males and 44 females) aged 18 to 20 years. Separation from parents in psychology is the process of transforming relationships with parents towards greater equality, parity of relationships between parents and growing children. In the course of our study, it was established that the relationship between self-esteem, psychological well-being of the individual, life satisfaction and components of psychological separation in relationships with the mother is mainly manifested through emotional and conflict separation. In relationships with the father, the relationships with the emotional and functional components of psychological separation are more pronounced. The results obtained emphasize the importance of the processes of emotional separation with both parents in the formation of the personality of young men and women, which form a positive foundation for the development of a positive sense of self. Young people with high emotional independence show better results in self-perception, self-regulation, sense of self-worth and ability to communicate openly, trustingly and constructively, and they are also more satisfied with their lives. Functional independence from parents, and especially from the father, positively correlates with the ability of young people to set goals, make decisions and take responsibility for them. In the future, the ability of a young person to autonomously, without the help of loved ones, manage their life plays an important role in the formation of stable and high levels of self-esteem and independence. Conflictological separation, in which there are no unresolved contradictions in the relationship with the mother, is associated with low internal conflict and anxiety in adolescence, self-acceptance in a situation of failure, greater meaningfulness and goal-orientedness of life.

ИЗУЧЕНИЕ КОММУНИКАТИВНОЙ АГРЕССИВНОСТИ СТУДЕНТОВ – БУДУЩИХ РАБОТНИКОВ СУДЕБНОЙ СИСТЕМЫ

2025-06-22

Е.В. Рощевская | Человеческий капитал.

Психологическая пригодность личности к выбранной области осуществления трудовых функций является одним из основных условий эффективности и продуктивности профессиональной деятельности. Юридическая сфера предъявляет требования к коммуникативной компетентности представителей данной профессии. Судебная … Психологическая пригодность личности к выбранной области осуществления трудовых функций является одним из основных условий эффективности и продуктивности профессиональной деятельности. Юридическая сфера предъявляет требования к коммуникативной компетентности представителей данной профессии. Судебная система, осуществляющая защиту прав и свобод граждан, предполагает не только высокий уровень квалификации сотрудников в области юриспруденции, но и готовность вступать во взаимодействие с другими людьми, что обуславливает для работника судебной системы необходимость обладания рядом нравственно-психологических качеств. В статье предпринята попытка проанализировать профессионально-значимые качества юриста в сфере судопроизводства. Особое внимание обращено на изучение и формирование данных качеств в процессе получения юридического образования с целью прогнозирования и обеспечения дальнейшей профессиональной успешности специалиста. Наряду с положительными качествами личности, выделены качества, препятствующие осуществлению деятельности по отправлению правосудия. Фокус внимания автора статьи сосредоточен на коммуникативной агрессивности: проведен теоретический анализ данного понятия и осуществлено эмпирическое исследование с использованием методики определения интегральных форм коммуникативной агрессивности В. В. Бойко на базе Ростовского филиала «Российского государственного университета правосудия им. В. М. Лебедева». Респондентами стали 108 студентов-будущих работников судебной системы, 76 девушек и 32 юноши, средний возраст – 18,4 года. Результаты диагностики свидетельствуют о том, что в выборке превалирует средний уровень коммуникативной агрессивности, но обращает на себя внимание высокий уровень коммуникативной агрессивности по таким шкалам, как «Склонность к отраженной агрессии», «Провоцирование агрессии у окружающих», «Спонтанность агрессии». Установлена связь показателей по данным шкалам с требованиями, предъявляемыми профессиональной деятельностью, сделаны выводы о необходимости психолого-педагогической работы по развитию коммуникативной компетентности как условия дальнейшей профессиональной успешности работника судебной системы и коррекции негативных личностных качеств, препятствующих продуктивному деловому общению. A person's psychological suitability for their chosen field of work is one of the main conditions for effective and productive professional activity. The legal sphere places demands on the communicative competence of representatives of this profession. The judicial system, which protects the rights and freedoms of citizens, requires not only a high level of qualification of employees in the field of jurisprudence, but also a willingness to interact with other people, which necessitates that employees of the judicial system possess a number of moral and psychological qualities. This article attempts to analyze the professionally significant qualities of a lawyer in the field of judicial proceedings. Particular attention is paid to the study and formation of these qualities in the process of obtaining a legal education in order to predict and ensure the further professional success of a specialist. Along with positive personal qualities, qualities that hinder the administration of justice are also highlighted. The author's focus is on communicative aggression: a theoretical analysis of this concept is conducted and an empirical study is carried out using V. V. Boiko's methodology for determining integral forms of communicative aggression at the Rostov branch of the Russian State University of Justice named after V. M. Lebedeva. The respondents were 108 students who are future employees of the judicial system, 76 girls and 32 boys, with an average age of 18.4 years. The results of the diagnosis show that the average level of communicative aggression prevails in the sample, but the high level of communicative aggression on scales such as “Tendency to Reflected Aggression,” “Provoking Aggression in Others,” and “Spontaneity of Aggression” is noteworthy. A connection has been established between the indicators on these scales and the requirements of professional activity, and conclusions have been drawn about the need for psychological and pedagogical work to develop communicative competence as a condition for the further professional success of judicial system employees and the correction of negative personality traits that hinder productive business communication.

ВЛИЯНИЕ ОБЩЕГО НЕДОРАЗВИТИЯ РЕЧИ НА ПОНИМАНИЕ ЭМОЦИЙ В СТАРШЕМ ДОШКОЛЬНОМ ВОЗРАСТЕ

2025-06-22

О.Б. Додзина | Человеческий капитал.

Психическое развитие связано с преобразованием природных психических функций в высшие психические функции. Одним из обязательных условий формирования высших психических функций является изменение психологического строения функций, включение в них знаковой системы, … Психическое развитие связано с преобразованием природных психических функций в высшие психические функции. Одним из обязательных условий формирования высших психических функций является изменение психологического строения функций, включение в них знаковой системы, преимущественно речи. Речь, устанавливая функциональные связи с «натуральными» психическими функциями придаёт им осознанность и произвольность, переводит функционирование психики с конкретно-практического уровня на абстрактно-теоретический. Статья посвящена одному из частных вопросов проблемы знакового опосредования психических функций - изучению влияния недостатков речи на внеситуативное понимание эмоций в старшем дошкольном возрасте. В исследовании участвовали старшие дошкольники с общим недоразвитием речи (ОНР) и их сверстники с нормативным речевым развитием (НРР). Оценка понимания испытуемыми эмоций проводилась с помощью задания на соотнесение иллюстраций эмоций сказочных персонажей с пиктограммами. Для оценки средств речевого опосредования применялась методика «Оценка состояния номинативного, предикативного и атрибутивного словаря эмоциональной лексики». Было установлено, что чем выше уровень речевого развития дошкольников, и чем выше объем их активного эмоционального словаря, тем лучше испытуемые понимают эмоции без опоры на конкретную ситуацию.Полученные результаты позволяют предполагать наличие зависимости внеситуативного понимания эмоций от уровня развития речи и сформированности эмоционального словаря. Владение эмоциональным словарём позволяет сформировать устойчивые представления об экспрессии эмоций, что способствует пониманию эмоций без опоры на конкретную ситуацию. Mental development is associated with the transformation of natural mental functions into higher mental functions. One of the mandatory conditions for the formation of higher mental functions is a change in the psychological structure of functions, the inclusion of a sign system, primarily speech, in them. Speech, establishing functional connections with “natural” mental functions, gives them awareness and arbitrariness, transfers the functioning of the psyche from a concrete practical level to an abstract theoretical one. The article is devoted to one of the particular issues of the problem of sign mediation of mental functions - the study of the influence of speech deficiencies on the extra-situational understanding of emotions in senior preschool age. This study involved senior preschoolers with general speech underdevelopment (GSU) and their peers with normative speech development (NSD). The subjects' understanding of emotions was assessed using a task to correlate illustrations of emotions of fairy-tale characters with pictograms. To assess the means of speech mediation, the technique “Assessment of the state of the nominative, predicative and attributive vocabulary of emotional vocabulary” was used. It was found that the higher the level of speech development of preschoolers, and the higher the volume of their active emotional vocabulary, the better they understand emotions without relying on a specific situation. The obtained results allow us to assume the existence of a dependence of the extra-situational understanding of emotions on the level of speech development and the formation of the emotional vocabulary. Possession of an emotional dictionary allows you to form stable ideas about the expression of emotions, which contributes to the understanding of emotions without relying on a specific situation.

ОБЩИТЕЛЬНОСТЬ КАК ФАКТОР ФОРМИРОВАНИЯ ЦЕННОСТНО-СМЫСЛОВЫХ ОРИЕНТАЦИЙ КУРСАНТОВ

2025-06-22

О.В. Теняева , Tatyana Bespalova | Человеческий капитал.

В статье рассмотрена проблема развития ценностно-смысловой сферы личности в зависимости от внутренних средств и внешних условий, которые обеспечивают возможность возникновения и интериоризации ценностей, являющихся фундаментом ценностно-смысловой сферы. Одним из основополагающих … В статье рассмотрена проблема развития ценностно-смысловой сферы личности в зависимости от внутренних средств и внешних условий, которые обеспечивают возможность возникновения и интериоризации ценностей, являющихся фундаментом ценностно-смысловой сферы. Одним из основополагающих внешних условий ее развития является профессиональное обучение и профессиональная деятельность. Специфика обучения в военном вузе обеспечивает формирование у курсантов определенной иерархии ценностей, не зависящей от внутренних средств личности. При этом общительность как внутреннее средство все-таки оказывает некоторое влияние на выраженность тех или иных ценностей у курсантов с разным уровнем общительности, что обусловило цель исследования: установление влияния общительности на формирование ценностно-смысловых ориентаций личности курсантов. В качестве гипотезы исследования было выдвинуто предположение о том, что уровень развития общительности оказывает влияние на приоритетные ценности курсантов военного вуза: для более общительных курсантов наиболее значимыми являются ценности, обеспечивающие высокие оценки со стороны других людей, в то время как для курсантов с менее выраженной общительностью значимыми являются ценности, обеспечивающие достижение поставленных целей. Исследование построено на основании теоретической модели М. Рокича, что обусловило выбор методики «Ценностные ориентации» М. Рокича для изучения ценностной структуры личности курсантов. Для определения уровня их общительности был использован тест В.Ф. Ряховского «Оценка уровня общительности». Проведённое эмпирическое исследование показало, что у более общительных курсантов в большей степени выражены такие терминальные ценности, как «творчество» и «общественное признание», а у менее общительных курсантов – «познание» и «любовь». Более выраженные инструментальные ценности группы менее общительных курсантов обеспечивают им достижение намеченных целей профессиональной деятельности, в то время как для более общительных курсантов – получение признания. Результаты исследования могут быть положены в основу организации работы по развитию ценностно-смысловой сферы личности курсантов в период обучения в условиях военного вуза с учетом особенностей общительности как внутреннего фактора развития личности будущих специалистов. The article considers the problem of the development of the value-semantic sphere of personality depending on internal means and external conditions that provide the possibility of the emergence and interiorization of values, which are the foundation of the value-semantic sphere. One of the fundamental external conditions for its development is professional training and professional activity. The specifics of studying at a military university ensure the formation of a certain hierarchy of values among cadets, independent of the internal means of the individual. At the same time, sociability as an internal means still has some influence on the expression of certain values among cadets with different levels of sociability, which determined the purpose of the study: to establish the influence of sociability on the formation of value-semantic orientations of the cadets' personality. As a hypothesis of the study, it was suggested that the level of sociability development affects the priority values of military university cadets: for more sociable cadets, values that ensure high marks from other people are more significant, while for cadets with less pronounced sociability, values that ensure the achievement of goals are more significant. The research is based on the theoretical model of M. Rokich, which led to the choice of the methodology “Value orientations” by M. To study the value structure of the cadets' personality. To determine the level of their sociability, the V.F. Ryakhovsky test “Assessment of the level of sociability” was used. An empirical study has shown that terminal values such as “creativity” and “public recognition” are more pronounced among more sociable cadets, while "cognition" and “love” are more pronounced among less sociable cadets. The more pronounced instrumental values of a group of less sociable cadets ensure that they achieve their intended professional goals, while for more sociable cadets, they receive recognition. The results of the study can form the basis for organizing work on the development of the value-semantic sphere of the personality of cadets during their studies at a military university, taking into account the peculiarities of sociability as an internal factor in the development of the personality of a future specialist.

КОПИНГ-ПОВЕДЕНИЕ СОТРУДНИКОВ С РАЗНЫМ УРОВНЕМ УТОМЛЕННОСТИ

2025-06-22

Ellina Shelepina , Sergey V. Dukhnovsky | Человеческий капитал.

В статье рассматриваются вопросы копинг-поведения и утомленности сотрудников органов внутренних дел. Цель исследования – выявление и описание связи утомленности с копинг-стратегиями сотрудников органов внутренних дел, а также установление различий в … В статье рассматриваются вопросы копинг-поведения и утомленности сотрудников органов внутренних дел. Цель исследования – выявление и описание связи утомленности с копинг-стратегиями сотрудников органов внутренних дел, а также установление различий в их выраженности у сотрудников с разным уровнем утомлённости. Респондентами выступили 171 сотрудник органов внутренних дел, проходившие повышение квалификации в СПБУМВД России. Использовали комплекс методик: Опросник способов совладания и Субъективная оценка утомленности личности. Гипотезы о наличии связей копинг-поведения с утомленностью сотрудников органов внутренних дел, а также о различиях в видах копинга у сотрудников с разным уровнем утомленности, нашли свое эмпирическое подтверждение. Установлено, что снижение утомленности связано с такими копинг-стратегиями как «самоконтролем», «принятием ответственности» и «планированием решения», а усиление утомленности связано со стратегиями «бегство / избегание», «дистанцирование» и «конфронтация». Выявлено что у сотрудников с низким уровнем утомленности доминирующими копинг-стратегиями выступают «самоконтроль», «принятие ответственности» и «планирование решения». У респондентов с высоким уровнем утомленности ведущими копинг-стратегиями являются «конфронтационный копинг» и «бегство / избегание». Тогда как у сотрудников с умеренно выраженной утомленностью преобладают копинг-стратегии «дистанцирование» и «положительная переоценка». Показано, что утомленность представляет собой трудную ситуацию служебной деятельности, переживание-проживание которой предполагает использование копинг-стратегий, направленных на ее разрешение. Полученные данные, дополняют разрабатываемую нами концепцию утомленности, знанием о ведущих копинг-стратегия, используемых сотрудникам на каждом ее уровне. The article discusses the issues of copying behavior and fatigue of employees of the internal affairs bodies. The purpose of the study is to identify and describe the relationship of fatigue with the copying strategies of employees of the internal affairs bodies, as well as to establish differences in their severity among employees with different levels of fatigue. The respondents were 171 employees of the internal affairs bodies who underwent advanced training at the SPBUMVD of Russia. We used a set of methods: a questionnaire of coping methods and a subjective assessment of personality fatigue. Hypotheses about the presence of links between copying behavior and the fatigue of employees of the internal affairs bodies, as well as about differences in the types of copying among employees with different levels of fatigue, have been empirically confirmed. It has been found that reducing fatigue is associated with coping strategies such as “self-control”, “taking responsibility” and “decision planning”, and increasing fatigue is associated with “escape/avoid”, “distance” and “confrontation” strategies. It was revealed that for employees with a low level of fatigue, the dominant coping strategies are “self-control”, “acceptance of responsibility” and “decision planning”. For respondents with high levels of fatigue, the leading coping strategies are “confrontational coping” and “escape/avoidance”. Whereas employees with moderate fatigue are dominated by copying strategies “distancing” and “positive revaluation”. It has been shown that fatigue is a difficult situation of official activity, the experience-living of which involves the use of copying strategies aimed at its resolution. The data obtained complements the concept of fatigue we are developing, knowledge of the leading coping strategy used by employees at each level.

СВЯЗЬ ЖИЗНЕСТОЙКОСТИ, КОПИНГ-СТРАТЕГИЙ И САМОРЕАЛИЗАЦИИ СТУДЕНТОВ РАЗНЫХ НАПРАВЛЕНИЙ ПОДГОТОВКИ

2025-06-22

Marina Volk , Stanislav S. Kudinov , Анна Степанова +1 more | Человеческий капитал.

Статья содержит результаты эмпирического исследования, описывающие взаимосвязь жизнестойкости, копинг-стратегий и самореализации. Актуальность исследования заключается в том, что Современные студенты испытывают значительный стресс, связанный с учебой, социальной адаптацией и выбором профессии. … Статья содержит результаты эмпирического исследования, описывающие взаимосвязь жизнестойкости, копинг-стратегий и самореализации. Актуальность исследования заключается в том, что Современные студенты испытывают значительный стресс, связанный с учебой, социальной адаптацией и выбором профессии. Их успешность и самореализация зависят от жизнестойкости и эффективных стратегий преодоления трудностей. Изучение связи между этими факторами у студентов разных специальностей позволит разработать программы поддержки, учитывающие особенности различных образовательных траекторий и оптимизирующие образовательный процесс. В качестве теоретико-методологической основы исследования обозначенной проблемы выступил труды отечественных и зарубежных ученых, Гуцунаева С.В., Першина Л.А., Паниных Г.В., Борисова Н.М., Александрова Л.А., Рассказова Е.И., Гордеева Т.О., Мадди С., Корытова Г.С., Наливайко Т.В., Мерзлякова С.В., Карнеев Р.К., Фейербах Л., Маслоу А., Адлер А., Эриксон Э., Хорни К., Франкл В., Фромм Э., Рубинштейн С.Л., Абульханова К.А., Кудинов С.И., Климова Е.А. Результаты исследования получены на выборке из 120 студентов РУДН им. П. Лумумбы в возрасте от 18 до 23 лет, обучающихся по трем разным направлениям подготовки (40- студенты-психологи; 40-студенты-медики; 40-студенты инженеры). Полученные эмпирические данные доказывают, что при анализе особенностей и связей жизнестойкости, копинг-стратегий и самореализации у студентов разных специальностей были выявлены корреляции, показывающие связь стратегий преодоления трудностей и особенности совладающего поведения и самореализации с учетом особенностей профессиональной подготовки. The article contains the results of an empirical study describing the relationship between resilience, coping strategies, and self-actualization. The relevance of the study lies in the fact that modern students experience significant stress related to their studies, social adaptation, and career choices. Their success and self-actualization depend on resilience and effective strategies for overcoming difficulties. Studying the relationship between these factors among students of different specialties will allow the development of support programs that take into account the characteristics of different educational trajectories and optimize the educational process. The theoretical and methodological basis for the study of the identified problem was provided by the works of domestic and foreign scientists, Gutsunaev S. V., Pershina L.A., Paninykh G.V., Borisova N.M., Aleksandrova L.A., Rasskazova E.I., Gordeeva T.O., Maddi S., Korytova G.S., Nalivayko T.V., Merzlyakova S.V., Karneev R. K., Feuerbach L., Maslow A., Adler A., Erickson E., Horney K., Frankl V., Fromm E., Rubinshtein S.L., Abulkhanova K.A., Kudinov S.I., Klimova E.A. The research results were obtained from a sample of 120 students at the P. Lumumba Russian University of People's Friendship, aged 18 to 23, studying in three different fields (40 psychology students, 40 medical students, and 40 engineering students). The empirical data obtained prove that when analyzing the characteristics and connections between resilience, coping strategies, and self-actualization in students of different specialties, correlations were identified showing the connection between strategies for overcoming difficulties and the characteristics of coping behavior and self-actualization, taking into account the characteristics of professional training.

МНОГОПОЛЯРНЫЙ МИР И НОВЫЙ КРЕСТОВЫЙ ПОХОД – ПСИХОЛОГИЧЕСКИЕ И ПСИХОТЕРАПЕВТИЧЕСКИЕ ВЗГЛЯДЫ

2025-06-22

Ivaylo Peev | Человеческий капитал.

Автор обсуждает западное восприятие России и геополитические конфликты как продолжение исторического противостояния. Автор акцентирует внимание на русофобии, существующей на Западе с XVIII века, которая, по его мнению, основана на иррациональных … Автор обсуждает западное восприятие России и геополитические конфликты как продолжение исторического противостояния. Автор акцентирует внимание на русофобии, существующей на Западе с XVIII века, которая, по его мнению, основана на иррациональных страхах, препятствующих диалогу. Рассматриваются современные конфликты как новые «крестовые походы», с акцентом на роль США и параллелями с нацистской Германией. Автор подчеркивает важность позитивной психотерапии в разрешении конфликтов и необходимости новых подходов в многополярном мире. Заключение содержит критику милитаризации Европы и надежду на сотрудничество для достижения мирного взаимодействия. В целом, статья критикует западную политику и подчеркивает роль психологии в глобализирующемся мире. The author discusses the Western perception of Russia and geopolitical conflicts as a continuation of the historical confrontation. The author emphasizes the Russophobia that has existed in the West since the eighteenth century since the 18th century, which, in his opinion, is based on irrational fears, preventing dialog. Modern conflicts are seen as new “crusades”, with an emphasis on the “crusades”. crusades”, with an emphasis on the role of the United States and parallels with Nazi Germany. The author emphasizes the importance of positive psychotherapy in conflict resolution and the need for new approaches in multipolar conflicts. The need for new approaches in a multipolar world. The conclusion criticizes the militarization of Europe and the hope for cooperation to achieve peaceful interaction. Overall, the article criticizes Western policies and emphasizes the role of of psychology in a globalizing world.

ВЛИЯНИЕ ТИПОВ ТЕМПЕРАМЕНТА И ИНТЕЛЛЕКТУАЛЬНОЙ ЛАБИЛЬНОСТИ СТУДЕНТОВ НА УСПЕШНОСТЬ ИХ ОБУЧЕНИЯ В ВЫСШЕМ УЧЕБНОМ ЗАВЕДЕНИИ

2025-06-22

О. А. Комарова | Человеческий капитал.

В статье представлен анализ влияния типа темперамента и уровня интеллектуальной лабильности на успешность обучения студентов экономического профиля в высшем учебном заведении. На основании результатов опросов обосновано, что успешность обучения будущих … В статье представлен анализ влияния типа темперамента и уровня интеллектуальной лабильности на успешность обучения студентов экономического профиля в высшем учебном заведении. На основании результатов опросов обосновано, что успешность обучения будущих бухгалтеров-экономистов и бизнес-аналитиков выше у студентов с сангвиническим и флегматическим типами темперамента. Данные категории студентов в своём большинстве имеют высокую и среднюю интеллектуальную лабильность. При этом для студентов с холерическим и меланхолическим типами темперамента свойственна более низкая успеваемость. Доказано, что для опрошенных с меланхолическим типом темперамента и низкой успеваемостью характерна низкая интеллектуальная лабильность и склонность к отсутствию успеха в любой деятельности. Выявлено, что для представителей холерического темперамента, не смотря на самые высокие показатели удельного веса студентов-троечников, свойственны высокий и средний уровни интеллектуальной лабильности. Диагностирована сильная прямая связь между уровнем интеллектуальной лабильности и средним баллом академической успешности студентов с типом темперамента холерика, сильная и обратная связь – у студентов с типами темперамента сангвиника, флегматика и меланхолика. Методологию исследования составили факторная теория темперамента Г. Айзенка, теория о единстве личности и деятельности, основы теории первичных интеллектуальных способностей. Методами исследования были определены анализ психолого-педагогической и методологической литературы по теме исследования, психолого-педагогическое тестирование, статистическая обработка данных. Результатом настоящего исследования стал вывод об опосредованности успешности обучения студентов экономического профиля типом темперамента и уровнем интеллектуальной лабильности. The article presents an analysis of the influence of the type of temperament and the level of intellectual lability on the success of teaching economics students at a higher educational institution. Based on the survey results, it is proved that the success of training future accountants, economists and business analysts is higher among students with sanguine and phlegmatic temperament types. These categories of students mostly have high and average intellectual lability. At the same time, students with choleric and melancholic temperament tend to have lower academic performance. It is proved that the respondents with a melancholic temperament and low academic performance are characterized by low intellectual lability and a tendency to lack success in any activity. It was revealed that representatives of the choleric temperament, despite the highest proportion of C-students, are characterized by high and medium levels of intellectual lability. A strong direct relationship was diagnosed between the level of intellectual lability and the average score of academic success of students with the choleric temperament type, and a strong feedback link was found in students with the sanguine, phlegmatic and melancholic temperament types. The research methodology was based on G. Eysenck's factor theory of temperament, the theory of the unity of personality and activity, and the fundamentals of the theory of primary intellectual abilities. The research methods were determined by the analysis of psychological, pedagogical and methodological literature on the research topic, psychological and pedagogical testing, statistical data processing. The result of this study was the conclusion that the success of teaching economics students is mediated by the type of temperament and the level of intellectual lability.

ВЗАИМОСВЯЗЬ ЛИЧНОСТНОЙ ПОЗИЦИИ И УРОВНЯ ЭКЗИСТЕНЦИАЛЬНОЙ ИСПОЛНЕННОСТИ СПЕЦИАЛИСТОВ IT-КОМАНД

2025-06-22

М.А. Есипов , Е.О. Макадам | Человеческий капитал.

Статья посвящена эмпирическому изучению взаимосвязи личностной позиции и экзистенциальной исполненности у специалистов IT-команд. На основе теоретического анализа литературы и применения комплекса психодиагностических методик (Шкала экзистенции А. Лэнгле, тест смысложизненных ориентаций … Статья посвящена эмпирическому изучению взаимосвязи личностной позиции и экзистенциальной исполненности у специалистов IT-команд. На основе теоретического анализа литературы и применения комплекса психодиагностических методик (Шкала экзистенции А. Лэнгле, тест смысложизненных ориентаций Д.А. Леонтьева, опросник жизнестойкости С. Мадди, методика диагностики личностной зрелости В.А. Руженкова и др., самоактуализационный тест Л.Я. Гозмана и М.В. Кроза, методика «Якоря карьеры» Э. Шейна) исследованы компоненты личностной позиции (зрелость, ответственность, терпимость, позитивное мышление), а также их связь с уровнем экзистенциальной исполненности. Выборка составила 66 сотрудников российских IT-компаний в возрасте 22–43 лет: программистов, тестировщиков, веб-дизайнеров, менеджеров по продажам и сетевых маркетологов-аналитиков. Исследование показало, что высокий уровень экзистенциальной исполненности ассоциируется с более развитыми компонентами личностной позиции, включая саморазвитие, жизнестойкость, осмысленность жизни и мотивацию, ориентированную на автономию и предпринимательство. Низкий уровень экзистенциальной исполненности связан с ориентацией на стабильность и меньшей выраженностью личностной зрелости. Подтверждена выдвинутая гипотеза о положительной взаимосвязи изучаемых феноменов. Новизна исследования заключается в том, что впервые выявлены психологические профили IT-специалистов с разным уровнем экзистенциальной исполненности. Практическая значимость полученных результатов связана с возможностью их использования при составлении тренингов профессионального развития и программ психологической поддержки, направленных на повышение уровня экзистенциальной исполненности специалистов IT-команд. This article is devoted to an empirical study of the relationship between personal position and existential fulfillment among IT team specialists. Based on a theoretical analysis of the literature and the application of a set of psychodiagnostic methods (A. Langley's Existence Scale, D.A. Leontiev's Life Orientation Test, S. Maddi's Resilience Questionnaire, methodology for diagnosing personal maturity by V.A. Ruzhenkov et al., the self-actualization test by L. Ya. Gozman and M. V. Kroz, and the “Career Anchors” methodology by E. Schein), the components of personal position (maturity, responsibility, tolerance, positive thinking) were studied, as well as their connection with the level of existential fulfillment. The sample consisted of 66 employees of Russian IT companies aged 22–43: programmers, testers, web designers, sales managers, and network marketing analysts. The study showed that a high level of existential fulfillment is associated with more developed components of personal position, including self-development, resilience, meaningfulness of life, and motivation focused on autonomy and entrepreneurship. A low level of existential fulfillment is associated with an orientation toward stability and less pronounced personal maturity. The hypothesis of a positive correlation between the phenomena studied was confirmed. The novelty of the study lies in the fact that, for the first time, psychological profiles of IT specialists with different levels of existential fulfillment have been identified. The practical significance of the results obtained is related to the possibility of using them in the development of professional development training and psychological support programs aimed at increasing the level of existential fulfillment of IT team specialists.

Personnel assessment as a key management tool in the system of additional education

2025-06-21

Marina V. Gromova | Sociopolitical sciences

The article examines the role and importance of staff assessment in the system of additional education. During the analysis of a number of regulatory legal acts – the Federal state … The article examines the role and importance of staff assessment in the system of additional education. During the analysis of a number of regulatory legal acts – the Federal state educational Standards of primary and general Education, the Professional Standard “Teacher of additional education for children and adults”, “Concepts for the development of additional education until 2030”, the national project “Success of every child” determined that the system of additional education urgently needs teachers who implement practice-oriented methods and innovative approaches in their work, those who know the technologies of social design, informal communication, and individualize educational activities. For the development and successful functioning of additional education, it is necessary to introduce a balanced system for evaluating the activities of teachers. This system will allow to identify key competencies that affect the core of pedagogical activity – the development and implementation of additional general education programs; it is focused on the interaction of the teacher with students and parents who act as the main customers of educational services.; it is aimed at the professional growth of teachers and overcoming deficits in their activities and allows them to stimulate the teacher’s work, affecting the material well-being of the latter.

CREATING LEARNING CONDITIONS IN INCLUSIVE CLASSES FOR CHILDREN WITH MUSCULOSKELETAL DISABILITIES

2025-06-20

Yixuan Li | Elmi əsərlər.

The article is devoted to the creation of learning conditions for children with musculoskeletal disorders (MSD), including children with cerebral palsy (CP) and spinal curvature, in inclusive classes. The main … The article is devoted to the creation of learning conditions for children with musculoskeletal disorders (MSD), including children with cerebral palsy (CP) and spinal curvature, in inclusive classes. The main principles of inclusive education are considered, as well as the role of school psychologists and teachers in the adaptation of the educational process. The article discusses pedagogical methods and tools that can be used to facilitate the learning process of children with disabilities. Particular attention is paid to the im-portance of psychological assistance and methods of social adaptation, which play a key role in the suc-cessful integration of children into the school environment. Modern technologies and their use in teaching children with MSD are also considered.

The influence mechanism of college students’ collective relationship competence on their psychological anxiety

2025-06-20

Zhaojun Chen , Yulei Chen | Current Psychology

The study of humor in primary schoolchildren: the development and testing of diagnostic tools "Sometimes it happens"

2025-06-20

T. V. Artemyeva | Psychological-Educational Studies

Context and relevance. The comic, and its formation in ontogenesis allows us to judge how successfully a child masters their own mental activity. However currently there is no methodologically substantiated … Context and relevance. The comic, and its formation in ontogenesis allows us to judge how successfully a child masters their own mental activity. However currently there is no methodologically substantiated and proven technique for studying humor in younger schoolchildren. Objective. To test and verify the author's diagnostic tool "Sometimes it happens", which allows studying the perception and understanding of the comic by younger schoolchildren in situations of violation of cultural norms. Hypothesis. We assume that the comic, as a cultural phenomenon, unfolds with a situation governed by a given norm and its generated at the moment when a younger student understands its violation. Methods and materials. Three hundred sixty primary school students (179 boys, 181 girls) aged 7-11 years (M = 8,94, SD = 0,90) were involved in the methodology development. The methodology includes indicators: "identifying rules and norms in interaction situations", "working out comical options for the deployment of events", "choosing comical adaptive or maladaptive options for the deployment of events". Results. The retest reliability of the developed methodology was determined by calculating the Spearman correlation coefficient: "identification of rules and norms in interaction situations" &ndash; r = 0,789; "compilation of comical scenarios" &ndash; r = 0,637; "selection of comical adaptive or maladaptive scenarios" &ndash; r = 0,702. The construct validity of the developed tools was assessed using L.F. Bayanova's methodology "Determining the Cultural Congruence of a Junior High School Student": The interrelationships between these methodologies were examined. The distribution of statistical data was verified, and the levels according to the methodology indicators are presented. Conclusions. The methodological justification of the "Sometimes it happens" methodology and its initial testing make it possible to conduct broader diagnostic studies of humor in younger schoolchildren in situations involving violation of cultural norms, in an automatic mode (Certificate of state registration of the computer program No. 2025611158 Russian Federation).

Educational activities in the conditions of educational inclusion: phenomenon, specifics, advantages

2025-06-20

E. Yu. Safronova , T. A. Bondarenko | Psychological-Educational Studies

Context and relevance. Since inclusive education is a legal requirement in the Russian Federation, the issues of organizing education in non-standard conditions for teachers and parents need special research and … Context and relevance. Since inclusive education is a legal requirement in the Russian Federation, the issues of organizing education in non-standard conditions for teachers and parents need special research and reflection. At the same time, pedagogical science, in particular, the theory of education, the concept of inclusive education, faces a number of questions: Who is the subject of education in the context of inclusion? Is there an additional educational resource in inclusive education? Objective. Clarification of the phenomenon of educational activity, its specifics and advantages in the context of inclusion in modern Russian education. Hypothesis. Educational activities in the context of inclusive education retain the key characteristics of upbringing as a priority function of education, while acquiring the specifics and advantages associated with the implementation of the predicates of inclusive practice (participation, acceptance, psychological and pedagogical support, accessibility). Methods and materials. The research is mainly theoretical in nature, in connection with which the authors used methods of analyzing scientific literature, comparing the points of view of various researchers in the field of general and special pedagogy on the phenomenon of educational activity, a method of generalizing scientific positions, as well as methods of analyzing empirical experience and interviewing future teachers. Results. The phenomenon of educational activity in conditions of inclusion, its specifics and advantages are described; the grounds for using an individually differentiated approach in these conditions are substantiated. Conclusions. The characteristics of education identified and described by the authors in accordance with the predicates of inclusive practice help to identify the presence of "inclusive education" in school, and can also be used as guidelines for analysis/self-analysis and assessment of the state of educational activities, taking into account the special educational needs of pupils. Promising educational projects such as the description of inclusive educational practices based on an evidence-based approach can be implemented more successfully if the advantages and grounds of an individually differentiated approach specified by the authors are taken into account.

Evaluation of psychological indicators of pedagogical conservatism of university teachers

2025-06-20

Инна Борисовна Авакян | Psychological-Educational Studies

Context and relevance. Pedagogical conservatism is considered as a destructive phenomenon in the professional activity of a university teacher, leading to emotional dissatisfaction and stagnation. In this regard, the assessment … Context and relevance. Pedagogical conservatism is considered as a destructive phenomenon in the professional activity of a university teacher, leading to emotional dissatisfaction and stagnation. In this regard, the assessment of psychological indicators of pedagogical conservatism in the context of innovative transformations provides the opportunity to find effective conditions for overcoming such a state through the mechanism of psychological readiness for innovative activity as a result of professional success and productivity. Objective. To identify psychological indicators that determine different levels of pedagogical conservatism of university teachers. Hypothesis. The set of psychological indicators positively correlates with the level of pedagogical conservatism of university teachers. Methods and materials. The study involved 1754 university teachers in the humanities, socio-economic and technical fields (M = 42,3; SD = 8,7). The pedagogical conservatism of university teachers was assessed using the author's questionnaire "Assessment of pedagogical conservatism". The statistical methods used were the one-sample &lambda;-Kolmogorov-Smirnov criterion, the Mann-Whitney U-test, the standardized effect size of Cohen's d, and discriminant analysis. Results. The results showed that the prevailing indicators of the level of pedagogical conservatism (low, medium, high) include changes in socio-pedagogical values of education (digitalization, computerization, and distance learning), psychological unpreparedness for innovative pedagogical activity, psychological defense mechanisms against psychotraumatic events, low self-esteem, and pedagogical stereotypes. At the same time, the dominant indicators of the opposite direction (ability for pedagogical reflection and behavioral flexibility) are considered in the perspective of further research as a condition for overcoming pedagogical conservatism. Conclusions. It was shown that the assessment of psychological indicators of pedagogical conservatism of university teachers plays a key role in predicting the success of innovative pedagogical activity. The need for high-quality organization of psychological support for pedagogical activity in the university, ensuring constructive overcoming of negative mental states of university teachers, is recommended.

Subjective regulation in pedagogical activity: a comparative analysis of the control of behavior of teachers of comprehensive and special schools

2025-06-20

M.O. Fedotova | Psychological-Educational Studies

Context and relevance. The article examines the problem of subjective regulation of pedagogical activity. All teachers have responsible work and operate under conditions of limited resources. However, working with children … Context and relevance. The article examines the problem of subjective regulation of pedagogical activity. All teachers have responsible work and operate under conditions of limited resources. However, working with children with disabilities may impose additional requirements on special education teachers, which may affect the subjective regulation of their activity. Objective. The purpose of the article is to analyze behavior control among teachers working with children with mental disabilities and teachers teaching children with typical development. Methods and materials. Based on the system-subject approach of E.A. Sergienko, a comparative analysis of the control of the behavior of teachers in general education (N = 41, M = 32,2; SD = 8,1) and special education teachers (N = 41, M = 37; SD = 12) was conducted. The total sample size was 82 respondents. At the first stage, the level of control over teachers' behavior was analyzed using the "Behavior Control" questionnaire (E.A. Sergienko, G.A. Vilenskaya, I.I. Vetrova, 2021). Results. Analysis using the Mann-Whitney U-test showed that general education teachers have a higher level of behavior control compared to special education teachers. Conclusions. At the second stage, 20 in-depth interviews were conducted, the content analysis of which allows us to draw conclusions about the conditionality of the severity of the level of behavior control by subjective adaptation strategies in the professional and life environment.

Features of personal resources of psychological safety of students of different levels of education in a tense social environment

2025-06-20

Irina A. Baeva , Irina V. Kondakova , М Е Соколова +1 more | Psychological-Educational Studies

Context and relevance. A high level of tension characterizes the modern social environment. At the same time, there is a need for effective functioning in it, which requires maintaining a … Context and relevance. A high level of tension characterizes the modern social environment. At the same time, there is a need for effective functioning in it, which requires maintaining a state of psychological safety, which determines resistance to negative environmental impacts. Students are the vulnerable contingent due to the lack of personal maturity. Objective. The aim is to identify the features of personal resources of college, bachelor's and master's students studying in the territories newly admitted to the Russian Federation. Hypothesis. There are differences in the personal resources of psychological safety of students studying in a tense social environment, due to the level of their education. Methods and materials. The study sample consisted of 1034 people: 216 from college (M = 18,25, SD = 2,3, 42% &ndash; women), 627 from bachelor's programs (M = 19,52, SD = 3,21, 56% &ndash; women), 191 from master's programs (M = 26,87, SD = 5,59, 62% &ndash; women). The following methods were used: "Subjective Well-Being Scale"; a system of indices for assessing the acceptance of deviant forms of behavior; "Tromso Social Intelligence Scale"; "Cognitive Regulation of Emotions"; "Life Style Index"; a system of indices reflecting value orientations. For the empirical data assessment were used: Levene's test, one-way ANOVA with subsequent post-hoc pairwise comparison and correction for multiple comparisons using the Bonferroni/Games-Howell method, principal component analysis, multiple regression analysis. Results. The study revealed the features of the state of psychological safety of students at each level of education and the specifics of the resources supporting them (value orientations, types of cognitive regulation of emotions, social skills, and psychological defense mechanisms). Conclusions. The obtained results allow to develop targeted programs to support the state of psychological safety of students in a tense social environment, with the definition of targets of influence, differentiated for college, bachelor's, and master's students.

АКТУАЛЬНЫЕ ТРЕНДЫ И ФАКТОРЫ ВЛИЯНИЯ НА АКСИОСФЕРУ КАЗАХСТАНА: ДИСКУРСИВНЫЙ АНАЛИЗ

2025-06-20

Sholpan Zharkynbekova , Zhanna Seliverstova | Bulletin of Shokan Ualikhanov Kokshetau University Philological Series

Статья посвящена проблеме трансформации ценностных ориентиров в социуме Казахстана. Авторы исходят из того, что взаимосвязь между процессами глобализационного характера и аксиологическими процессами ведет к необходимости осмысления факторов влияния на аксиосферу … Статья посвящена проблеме трансформации ценностных ориентиров в социуме Казахстана. Авторы исходят из того, что взаимосвязь между процессами глобализационного характера и аксиологическими процессами ведет к необходимости осмысления факторов влияния на аксиосферу Казахстана. Цель исследования – лингвоаксиологическое измерение публицистического дискурса отечественных СМИ на предмет выявления и анализа актуальных трендов аксиологической сферы Казахстана за последние пять лет. В методологическом плане работа опирается на комплексную систему дискурсивных аналитических практик, обеспечивающую репрезентативную организацию исследования. В статье проанализирован ряд факторов влияния, таких как массовая цифровизация, пандемия COVID-19, внутриполитические процессы. На основании выполненного лингвоаксиологического мониторинга отмечаются как позитивные, так и негативные изменения в ценностных установках казахстанцев. Лингвокультурный анализ исследуемого дискурса выявил ценностно маркированные национальные особенности казахстанцев. Сопоставительный анализ отечественной публицистики с текстами программных документов Главы государства К.К. Токаева позволяет отметить успешную реализацию механизма конструктивного диалога между властью и обществом и констатировать позитивное влияние государственной политики на формирование обновленного аксиологического каркаса народа Казахстана.

PSYCHOLOGICAL PROBLEMS OF INTELLECTUAL DEVELOPMENT IN CHILDREN WITH AUTISM SPECTRUM DISORDER

2025-06-20

Mənsur Xaspoladov | Elmi əsərlər.

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by impairments in social communication, repetitive behaviors, and sensory sensitivities. Intellectual development in children with ASD varies significantly, leading to challenges … Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by impairments in social communication, repetitive behaviors, and sensory sensitivities. Intellectual development in children with ASD varies significantly, leading to challenges in education and psychological adaptation. This article examines the key psychological issues affecting the intellectual development of children with ASD, including social isola-tion, emotional dysregulation, cognitive flexibility limitations, and sensory processing difficulties. Further-more, it explores effective intervention strategies such as individualized education plans, cognitive-behavioral therapy, social skills training, and sensory integration therapy. Addressing these psychological challenges through a multi-faceted approach can significantly enhance the learning outcomes and overall quality of life for children with ASD.

METHODS AND WAYS OF DEVELOPING MOTIVATION FOR SUCCESS IN TEENAGERS

2025-06-20

Rəna Cəbrayılova | Elmi əsərlər.

The scientific article studies the methods and means of developing motivation for success. The ways of motivating adolescents to achieve success are investigated, methods and means are selected. According to … The scientific article studies the methods and means of developing motivation for success. The ways of motivating adolescents to achieve success are investigated, methods and means are selected. According to the author, another important factor influencing the formation of motivation for success in adolescents is emotions and feelings. They determine the strength and modality of the motive.

Emotional intelligence: a key aspect in the development of preschool children

2025-06-19

Berik Matayev , A. Temirzhanova , А. А. Bekisheva +1 more | The Journal of Psychology and Sociology

This study explores the importance of emotional intelligence (EI) in the development of preschool-aged children. The aim of the research is to identify the key components of EI and develop … This study explores the importance of emotional intelligence (EI) in the development of preschool-aged children. The aim of the research is to identify the key components of EI and develop a program for its enhancement. The scientific significance of the work lies in confirming the impact of EI on children's social skills, emotional well-being, and adaptation in society. The methodology includes observing children's behavior, conducting surveys with parents and educators, and testing children’s EI levels using standardized techniques. The results demonstrate that children with high EI manage their emotions better, resolve conflicts more effectively, and establish stronger interpersonal connections. This research contributes to understanding the critical role of EI in educational practices, particularly in preparing children for school. The study provides recommendations for parents and educators on fostering EI through games, teaching self-regulation skills, and encouraging emotional empathy. The practical value of the work lies in developing programs and resources to promote EI in preschool children. Keywords: preschoolers; development of preschool children; emotional intelligence; child psychologists; development of emotional intelligence of preschoolers.

HISTORIOGRAPHY OF PROFESSOR V. G. DEEV'S SCIENTIFIC ACTIVITY (DEDICATED TO THE 95TH ANNIVERSARY OF THE SCIENTIST'S BIRTH)

2025-06-18

Tatiana Kalashnikova , M. M. Kalashnikova | Man crime and punishment

The article examines the scientific contribution of Vitaly Grigorievich Deev (1930-2000), Doctor of Psychological Sciences, Professor, Honored Worker of Higher Education of the Russian Federation, one of the founders of … The article examines the scientific contribution of Vitaly Grigorievich Deev (1930-2000), Doctor of Psychological Sciences, Professor, Honored Worker of Higher Education of the Russian Federation, one of the founders of the Ryazan penitentiary psychological and pedagogical scientific school, to the formation and development of Russian penitentiary psychology

Reflexive Morality and Moral Consciousness

2025-06-18

Iliya Kadinov | Ethics Science Education

The current article examines the use of the concepts ‘reflective morality’, ‘morality’, and ‘moral consciousness’ within the framework of ethical science. A conventional solution is being sought regarding the use … The current article examines the use of the concepts ‘reflective morality’, ‘morality’, and ‘moral consciousness’ within the framework of ethical science. A conventional solution is being sought regarding the use of the term ‘moral consciousness’. The relation between moral consciousness and the following concepts is clarified: ‘reflective morality’, ‘moral action’, ‘moral behavior’, ‘moral emotions’, ‘awareness of moral action’, ‘subject of moral consciousness’, ‘internalization’, and ‘externalization of moral norms’. The article aims to achieve consensus within the scientific community on the correct academic use of these terms. Another objective is to attain clarity and unambiguity in ethical literature by clarifying certain fundamental concepts.

Universal Screening to Improve Early Identification of Students at Risk for Emotional and Behavioral Problems in the Post-COVID Era

2025-06-18

Eleni Didaskalou , Amy M. Briesch | Deleted Journal

In the post-COVID era, there is an urgent need for institutions and educators to apply enhanced detection approaches for the early identification of subtle warning signs of students' emotional and … In the post-COVID era, there is an urgent need for institutions and educators to apply enhanced detection approaches for the early identification of subtle warning signs of students' emotional and behavioral concerns that may impede their learning. This need is considerably greater in those systems where school-based support provision for students in need is still at a rudimentary level of development, such as in the Greek system. Recently, there has been a shift in school-based support provision, from a focus on assessment of existing problems to a focus on prevention and early identification of subtle warning signs of students' emotional and behavioral concerns, which may impede their learning. However, such a shift certainly poses significant challenges for general, special educators and other professionals. In this paper, we examine some of the main obstacles that are likely to impede the early detection of learning, social, and emotional challenges among students in Greek primary schools. These barriers appear to be linked to the prevailing paradigm underlying school-based support, the practices used in educational institutions to identify students at risk of learning and psychosocial problems, and the role that teachers and school-related professionals play in identifying and addressing students' needs and difficulties. Received: 5 July 2024 | Revised: 24 February 2025 | Accepted: 4 June 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Eleni Didaskalou: Conceptualization, Resources, Writing - Original Draft, Funding acquisition. Amy M. Briesch: Writing - Review & Editing, Visualization, Project administration.

Application of Coaching Technology in the Process of Professional Self-Determination of High School Students

2025-06-18

A. Falovskaya , Irina V. Polozhentseva | Scientific Research and Development Socio-Humanitarian Research and Technology

This article explores coaching technology as an innovative method that facilitates the professional self-determination of high school students. The significance of this approach is emphasized in the context of today’s … This article explores coaching technology as an innovative method that facilitates the professional self-determination of high school students. The significance of this approach is emphasized in the context of today’s dynamic labor market, where teenagers face challenges in choosing a career path, lack information, and experience uncertainty. Theoretical foundations of coaching, its impact on the development of personal qualities, and students’ ability to make conscious career choices are analyzed. The key principles of the coaching approach, its methodologies, and tools used in educational practice are examined. Particular attention is paid to analyzing the effectiveness of coaching in the educational environment, presenting empirical data, and offering practical recommendations for integrating coaching technologies into the education system. Possible barriers to implementing coaching methods in schools are discussed separately, and strategies for overcoming them are proposed. The research confirms that coaching contributes to the development of independence, responsibility, and confidence in students regarding their professional choices, making it a valuable tool in the educational sphere.

PSYCHOMOTOR INTERVENTION BASED ON ORGANIZATION OF THERAPEUTIC SETTING IN CYCLES FOR CHILDREN WITH AUTISM SPECTRUM DISORDER

2025-06-18

R Silva , Sónia Silva , Paula Soares da Silva +7 more | CIPEEX

The objective of the research project is to compare the effects of a psychomotor intervention program based on the organization of therapeutic settings in cycles, with the effects obtained by … The objective of the research project is to compare the effects of a psychomotor intervention program based on the organization of therapeutic settings in cycles, with the effects obtained by a conventional psychomotor intervention program based on an activity circuit on the motor development and participation of children with Autism Spectrum Disorder (ASD). This is a randomized controlled clinical trial with a blinded evaluator that will involve 30 children diagnosed with ASD. The participants will be evaluated one week before the intervention, one week and one month after the end of the interventions, using the Childhood Autism Rating Scale, the Autism Classification System: Social Communication, the Motor Development Assessment Battery, and the Participation and Environment Measure for Children and Youth. The interventions will be held twice a week, carried out over four consecutive weeks, totaling eight sessions of 45 minutes each. The experimental group will carry out the psychomotor intervention program based on the organization of Therapeutic Setting in cycles. The control group will carry out the psychomotor intervention program. In both interventions, the psychomotor structures of balance, tone, body awareness, laterality, spatial organization, gross motor skills, and fine motor skills will be focused on in the proposed activities. The results will be statistically analyzed assuming a significance level of p≤0.05.

Validation of Competences as a Priority of Educational Policy

2025-06-18

Silvia Todorova | Pedagogical Almanac

The article highlights the main prerequisites for building a positive school environment, which is crucial for the well-being and success of students. School environment is directly related to student outcomes. … The article highlights the main prerequisites for building a positive school environment, which is crucial for the well-being and success of students. School environment is directly related to student outcomes. In schools with a favorable environment, they feel safer and more motivated to achieve high academic success. An important aspect of building a positive environment is creating a culture of support, trust, and respect, both between teachers and students, and among students themselves. The article emphasizes the need for targeted and sustained efforts to improve the school environment, which should include not only changes in infrastructure, but also in the management of relationships and the creation of an atmosphere that stimulates the individual and personal development of each student.

The Influence of Visual Content on the Development of Values and Motivation of Personality

2025-06-18

Ya. Cherkasov , Galina Yulina | Scientific Research and Development Socio-Humanitarian Research and Technology

The article is devoted to the study of motivational videos. The purpose of the paper is to identify the means of structural and semantic organization of motivational videos, allowing them … The article is devoted to the study of motivational videos. The purpose of the paper is to identify the means of structural and semantic organization of motivational videos, allowing them to influence the recipient. The relevance of the research is determined by the need to study the phenomenon of motivational video materials that have a significant impact on human thought and behavior in the modern world. Video content acts as a catalyst for the formation of human values and motivational orientations, especially during the period of intense cognitive, emotional and value development of students. The problem of understanding motivational videos is interdisciplinary, and it is in the focus of the humanities, primarily psychology. The authors have identified the main characteristics of motivational discourse, analyzed the means of psychological influence. The given examples illustrate the statements under consideration.

Psychosocial Rehabilitation in the Context of Cultural Realities

2025-06-18

Podila Satya Venkata Narasimha Sharma | Journal of Psychosocial Rehabilitation and Mental Health

THE EDUCATIONAL ASPECT OF THE RE-SOCIALIZATION OF PERSONS WHO ARE SUBJECT TO PROBATION

2025-06-18

Yanina Polyakova , EKATERINA KASHKINA | Man crime and punishment

In accordance with the main purpose of probation, the main emphasis in its implementation is on social and educational measures. Due to this, the problem of effective implementation of educational … In accordance with the main purpose of probation, the main emphasis in its implementation is on social and educational measures. Due to this, the problem of effective implementation of educational and social work with persons in respect of whom probation is applied is being actualized. The authors use methods of analysis, synthesis, analogy and generalization, and study the provisions of the Federal Law "On Probation in the Russian Federation" containing measures of social and educational work in the probation system. The article presents an analysis of the concept of "resocialization" and its legislative reflection. In order to establish the means and methods of educational work with convicts the provisions of penal enforcement and departmental legislation are analyzed. Attention is focused on the choice of methods of educational work in the probation system in accordance with its goals. Arguments are given in support of the need to develop a mechanism for conducting educational work with certain categories of convicts, including those who are subject to executive and post-penitentiary probation.

The Effectiveness of Group Counseling Using The Approach Cognitive Behavioral Therapy (CBT) With Improved Cognitive Restructuring Techniques Self-Confidence of Pre-Prosperous Students

2025-06-17

Tomi Putra , Firman Firman | Tafkir Interdisciplinary Journal of Islamic Education

Poverty in Indonesia continues to increase from year to year, including in West Sumatra Province. The government is trying to overcome this problem through the Smart Indonesia Program (PIP) in … Poverty in Indonesia continues to increase from year to year, including in West Sumatra Province. The government is trying to overcome this problem through the Smart Indonesia Program (PIP) in the form of scholarships, to help students from underprivileged families obtain a decent education. However, many scholarship recipients still experience low self-confidence. This study aims to analyze the effectiveness of group counseling using the Cognitive Behavioral Therapy (CBT) cognitive restructuring techniques in increasing the self-confidence of underprivileged students at SMKN 5 Padang. This study uses a quantitative method with a quasi-experimental design in the form ofpretest-posttest control group design. The sample consisted of 16 students who were divided into experimental and control groups, each consisting of 8 people, through the technique cluster random sampling. The instrument uses a Likert scale, and the data is analyzed using Wilcoxon Signed Ranks Test and Mann Whitney Test. The results of the study showed that the CBT approach with cognitive restructuring techniques was significantly effective in increasing the self-confidence of underprivileged students. This study recommends CBT-based group counseling services as an intervention strategy for BK teachers in schools.

Motivational and Dispositional Features of Burnout of Students – Future Psychologists

2025-06-17

Halyna Chuyko , Tetiana Koltunovych , Yan Chaplak +2 more | Revista Romaneasca pentru Educatie Multidimensionala

The relevance of the study is due to the the increasing prevalence of burnout in the world, which may be associated with the blurring of the boundaries between a personʼs … The relevance of the study is due to the the increasing prevalence of burnout in the world, which may be associated with the blurring of the boundaries between a personʼs professional activity and his/her activity outside of work: a person is constantly in touch with work, which deprives him/her of quality rest and renewal of energy reserves. The purpose of the article is to conduct a study of studentsʼ (n=106) burnout in the context of their motivational and dispositional characteristics based on the theoretical analysis of the phenomenon of burnout and its understanding in psychology. The following methods were used in the study: Academic Self-Regulation Questionnaire (SRQ-A) by R. M. Ryan, & J. P. Connell, Maslach Burnout Inventory (MBI) (C. Maslach, S. Jackson, & M. Leiter), Motivation for Success and Fear of Failure (MFS) by A. Rean, diagnostics of socio-psychological attitudes of a person in the motivational and need sphere by O. Potemkina, Definition of Mental Burnout by O. Rukavishnikov, Big Five test by R. R. McCrae, P. T. Costa. Mathematical processing of the research results was carried out using the statistical package SPSS 17.0. The analysis of the understanding of burnout by scientists allows us to generalise: burnout begins due to the discrepancy between the requirements of the profession and the specialist (and vice versa), which causes prolonged stress, aggravated by stressful non-work activities; burnout manifests itself as a process of emotional, mental and physical exhaustion, accompanied by a feeling of emotional devastation; a manifestation of detachment from professional duties and communication, which develops into an impersonal and cynical attitude towards colleagues and clients, ending with a loss of professional motivation and devaluation of oneself as a specialist and a person. The survey results showed that the vast majority of respondents experience a high level of burnout. When burning out, a person behaves altruistically, but eventually becomes insensitive and anxious and depressed; is motivated by the desire to avoid failure, is not interested in the outcome of his or her work; and controls colleagues, perceiving them as rivals. A personʼs orientation towards the motivation to avoid failure can influence the development of burnout.

Psychometric Properties of the Social Attribution Task and Its Relationship With Cognitive Functions

2025-06-17

Samet Çelik , Leyla Arslan , Caner Özarslan +1 more | Psychiatry Investigation

The Social Attribution Task-Multiple Choice (SAT-MC) battery is one of tests used to evaluate social cognitive capacity. This study aimed to examine the reliability and validity of the SAT-MC for … The Social Attribution Task-Multiple Choice (SAT-MC) battery is one of tests used to evaluate social cognitive capacity. This study aimed to examine the reliability and validity of the SAT-MC for the first time in healthy adults and in individuals diagnosed with schizophrenia, then to investigate the effect on SAT-MC performance of clinical variables in schizophrenia patients. The study included 207 volunteers; 157 healthy adults, and 50 individuals diagnosed with schizophrenia. All the study participants were applied with the Raven Standard Progressive Matrices Test (RSPM), the Reading the Mind in the Eyes Test (RMET), and the SAT-MC. The results of the analyses showed that the SAT-MC had content and criteria validity in both the individuals diagnosed with schizophrenia and in the healthy control group. Internal consistency of test was calculated as McDonald's omega coefficient 0.81, and the test-retest reliability was found to be 0.75. Hierarchical multivariate regression analysis showed a predictive effect of RSPM and RMET on the SAT points. The results of this study demonstrated that SAT was valid and reliable in evaluating social attribution skills in both a healthy and a schizophrenia sample group. Social attribution skill was found to be related to the perceptual reasoning and abstract thinking skills of neurocognition. The social cognition dimension was determined to be related to the theory of mind skills. Insufficient social attribution skills, seen especially in schizophrenia patients, can lead to social withdrawal and isolation by disrupting interactions and relationships with others.

The influence of cultural capital on professional identity of preschool teachers in towns and villages：the mediating role of psychological resilience

2025-06-17

Yuxin Liu | Interdisciplinary Humanities and Communication Studies

This study employed a triangulation mixed-methods approach, targeting 54 teachers across five public kindergartens in rural Jinan, Shandong Province, to investigate the mediating role of psychological resilience in the relationship … This study employed a triangulation mixed-methods approach, targeting 54 teachers across five public kindergartens in rural Jinan, Shandong Province, to investigate the mediating role of psychological resilience in the relationship between cultural capital and professional identity. Quantitative analyses revealed that psychological resilience significantly predicted professional identity (β=0.492, p<0.001), while qualitative findings further elucidated the successful conversion of cultural capital. The research demonstrated that cultural capital must be mediated by psychological resilience to effectively translate into professional identity, with boundary conditions such as institutional support moderating this effect. The study innovatively proposes a "cultural capital conversion efficacy" theoretical framework, utilizing a "quant-qual integration" validation method. These findings offer a theoretical foundation for rural teacher workforce development, suggesting that composite interventions, including "indigenous curriculum development + psychological resilience training," can enhance teacher stability.

Extrinsic emotion regulation motives in dyads of friends.

2025-06-16

Angie M Gross , Judy Kwak , Tammy English | Emotion

Due to the central role friendships play in young adulthood, it is crucial to understand factors that help foster high-quality bonds. The present study examined associations between extrinsic emotion regulation … Due to the central role friendships play in young adulthood, it is crucial to understand factors that help foster high-quality bonds. The present study examined associations between extrinsic emotion regulation motives and relationship quality in friendship dyads. A sample of 105 young adult dyads (N = 210; Mage = 19.5 years, SDage = 1.2 years) completed a survey assessing their motives for engaging in extrinsic emotion regulation with each other and the constructive and destructive behaviors in their friendship. Actor-partner interdependence models indicated motivation to help a friend regulate for prohedonic, relationship maintenance, or emotional similarity reasons predicted more constructive behaviors, whereas contrahedonic motives predicted more destructive behaviors. These effects held from the perspective of the regulator but not the target of the regulation, highlighting the value of dyadic approaches for future work. (PsycInfo Database Record (c) 2025 APA, all rights reserved).