Lens ID,Title,Date Published,Publication Year,Publication Type,Source Title,ISSNs,Publisher,Source Country,Author/s,Abstract,Volume,Issue Number,Start Page,End Page,Fields of Study,Keywords,MeSH Terms,Chemicals,Funding,Source URLs,External URL,PMID,DOI,Microsoft Academic ID,PMCID,Citing Patents Count,References,Citing Works Count,Is Open Access,Open Access License,Open Access Colour
000-485-853-315-10X,Ego-Perception and Thanatos-Centration as Sources of Suicide in Adolescence,2019-04-19,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,L B Shneyder; N V Surgucheva,"The article considers structural, processual and causal aspects of suicides. Problems of child philosophizing, specifics of adolescence in the context of suicide discussed. The concept of suicidal risk clarified and its diagnostic possibilities shown. Identified that according to parents opinion significant role belongs to conflicts and personality traits among causal factors of suicidal risk. According to adolescents, suicidal intentions are associated with the subjective impossibility to create satisfactory continuation of life. It has been found that suicidal risks and types of suicidal behavior in late adolescence differ depending on age, worldview, gender and personality traits.",8,1,189,214,Developmental psychology; Psychology; Centration; Perception; Id ego and super-ego,suicide; adolescent; parents; suicidal behavior; suicidal intentions; suicidal risk,,,,http://psyjournals.ru/en/psyclin/2019/n1/Shneyder_Surgucheva.shtml https://psyjournals.ru/files/98488/Shneyder_Surgucheva.pdf https://psyjournals.ru/psyclin/2019/n1/Shneider_Surgucheva.shtml,http://dx.doi.org/10.17759/cpse.2019080112,,10.17759/cpse.2019080112,2937897418,,0,136-167-665-737-629,2,true,cc-by-nc,gold
000-515-698-837-18X,Philosophical education and psychology,,2019,journal article,Problems of Modern Education (Problemy Sovremennogo Obrazovaniya),22188711,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,Andrey Yu. Shelkovnikov,"The article is dedicated to the specifics of modern philosophical education. The problem of methodical correlation between philosophy and psychology teaching is considered. One of the aspects of the subject under research is philosophical foundations of psychology. The article is intended for teachers of philosophy, psychology, and other humanities.",,"6, 2019",9,14,Epistemology; Psychology,education; philosophy; psychology; methodology; self-observation образование; философия; психология; методика; самонаблюдение,,,,http://dx.doi.org/10.31862/2218-8711-2019-6-9-14,http://dx.doi.org/10.31862/2218-8711-2019-6-9-14,,10.31862/2218-8711-2019-6-9-14,3013134999,,0,,0,true,,bronze
003-224-314-574-771,Contemporary research on and scientifically based psychotherapeutic methods of treating PTSD in adults,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,E V Kazennaya,"The article offers a systematic review of foreign investigations into posttraumatic stress disorder (PTSD) for the past twenty years as well as the findings of the research into the drug-free treatment of PTSD in the light of an extensive systematic review of the scientific literature of the World Health Organization (WHO). The article presents the results of the investigations into the risk factors, the prognoses, the statistical data on the prevalence of PTSD, and the diagnostic criteria of PTSD according to ICD-11 and DSM-V, including the relevant and the most recent investigations into the PTSD and Complex PTSD (ICD-11). As a result of the review, two scientifically proven effective methods of the drug-free treatment of PTSD have been revealed: Trauma-focused cognitive behavioral therapy (TF-CBT), EMDR (eye movement desensitization and reprocessing) as well as cognitive or behavioural stress management techniques that do not focus on trauma.",9,4,110,119,Psychology; Psychotherapist,,,,,https://psyjournals.ru/en/jmfp/2020/n4/Kazennaya.shtml https://psyjournals.ru/files/118504/jmfp_2020_n4_Kazennaya.pdf https://doaj.org/article/d4ceb980eb08401f911acdf20e741c4f,http://dx.doi.org/10.17759/jmfp.2020090410,,10.17759/jmfp.2020090410,3119470858,,0,005-889-810-358-225; 007-195-999-953-699; 008-236-954-558-593; 008-397-082-706-866; 011-260-972-493-445; 011-871-069-845-670; 017-741-779-138-594; 028-494-340-854-82X; 033-642-920-055-330; 038-319-851-544-772; 045-763-785-285-083; 046-225-411-061-016; 051-563-998-548-87X; 053-013-242-367-151; 054-373-416-146-996; 085-808-761-347-910; 102-647-624-153-802; 139-314-846-880-092; 152-122-714-937-493; 168-232-138-673-853,15,true,cc-by-nc,gold
008-829-484-626-056,FINE ARTS AS A FACTOR OF FORMATION OF THE SCIENTIFIC WORLDVIEW OF THE SCHOOLCHILDREN,,2015,journal article,Философия образования,18110916,Publishing House SB RAS,,Lomov Stanislav; Leonid Medvedev; Dirksen Lyudmila,ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО КАК ФАКТОР ФОРМИРОВАНИЯНАУЧНОГО МИРОВОЗЗРЕНИЯ ШКОЛЬНИКОВ С. П. Ломов (Москва),,6,,,The arts; Factor (programming language); Psychology; Art; Visual arts; Computer science; Programming language,,,,,http://sibran.ru/upload/iblock/d41/d414013ca6faca6d672f2e47e8c79e1f.pdf https://doi.org/10.15372/phe20150618,http://dx.doi.org/10.15372/phe20150618,,10.15372/phe20150618,,,0,,0,true,,bronze
011-239-925-570-384,Stress and fear in extreme situations,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M I Rozenova; Valentina Ekimova; Alexey Kokurin; A.S. Ognev; O.S. Efimova,"Based on the analysis of foreign sources, the article examines the issues of functional interaction between states of fear and stress in an extreme situation. These experiences or states determine important aspects of personality behavior in extreme situations. The paper shows ambiguity and some confusion about understanding the hierarchical functional development of these states: sometimes stress is called the cause of the development of fears, which, in turn, begins to increase stress, or fear acts a source of stress response in a particular situation. Studies by foreign stress specialists show some return to the original (long-known) data regarding understanding the development of stress and methods of relieving its effects. In addition, in foreign literature, the problem of mutual impact of fear and stress in an extreme situation is not sufficiently informative, which allows national studies to fill the gap, and, in a sense, to implement a «pioneering» work.",9,1,94,102,Psychology; Social psychology; Stress (mechanics),стресс; страх; переживание; экстремальная; ситуация; состояния; взаимодействие; система; реагирование Для цитаты: Стресс и страх в экстремальной ситуации [Электронный ресурс] / М.И. Розенова; В.И. Екимова; А.В. Кокурин; А.С. Огнев; О.С. Ефимова // Современная зарубежная психология. 2020. Том 9. № 1. С. 94-102 stress; fear; experience; extreme situation; state; interaction; system; response,,,,https://psyjournals.ru/files/112775/jmfp_2020_n1_Rozenova_Kokurin_Ognev.pdf https://psyjournals.ru/jmfp/2020/n1/Rozenova_et_al.shtml,http://dx.doi.org/10.17759/jmfp.2020090110,,10.17759/jmfp.2020090110,3014758031,,0,018-518-391-602-965; 025-492-475-614-067; 026-587-993-125-35X; 029-438-403-351-841; 035-382-034-420-457; 065-897-040-304-744; 070-608-574-415-454; 073-904-250-391-586; 082-712-282-224-352; 112-285-186-550-193; 116-838-033-141-48X; 120-660-396-292-948; 133-426-107-027-440; 156-512-614-749-304,21,true,cc-by-nc,gold
013-349-770-278-740,Main directions of improving professional thinking of psychology students,,2023,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education «Moscow Pedagogical State University» (MPGU),,A.F. Anufriev; N.S. Kuliev; D.A. Popravko; V.I. Chmel,"The article is devoted to the analysis of directions for improving professional thinking in psychology students. Based on the analysis of modern domestic and foreign literature on the problem of professional thinking, three main directions of its improvement are identified – the development of critical thinking, taking into account the cognitive-style organization of thinking, and the development of diagnostic thinking. The first direction reveals the specifics and functions of critical thinking, approaches to its understanding, the relationship of critical thinking with metacognition as knowledge of one’s cognitive activity, and outlines ways to form critical thinking. When describing the second direction, the author defines the cognitive style of thinking, notes its relationship with metacognitive abilities, provides data from psychological research in the field of education and professional activity, and draws attention to the fact that cognitive styles determine the success of various types of professional activity. In the third direction of improving professional thinking, the author shows the specifics of diagnostic thinking as a special type of cognitive and practical activity, presents data from empirical studies, and describes a new automated computer system designed to form the diagnostic skills of a psychologist in solving cause-and-effect diagnostic problems. It is noted that the development of diagnostic thinking using an automated system is possible by solving training cases created based on real cases from the diagnostic consulting practice of a psychologist. It is shown that this technology can be used not only for the formation of diagnostic thinking, but also for critical thinking.",1,,,,Critical thinking; Metacognition; Cognitive style; Psychology; Cognitively Guided Instruction; Cognition; Critical systems thinking; Vertical thinking; Divergent thinking; Convergent thinking; Style (visual arts); Professional development; Systems thinking; Mathematics education; Pedagogy; Social psychology; Computer science; Creative thinking; Artificial intelligence; Creativity; Archaeology; Neuroscience; History,,,,,,http://dx.doi.org/10.31862/2500-297x-2023-1-150-164,,10.31862/2500-297x-2023-1-150-164,,,0,,0,true,,gold
015-469-255-855-872,Distance technologies in teaching Russian as a foreign language at the present stage of development of foreign language education,,2021,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Roza Makhaeva,"The transmission of information is one of the most accessible common phenomena in the modern world. For the convenient dissemination of scientific knowledge, it is enough to use the virtual environment of the Internet. Technologies of the present time make it possible to freely use the computer and the web space for learning at any level, either at a school or university. Open access to learning is essential for today's society, which strives to meet the growing demand for education, regardless of location of educational process. Distance learning technologies make it possible to reach large groups of people in remote areas of the country, people with different forms of disabilities and those who, for whatever reason, are not able to study in person.; Teaching foreign languages, in particular Russian as a foreign language, today takes place with the help of modern programs that facilitate classes in direct interaction with the teacher or independently. Therefore, when building a model of teaching Russian as a foreign language using distance technologies, it is very important to create an educational language environment that includes teaching materials, a set of tasks, the organization of student communication not only in asynchronous, but also in synchronous, including voice, modes. The article discusses the use of distance platforms for learning foreign languages, highlights the functions of a teacher in organizing the process of teaching Russian as a foreign language using distance technologies.; The article proposed by the author reflects the work of the founders of the theory of distance learning in Russian as a foreign language E.G. Azimova, L.A. Dunaeva, O.I. Rudenko-Morgun, A.N. Bogomolov. The author of the article defines the criteria for the selection of linguodidactic materials using distance technologies and the specifics of the task system. The research carried out within the framework of this article allows us to conclude that distance learning should not and cannot replace traditional education. The use of distance technologies can increase the motivation of students to learn, their responsibility, the level of self-realization, as well as form communication skills and cultural competence.",9,2,,,Foreign language; Stage (stratigraphy); Political science; Linguistics,,,,,http://dx.doi.org/10.15862/39pdmn221,http://dx.doi.org/10.15862/39pdmn221,,10.15862/39pdmn221,3172667481,,0,,1,true,cc-by,gold
016-476-120-693-441,Operational Model and Tools for Studying Subjective Well-Being of Orphans and Children Without Parental Care,,2020,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,V N Oslon; G V Semya; L M Prokopeva; U V Kolesnikova,"The article presents the rationale for the theoretical construct ‘subjective well-being of orphans’, its operational model, as well as the reliability and validity of a specially designed standardized interview (SI) for measuring and assessing both the general level of subjective well-being and its specific areas (SWB).The subjective well-being of a child is viewed from the position of his/her satisfaction with the ‘system of own attitudes’ to himself, to others, to the environment, to his/her ‘chronotope’.The operational assessment model built on its basis included 10 domains that built the basis of SI. The tool was tested on a sample of 498 orphanage residents aged 13 to 17 years. Its reliability, internal consistency, correctness and validity have been proven: meaningful, constructive (Cronbach’s coefficient “α” α k = 0.741); convergent (at the level of high statistical significance, SI indicators correlate with the method of M. Rosenberg, as well as with the results of the “Vi ability” test (Osin E.N., Rasskazova E.I., screening version); criterial (correlation analysis revealed the stable relationships between indicators of subjective well-being and institutional experience (r = 0.017, p = 0.702).",25,6,41,50,Paternal care; Subjective well-being; Developmental psychology; Psychology,ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация,,,,https://psyjournals.ru/files/118328/pse_2020_n6_Oslon_Semya_et_al.pdf https://psyjournals.ru/psyedu/2020/n6/Oslon_Semya_et_al.shtml,http://dx.doi.org/10.17759/pse.2020250604,,10.17759/pse.2020250604,3113791143,,0,012-133-471-415-275; 025-417-088-125-407; 029-787-288-564-352; 036-966-039-975-115; 044-169-413-594-362; 050-499-436-721-52X; 051-786-850-752-581; 056-284-456-911-857; 069-621-294-801-36X; 135-953-763-697-765; 161-053-476-485-304,23,true,cc-by-nc,gold
018-967-809-460-17X,Digital university: rethinking the model framework within stakeholder theory,,2020,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Egor V. Neborsky; Mikhail V. Boguslavsky; Natalya Ladyzhets; Tatyana A. Naumova,"The COVID-19 pandemic, which triggered an avalanche-like transition of universities to a remote work format, not only identified new conditions for organizing pedagogical and administrative processes in universities, but also updated the topic of digital technologies in research projects and publications. The framework of the “digital university” model, for the implementation of which the state provides subsidies, consists of four blocks: management systems based on data; digital educational technologies; individual educational trajectories; competence of the digital economy. In general, the development of a framework for a digital university model is aimed at solving specific problems that are fully justified, and their solution seems to be extremely necessary, but in a sense they can represent only the first stage in the development of a digital university as a phenomenon of a new era. The introduction of technological innovation into the ritualized practices of universities is, in fact, a response to past challenges. To rethink the framework of the model, its enrichment and refinement, the theory of stakeholders (stakeholders) was used. The main stakeholders are: the state; University management; administrative staff; teaching staff; researchers and laboratory assistants; educational support staff; technical staff; students; parents and legal representatives of students; applicants; parents and legal representatives of applicants; foreign universities and their representatives in the university administration; foreign faculty; foreign students, graduate students and doctoral students; employers; investors; mass media (primarily regional); public organizations. The needs of stakeholders are considered, as well as possible digital solutions. The article substantiates that the traditional use of a digital device without the actual use of innovative digital technologies does not make higher education digital in the literal sense of the word.",8,6,,,Sociology; Stakeholder theory; Management science,university; digital university; digital education; digital educational technologies; distance learning; online and offline education; educational systems management,,,,http://dx.doi.org/10.15862/22pdmn620,http://dx.doi.org/10.15862/22pdmn620,,10.15862/22pdmn620,3116590021,,0,,4,true,cc-by,gold
021-533-021-385-901,Трансформация метафорических репрезентаций жизненного пути личности в период самоизоляции у взрослых,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Саликова Э.М.В.,"This article discusses theoretical approaches for understanding metaphorically expressed life paths social representations. The results of a longitudinal empirical study of life paths metaphorically expressed social representations of adult group are presenter. In the first half of study, 267 respondents took part, in the second half of study – 37 respondents. During the first stage of this study, the categories of analysis of metaphorical representations were selected on the basis of the essay material of 267 respondents. At the second stage of the study, data of 37 respondents analyzed. Participants with an interval of six months described in the form of metaphors their life path in a normal situation and in a situation of self-isolation. During this study content-analysis of the words that make up the metaphoric representations of life path and life path in self-isolation was performed. Categories of metaphoric representations were picked out, and analysis was performed with the use of these categories. We created next two nuclear-peripheral structures of social representations, expressed metaphorically: life path and life path in self-isolation (in the adult group). Comparative analysis of representations about life path in everyday life and during the period of self-isolation performed, dynamic changes in the structural elements of social representations identified.",9,2,147,160,Psychology,social representations; life path; metaphor; self-isolation,,,,https://psyjournals.ru/psyclin/2020/n2/Salikova.shtml https://psyjournals.ru/files/114895/cpse_2020_n2_Salikova.pdf,http://dx.doi.org/10.17759/cpse.2020090207,,10.17759/cpse.2020090207,3045207386,,0,043-980-393-889-791; 048-612-970-735-497; 050-668-863-259-637,3,true,cc-by-nc,gold
026-390-738-394-238,“The Casus of Reciprocity” and Other “Inconveniences with Identity”,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V A Ilyin,"The concept of “identity”, introduced into the psychological lexicon by E. Erickson and empirically verified by his followers, has now become firmly used by representatives of not only the entire spectrum of the humanities, but also politicians, political scientists, and publicists. At the same time, immediately after the release of the first edition of E. Erickson’s work “Identity: Youth and Crisis”, serious doubts were expressed about the validity and substantive value of using this concept in Russian scientific discourse, which have become unexpectedly relevant today. So what happens to “identity”? Where does a scientific concept end and a common cliche begin? Where is the border between the study of real scientific problems and pseudo-scientific activity? An attempt to give answers to these questions is undertaken by the following author’s thoughts.",12,1,222,235,Sociology; Identity (philosophy); Reciprocity (network science); Social psychology,identity; identification; psychosocial developmental theory,,,,https://psyjournals.ru/files/119697/sps_2021_n1_Ilyin.pdf https://psyjournals.ru/en/social_psy/2021/n1/Ilyin.shtml,http://dx.doi.org/10.17759/sps.2021120114,,10.17759/sps.2021120114,3144790431,,0,006-044-407-840-785; 016-173-911-417-488; 136-989-034-415-60X,2,true,cc-by-nc,gold
027-944-166-268-073,Coping Strategies of Members of Open and Closed Contact,,2020,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V A Ilyin; N A Krayushkina,"Objective. Identification of differences in copying behavior in members of closed and open groups, as well as identification of peculiarities of these differences. ; Background. One of the significant factors in the logic of considering the personality-group relationship, taking into account the degree of group closure, is the process of integration of the individual into the group and, above all, the mechanisms of adaptation into the community, in particular, copying behavior, due to his individual-personality characteristics. ; Study design. The study aims to identify differences in the preferred coping strategies of members of open and closed groups with different intragroup status. Intragroup status was detected using a standard package of socio-psychological methods. Preferred coping strategies — using the SACS methodology. Statistical analysis of the significance of differences was performed using the nonparametric Mann-Whitney test. ; Participants. 208 people participated in the study. 106 subjects working in production divisions of IT-companies, namely customer service managers of four departments of 20 to 30 people, the average age of subjects was 21.6 years, work experience from 1 to 3 years. 102 soldiers of army units of the “branch-platoon” level of 10 to 25 personnel, the average age of soldiers is 19.6 years. ; Measurements. Methods of research included: sociometry, referentometry, methodical acceptance of the definition of the informal inragroup structure of power in the contact community, algorithm of calculation of the integral status of the individual in the contact community M.J. Condratiev, method “Strategies for overcoming stress situations” (SACS) S. Hobfall in adaptation of N.E. Wateryanova and E.S. Starchenkova. ; Results. Based on the analysis of the obtained data, it is shown that in open-type organizations the achievement of a high-level position in the informal intra-group structure is facilitated by copying strategies with a high degree of activity and a pro-social orientation, while in closed-type organizations the achievement of a high-level position is facilitated by direct and asocial copying strategies. ; Conclusions. In open communities, conditionally constructive strategies are more preferred, while in closed conditionally destructive copying strategies.",11,4,135,150,Psychology; Social psychology,copying strategies; integral intra-group status; informal intra-group power structure; open community; closed community,,,,https://psyjournals.ru/social_psy/2020/n4/Ilyin_Krajushkina.shtml https://psyjournals.ru/files/118280/sps_2020_n4_Ilyin_Krajushkina.pdf,http://dx.doi.org/10.17759/sps.2020110410,,10.17759/sps.2020110410,3114868065,,0,,0,true,cc-by-nc,gold
030-202-212-776-630,Метафора профессионального самоопределения: взаимосвязь индивидуально-личностных характеристик и выбора профессии,,2018,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,И В Вачков; Д В Молчанова,"The article presents the data of research of interrelation of professional self-determination and features of individual and personal characteristics of individuals on the example of the choice of the profession of “psychologist” in different age groups: high school students, psychology students and practitioners. Also considered the peculiarities of the choice of metaphors to describe the category of “Self” image” and “I'm a professional”. The study was done on a sample of 55 people using a set of three methods. Based on the results, it is concluded that some personal characteristics can indirectly affect professional self-determination. For example, “altruistic” people tend to choose “helping” professions, while those with high indicators on the scale of “Openness to new experience” are more suited to creatively oriented work. It is assumed that the relationship between the use of certain cognitive metaphors and professional choice determines some inclusion of images of different “Self” images” in the process of self-determination, but for the conclusions about the integration of personal and professional self-determination in cognitive metaphors further research is needed.",8,2,77,88,Philosophy,"professional self-determination; individual and personal characteristics; cognitive metaphors; ""Self"" image""; the profession of psychologist",,,,https://psyjournals.ru/files/93374/psyandlaw_2018_2_Vachkov_Molchanova.pdf https://psyjournals.ru/psyandlaw/2018/n2/93374.shtml,http://dx.doi.org/10.17759/psylaw.2018080206,,10.17759/psylaw.2018080206,2809556544,,0,043-037-249-701-89X; 164-922-344-873-752,2,true,cc-by-nc,gold
030-842-393-494-67X,Close Gap Test Strategies for Students with Severe Speech Impairment,2021-06-30,2021,journal article,Integration of Education,23081058; 19919468,National Research Mordovia State University MRSU,Russian Federation,Olga E. Gribova; Anna A. Almazova,"Introduction. The level of formedness of text competence at secondary school in the aspect of understanding the text’s factual information ensures the successful grasping of the learning content. The purpose of the research was to identify the specifics of the functioning of linear deployment mechanisms and probabilistic forecasting among learners of 5–10th grade (form) with specific language impairment.; Материалы и методы. The modified close gap test method was used as the main research method at the level of the ascertaining experiment. The results of the close gap tests, filled by learners, were exposed to quantitative and qualitative analysis. The research was conducted by applying theoretical (interpretive) and empirical (ascertaining experiment based on author’s method) methods. The analytical stage involved the use of the method of correlation analysis, the mathematical processing was carried out with the help of one-way analysis of variance (ANOVA).; Results. Analysis of experimental data helped determine the close gap test strategies in adolescent students with specific language impairment. The qualitative and quantitative analysis of studentsʼ work was applied to determine three main groups of strategies for linear deployment and probabilistic forecasting: strategies for establishing semantic links at the level of the lexical component, a strategy for establishing links at the level of associations, and no strategy. Furthermore, the analysis of substitutes with regard to their compliance with grammatical requirements revealed the following typology of manifestations of agrammatism: the use of an inadequate part of speech, deficiencies of grammatical presentation in phrases, non-compliance of the grammatical form of the substitute with the requirements for the grammatical design of the sentence. Correlation analysis was applied to establish links between different types of close gap test strategies used by adolescents with specific language impairment, as well as their relationship with the levels of understanding the factual content of the text.; Discussion and Conclusion. The results obtained contribute to the development of developmental psycholinguistics, special pedagogy, speech therapy and school methods of speech development.",25,2,340,358,Psychology; Test strategy; Severe speech impairment; Audiology,severe speech and language disorders; specific language impairment; adolescents; close test; gap filling strategies; text understanding mechanisms; linear deployment; probabilistic forecasting,,,,http://edumag.mrsu.ru/content/pdf/21-2/10.pdf,http://dx.doi.org/10.15507/1991-9468.103.025.202102.340-358,,10.15507/1991-9468.103.025.202102.340-358,3172320060,,0,000-693-097-992-08X; 002-509-047-988-808; 005-724-663-253-160; 006-763-250-205-038; 011-258-626-173-286; 030-833-574-108-948; 034-544-041-686-870; 035-944-757-111-369; 047-642-111-586-025; 050-423-309-500-731; 052-365-925-421-279; 054-688-531-931-216; 067-658-706-917-171; 087-266-432-592-180; 098-526-573-881-178; 125-868-778-222-966; 129-589-276-322-805,0,true,cc-by,gold
031-391-003-741-783,"History of Personality and Personality in History: On the 20th Anniversary of the Publication of the Monograph by A.V. Tolstykh ""The Experience of Concrete Historical Psychology of Personality""",,2020,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,V.A. Ilyin,"The article presents the main provisions of the original concept of personality development by A.V. Tolstykh, relatively little known today due to the early death of this prominent representative of the cultural-historical tradition in psychology. It is shown that within the framework of A.V. Tolstykh, the process of personality development is a three-phase dynamic structure aimed at integrating the individual with the mankind as a full-fledged subject of ancestral life — “historical, cultural, social”. The article describes the methodology based on a polydisciplinary approach to the study of psychological phenomena used by A.V. Tolstykh which allowed him to successfully solve a number of fundamental problems associated with the study of the phenomenology of personality and, thereby, make a real contribution to the development of cultural-historical psychology. We argue that the monograph by A.V. Tolstykh is an essential and even unique textbook for an in-depth study of personality development, both within the framework of the cultural-historical concept itself, and in a wide personal and socio-psychological context.",16,4,118,121,Psychoanalysis; Psychology; Personality,,,,,https://psyjournals.ru/kip/2020/n4/Ilyin.shtml https://psyjournals.ru/files/117822/chp_2020_n4_Ilyin.pdf,http://dx.doi.org/10.17759/chp.2020160413,,10.17759/chp.2020160413,3112715623,,0,,0,true,cc-by-nc,gold
031-618-832-991-61X,"The Experience, Problems and Prospects of Module-organized Preschool Teacher Training Program within the Network of Higher and Preschool Educational Organisations",,2015,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,Г Н Толкачева; Л М Волобуева; Е И Изотова; М Ю Парамонова,"The article presents the testing results of new modules of the basic professional educational bachelor program, «Psycho-pedagogical Education» (preschool teacher) training direction, which is part of the modernization project of teacher education (Government contract # 05.043.11.0028 d.d. 16.06.2014, Federal Targeted Program for the Development of Education in 2011¬2015). Main attention is paid to the analysis of the development of student competencies according to Federal State Education Standard of «Psycho-pedagogical Education» training direction for bachelor students focused on the performance in accordance with the pre-school teacher professional standard. For this purpose, we compared the data obtained during final certification of modules that have already been tested, and computer testing conducted by the resource center for support projects on modernization of teacher education in Moscow State University of Psychology & Education. We identified problem issues and particular errors that may be debatable among professionals. Authors outlines promising ways to improve the modules of the basic professional educational program on the basis of proposals made by subcontracting universities.",20,5,117,129,Mathematics education; Psychology; Training program,modernization of teacher education; basic professional educational program; educational module; teacher activity; professional competence; networking; educational outcomes; educational technology; professional teaching standard (in pre-school education); Federal State Education Standard of Preschool Education,,,,https://psyjournals.ru/files/78920/pno_2015_5_tolkacheva.pdf https://psyjournals.ru/psyedu/2015/n5/tolkacheva.shtml,http://dx.doi.org/10.17759/pse.2015200511,,10.17759/pse.2015200511,2218870326,,0,,2,true,cc-by-nc,gold
035-578-291-912-879,Prerequisites for Accepting the Digital Educational Environment in New Cultural and Historical Conditions,,2021,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,N.P. Radchikova; M.A. Odintsova; M.G. Sorokova,"According to cultural historical activity theory motivation, adaptability, study-related experience (“perezhivanie”), and moral codes may be considered as prerequisites for Digital educational environment (DEE) acceptance. To measure the attitudes towards DEE a Scale for Assessing University Digital Edu¬cational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). Aca¬demic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sy¬chev, and E. Osin). Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Stu¬dents’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. 406 stu¬dents of Moscow State University of Psychology and Education took part in the investigation (90,1% fe¬male). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years. The results showed that it is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. Acceptance group has higher scores in almost all motivation indicators, study-related experiences of pleasure and meaning, adaptability to educational activities, and lower scores in five out of seven moral disengagement strategies. Statistical analysis (classification trees) showed that motiva¬tion (both external and internal) and study-related experience are key resources for the DEE acceptance.",17,3,115,124,Psychology,digital educational environment; prerequisites for acceptance / rejection; motivation; cultural-historical conditions; «cultural capability»,,,Moscow State University of Psychology and Education,https://psyjournals.ru/kip/2021/n3/Radchikova_et_al.shtml,http://dx.doi.org/10.17759/chp.2021170315,,10.17759/chp.2021170315,3211321450,,0,000-553-749-494-082; 002-488-252-834-55X; 004-202-035-914-533; 004-930-618-968-061; 006-164-925-024-530; 007-795-534-444-930; 013-728-895-444-538; 017-986-553-887-272; 018-051-489-877-573; 018-677-530-021-393; 020-322-172-271-315; 021-216-098-572-597; 044-957-086-143-78X; 050-148-325-784-195; 054-150-027-956-962; 057-107-964-147-786; 064-029-488-109-078; 067-849-434-620-746; 076-187-579-840-340; 078-073-724-095-509; 078-221-917-889-593; 087-874-804-627-17X; 098-346-650-110-898; 103-785-826-410-530; 106-662-023-417-172; 111-914-495-756-390; 114-280-705-331-444; 121-274-574-646-448; 124-251-242-736-217; 128-441-903-056-490; 150-755-278-000-844; 170-660-264-000-951; 179-822-609-759-40X,4,true,cc-by-nc,gold
036-535-577-347-39X,Psychological Characteristics of Self-Image and Self-Assessment in Adolescents with Impaired Renal Functioning of Different Severity,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I V Vachkov; D A Zaruba; J.Y. Kurtanova,"The article presents the study results of the features of self-assessment and self-image of three groups of adolescents: with a mild degree of renal failure, in the terminal stage (waiting for a kidney transplant) and healthy, who formed the control group. The main results of the comparative analysis of these groups were the identification of similarities or minor differences in the parameters of self-assessment and self-image among healthy adolescents and adolescents with mild renal dysfunction, as well as the identification of statistically significant differences between the first two groups and the group of adolescents in the terminal stage of kidney disease on a number of scales and indicators. These differences are found, first of all, in higher egocentricity, uncritical, in poor, superficial and poorly differentiated representation of themselves in adolescents of the last group. Their self- assessment is low, while the level of claims is high and particularly sharply overstated on the Health scale; there is a significant gap between the assessment of the available condition and the desired one.",7,3,45,65,Psychology; Self-assessment; Clinical psychology; Self-image,подростки; образ Я; самооценка; уровень притязаний; самоотчетные характеристики; нарушения почечного функционирования; заболевания разной степени тяжести adolescents; self-image; self-assessment; level of claims; self-characteristics; renal dysfunction; diseases of different severity,,,,https://paperity.org/p/216208336/psychological-characteristics-of-self-image-and-self-assessment-in-adolescents-with https://psyjournals.ru/files/95457/Vachkov_et_al.pdf https://psyjournals.ru/psyclin/2018/n3/Vachkov_et_al.shtml,http://dx.doi.org/10.17759/cpse.2018070303,,10.17759/cpse.2018070303,2896758814,,0,010-052-323-158-759; 113-991-444-938-540; 130-754-385-215-242,3,true,cc-by-nc,gold
039-003-253-107-818,Assessment of the COVID-19 pandemic situation by residents of Russia and Belarus,,2021,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,M.A. Odintsova; N P Radchikova; V A Yanchuk,"Objective. Comparative analysis of assessing the situation of the COVID-19 pandemic depending on the age of the respondents and the strategies of state regulations against infection (example of Belarus and Russia). Background. The study of COVID-19 assessments by residents of regions with different state regulations of the pandemic situation makes it possible to identify the similarities and differences in assessments of the situation, the degree of its impact on different spheres of life, fears, their capabilities and to outline the directions of psychological assistance. This is one of the first attempts to identify the personality-environment-activity interdetermination of psychological phenomenology is presented. Study design. The study was conducted from April 11th to June 4th, 2020 using Google Form. Measurements. Specially designed questionnaire with scores from 0 to 10 (on the Likert scale) of the COVID-19 situation and an open-ended question. Participants. It was attended by 439 people from 18 to 62 years old: 231 Russians (77.9% of women;average age 32.68+9.16 years) and 208 Belarusians (75.5% of women;average age 30.94+10.28 years). Of these: 1) Russian youth from 18 to 30 years old (N=91;average age 23.6+4.21 years) and Belarus youth (N=113;average age 23.1+3.8 years);2) the mature generation of Russians from 31 to 60 years old (N=140;average age 38.6+6.25 years) and Belarusians (N=95;average age 40.25+7.37 years). Results. Both Belarusians and Russians highly estimated their capabilities and resources. Older people in both countries give a more negative assessment of the pandemic situation, while at the same time giving a higher assessment of their resources than young people. In self-isolation the intensity of fears decreases, the situation is assessed more positively, but the influence on physical activity and mental state increases. Global and personal fears dominate in the absence of self-isolation, while social fears dominate in the absence of self-isolation. There is a positive correlation between person's capabilities and resources and the assessment of fears, the difficulties of the pandemic situation, and the degree of its impact on various aspects of life in the situation of self-isolation. Conclusions. Assessments of the pandemic situation complexity, the degree of its impact on various aspects of life, and fears are higher among the residents of Belarus, which may be explained by the lack of additional measures against the spread of coronavirus infection. © 2021 Editorial Board of Journal of Agro-Environment Science. All rights reserved.",12,2,56,77,Likert scale; Demography; Psychology; Mental state; Positive correlation; Coronavirus disease 2019 (COVID-19); Older people; Editorial board; Phenomenology (philosophy); Pandemic,COVID-19 pandemic; assessment of the situation; fears; government regulation; selfisolation,,,,https://doaj.org/article/c363cd71097d4b3aa83b566025576168 https://psyjournals.ru/social_psy/2021/n2/Odintsova_et_al.shtml https://psyjournals.ru/files/121269/sps_2021_n2_Odintsova_et_al.pdf,http://dx.doi.org/10.17759/sps.2021120204,,10.17759/sps.2021120204,3187152254,,0,003-794-868-413-309; 009-332-967-114-955; 010-159-553-845-706; 010-552-872-347-027; 017-999-440-530-245; 023-325-174-909-899; 025-757-877-275-759; 026-829-242-558-962; 029-431-517-906-508; 035-077-954-892-130; 046-965-546-281-01X; 061-146-643-366-781; 062-188-125-568-983; 062-201-347-440-946; 064-295-796-214-672; 072-209-077-593-211; 088-208-303-548-248; 106-528-033-797-028; 131-571-405-483-282; 152-929-044-032-448; 153-391-156-992-798; 155-165-590-261-709; 159-085-191-148-974; 172-982-750-269-432,4,true,cc-by-nc,gold
041-430-042-006-222,Peculiarities of parental attitudes of young mothers with various parental experience,,2019,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,Elena A. Sorokoumova; E. Mamonova; Olga V. Suvorova; Svetlana N. Sorokoumova,"The concepts of motherhood and parenthood are considered from the point of view of parental functions. A study was conducted of the parental attitudes of young mothers aged 20 to 35 y.o., who have the only child or a second child not older than 3. Among the 60 participants surveyed: 30 young mothers with one child and 30 mothers with parenting experience. The results of the study showed that the experience of parenting affects the attitude to family roles and to the child. The analysis of the results of the study of parental attitudes made it possible to record a significant number of significant differences (“attitude to family roles” – t = 2.46; р = 0.003; “restriction to the role of a housewife” – t = 4.07; р = 0.04; “sacrifice of parents” – t = 3.81; р = 0.05; “emotional distance with the child” – t = 3.66; р = 0.03; “excessive concentration on the child” – t = 4.58; р = 0.05; “contact” – t = 2.62; р = 0.005; “cognitive needs” – t = 3.97; р = 0.001; “creativity” – t = 3.51; р = 0.0001). Young mothers with one child limit their interests to the family, which creates a sense of sacrifice and provokes family conflicts; with a child, such a mother is emotionally close and encourages their activity. Experienced mothers do not limit their interests to family boundaries, while being satisfied with family relationships, the attitude towards the child is more authoritarian, such mothers are not emotionally close to the child and are strict. That is, the experience of parenting has a mixed effect on parental attitudes. In the group of young mothers with one child, it is necessary to get rid of the feeling of self-sacrifice in the family, increase self-esteem, and also reduce excessive care for the child. In a group of young mothers with parenting experience, it is necessary to reduce the authoritarian influence on the child, irritability and severity.",,"3, 2019",152,166,,,,,,http://dx.doi.org/10.31862/2500-297x-2019-3-152-166,http://dx.doi.org/10.31862/2500-297x-2019-3-152-166,,10.31862/2500-297x-2019-3-152-166,2997192995,,0,,1,true,,gold
048-981-323-963-198,“ENTOMOLOGIST – WHO IS IT?..”,,2019,journal article,Bulletin of the Moscow State Regional University (Russian philology),23107278,Moscow Regional State University,,Viktor P. Zhuravlеv,"Аннотация. В воспоминаниях выпускника МОПИ имени Н. К. Крупской 1972 г. раскрываются самобытные черты портрета известного филолога-слависта профессора Н. А. Кондрашова. Посвящая читателей в ретроспективу событий факультета русского языка и литературы тех лет, автор рассказывает о восприятии студентами лекций этого учёного, отмечает особенности его общения с коллегами и приводит интересные факты из биографии незаурядного лингвиста. Особенно подчёркиваются роль Н. А. Кондрашова в подготовке студентов к поездке в Чехословакию, его профессиональный живой интерес к культуре и языку этой страны. В неформальных эпизодах студенческой жизни высвечены редкие личные качества учёного: увлечённость наукой, фактологичность в оценке событий, мудрость наставничества, человечность, любовь к филологическому ремеслу и своим ученикам. Ключевые слова: Н. А. Кондрашов, славянская филология, общее языкознание, психология общения, студенты 1970-х гг.",,5,259,262,,N. Kondrashov; Slavic Philology; General linguistics; psychology of communication; students of the 1970s,,,,http://dx.doi.org/10.18384/2310-7278-2019-5-259-262,http://dx.doi.org/10.18384/2310-7278-2019-5-259-262,,10.18384/2310-7278-2019-5-259-262,3009427940,,0,,0,true,cc-by,gold
050-141-224-466-41X,The Phenomenology of Intersubjective Relationships in the Person’s Life-World,,2016,journal article,Counseling Psychology and Psychotherapy,20753470; 23119446,Moscow State University of Psychology and Education,,A M Fedoseeva; G P Pirlik,"Current article presents results of a qualitative research dedicated to the phenomenology of intersubjective relationships in person’s infantile, realistic, value life-worlds. The characteristics of the anthropological image of the Other as well as the basic attitudes that define relationship between the subjects life-world and the Other are described.",24,5,228,239,Psychoanalysis; Psychology; Life world; Phenomenology (psychology); Social psychology,life-world; intersubjective relationships; anthropological image of the Other; chronotope,,,,https://psyjournals.ru/files/87343/kpip_2016_n5_fedoseeva.pdf https://psyjournals.ru/en/mpj/2016/n5/fedoseeva.shtml,http://dx.doi.org/10.17759/cpp.2016240512,,10.17759/cpp.2016240512,2758754482,,0,,0,true,cc-by-nc,gold
050-302-790-235-629,Шкала катастрофизации боли: адаптация опросника,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Н.П. Радчикова; Г А Адашинская; Т.Р. Саноян; А.А. Шупта,"The article presents the results of the adaptation of the Pain Catastrophizing Scale, which consists of three subscales (Rumination, Magnification and Helplessness) in a sample of 219 people (80,4% females). The average age of the participants was 22,05 years (median= 19,00 years, standard deviation=6,74; age range from 18 to 54 years). The Russian-language version of the Pain Catastrophizing Scale shows acceptable reliability for the scales (Cronbach’s alpha = 0,82; 0,67 and 0,83, respectively), and high reliability in general (Cronbach’s alpha = 0.89). Estimates of pain catastrophizing are positively correlated with the estimates of pain strength and intensity (McGill Pain Questionnaire, adapted by ; V. Kuzmenko in 1986), as well as with the level of self-control (Brief Self-Control Scale by J.P. Tangney, R.F. Baumeister and A.L. Boone, adapted by T. Gordeeva et al. in 2016): catastrophizing people, as a rule, have a lower level of self-control. Fit indices of confirmatory factor analysis (RMSEA=0,08; χ2/df=2.5; GFI=0.90; SRMR=0.7) characterize one- and three-factor models of pain catastrophizing as reasonable. Women showed ; a higher level of catastrophic pain in general, and differences were also found on the scale of Rumination, while there were no statistically significant differences on the scales of Magnification and Helplessness. Pain Catastrophizing is also positively correlated with anxiety and depression (HADS adapted by M. Drobizhev in 1993).",9,4,169,187,Medicine,pain; the Pain Catastrophizing Scale; questionnaire adaptation; self-control; anxiety; depression,,,,https://psyjournals.ru/files/118734/cpse_2020_n4_Radchikova_et_al.pdf https://psyjournals.ru/psyclin/2020/n4/Radchikova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2020090409,,10.17759/cpse.2020090409,3123924472,,0,001-994-186-797-054; 006-164-925-024-530; 010-367-729-210-840; 014-564-294-938-629; 019-870-813-879-200; 021-724-332-879-329; 025-671-963-662-66X; 028-293-264-337-597; 048-930-605-656-348; 057-363-828-405-35X; 057-866-149-864-41X; 061-683-625-874-073; 064-161-748-777-899; 065-702-530-079-727; 100-259-268-266-415; 106-828-521-711-611; 119-376-577-352-168; 149-527-357-380-566; 151-323-530-619-743,5,true,cc-by-nc,gold
054-127-189-813-686,Word-formation motivation as a means of lexicalizing derivative words in the classroom in Russian as a foreign language,,2021,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Elena Demidova,"The article examines the place of the word-formation component of the communicative competence of foreign students in the process of their learning Russian as a foreign language.; The word-formation component, along with other linguistic components, participates in the formation of the communicative competence of foreign students, however, the problem of Russian word formation remains insufficiently developed in the linguodidactic plan. The author expresses his opinion that the increase in the vocabulary of foreign students should be accompanied by the systematization of lexical units, taking into account their derivational connections and relations. Therefore, when lexicalization, one should use not the selection of synonyms or the descriptive method, which leads to the mechanical memorization of the meaning, but by means of correlation with the same root words, to activate in the minds of foreign students the living connections of the lexical units of the Russian language. This applies not only to derivatives of words associated with generating relations of full direct motivation, but also to those derivatives where these connections are not explicitly expressed.; Such an interpretation through a productive word not only makes the meaning of the new lexeme understandable, facilitates its memorization, but also creates a single picture of lexical and word-formation relationships within the language, forms a systemic understanding of the language among students.; The skills of correlating a derivative word with its derivative, obtained in the study of Russian as a foreign language, make it possible to understand the meanings of unfamiliar words. The speed of memorizing the meanings of derived words in this case directly depends on the understanding of the word-formation structure of the word.; This technique will greatly facilitate the development of the vocabulary and will contribute to the formation of a holistic view of the language as a system among foreign students.",9,2,,,Foreign language; Word formation; Derivative (chemistry); Mathematics; Linguistics,Russian as a foreign language; word formation; derivative word; producing word; motivation; full motivation; figurative motivation,,,,http://dx.doi.org/10.15862/19pdmn221,http://dx.doi.org/10.15862/19pdmn221,,10.15862/19pdmn221,3166832483,,0,,0,true,cc-by,gold
056-016-864-938-345,Cognitive Factors of Life Satisfaction among the Russian Elderly,2020-12-15,2020,journal article,RUDN Journal of Psychology and Pedagogics,23131705; 23131683,Peoples' Friendship University of Russia,,E V Belovol; Zlata V. Boyko; Elena Yu. Shurupova,"The overall aim of this article was to examine factors related to life satisfaction in old age. There are several approaches to understanding life satisfaction in psychology. Some theories that emphasize objective circumstances as most influential for life satisfaction are commonly labelled bottom-up theories, whereas theories that focus on stable individual characteristics are commonly labelled top-down theories. It is argued that certain personality traits, in particular extraversion and neuroticism, partly determine a person’s satisfaction with life. At the same time, cognitive factors related to life satisfaction are rarely the subject of empirical research. In this study, age, social status (works, does not work, in retirement), type of family (nuclear or extended), and a number of indices of cognitive functioning (cognitive flexibility, memory - short-term and long-term, creativity and thinking) were used as predictor variables of life satisfaction. Ninety-seven respondents aged 50-84 participated in the research, which finds that, along with non-cognitive factors of life satisfaction, cognitive factors play great roles as well. Based on the data obtained, an empirical model of cognitive factors of life satisfaction was constructed. This research demonstrates that all cognitive variables examined (flexibility of thinking, long-term memory, short-term memory, thinking and creativity) make positive contributions to increasing satisfaction; notably the roles of long-term memory and creativity are especially salient. This study also found satisfaction is significantly higher among working older respondents when compared with their non-working colleagues, with the oldest employees the most satisfied. Family status is a factor related to life satisfaction in old age as well, since old people who live with a spouse are more satisfied than those who live in extended families with children and grandchildren. A regression model combined variables from top-down and bottom-up theories. The model includes memory and age as personal characteristics, and family type as a circumstantial predictor for life satisfaction in old age.",17,4,671,684,Extraversion and introversion; Cognitive skill; Developmental psychology; Psychology; Cognition; Flexibility (personality); Life satisfaction; Big Five personality traits; Cognitive flexibility; Neuroticism,life satisfaction; old age; cognitive processes; top-down theories; bottomup theories; predictors for life satisfaction; the Russian elderly,,,,http://journals.rudn.ru/psychology-pedagogics/article/download/25371/18965 http://journals.rudn.ru/psychology-pedagogics/article/view/25371/18965,http://dx.doi.org/10.22363/2313-1683-2020-17-4-671-684,,10.22363/2313-1683-2020-17-4-671-684,3119054786,,0,,0,true,cc-by-nc,gold
057-107-964-147-786,Scale for Assessing University Digital Educational Environment (AUDEE Scale),,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,M.G. Sorokova; M.A. Odintsova; N.P. Radchikova,"The paper presents results of the development of a scale for assessing university digital educational environment (AUDEE Scale; N = 406; 366 (90.1% women; age varies from 19 to 72 years, on average 28.7 ± 9.6 years (median = 24 years)).AUDEE scale provides a comprehensive description of digital educational environment based on the distinguishing of six indicators: satisfaction with the educational process; satisfaction with communicative interaction; stress tension; the need for support; dishonest strategies in knowledge control; and environment accessibility.The results of the confirmatory factor analysis confirm the six subscales model (IFI = 0.87; χ2 / df = 2.6; RMSEA = 0.06 [0.058; 0.066]; SRMR = 0.06).All subscales have acceptable reliability (Cronbach’s alpha = 0.72—0.91, Split-half Guttman alpha = 0.82—0.92) and demonstrate predictable relationships with convergent indicators: experiences during learning (efforts, pleasure, meaning); cognitive motivation, achievement motivation, self-development motivation, introjected and external motivation, amotivation.To standardize the scale, stanines are calculated.",26,2,52,65,Psychology; Data science; Scale (ratio),ФГБОУ ВО «Московский государственный психолого-педагогический университет» (ФГБОУ ВО МГППУ); г . Москва; Российская Федерация digital educational environment of the university; students; assessment scale; reliability; validity,,,Moscow State University of Psychology and Education,https://psyjournals.ru/en/psyedu/2021/n2/Sorokova_Odintsova_et_al.shtml https://psyjournals.ru/files/120609/pse_2021_n2_Sorokova_Odintsova_et_al.pdf,http://dx.doi.org/10.17759/pse.2021260205,,10.17759/pse.2021260205,3164917353,,0,001-015-025-177-805; 005-159-502-661-025; 008-518-485-180-414; 013-728-895-444-538; 018-019-600-135-165; 018-232-954-878-532; 023-050-074-220-840; 028-992-528-833-811; 037-892-679-354-998; 038-714-190-773-948; 039-741-981-694-437; 043-857-770-594-742; 047-215-663-596-241; 048-341-980-590-71X; 054-102-009-706-891; 059-120-723-937-313; 059-476-886-722-488; 068-183-931-989-614; 069-548-650-260-961; 076-187-579-840-340; 088-262-665-274-325; 097-382-044-940-279; 099-336-125-120-876; 099-873-732-825-388; 106-554-036-416-592; 111-836-974-076-252; 116-953-447-460-185; 134-066-813-110-305; 137-496-516-813-150; 143-525-364-581-14X; 157-856-651-878-311; 186-909-305-559-068,11,true,cc-by-nc,gold
060-127-160-346-858,Alexithymia Characteristics and Subjective Evaluation of Interpersonal Relations in Cancer Patients,,2016,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,T P Avdulova; M Ter-Ovanesov; O P Yagudina,"Results of empirical research of an index of satisfaction with life, an alexithymia and value judgment of the interpersonal relations are described and analyzed. Results at two groups are compared: oncological patients and somatic healthy sample. Interrelations between vital satisfaction, manifestations of an alexithymia and value judgment of the interpersonal relations are considered. An empirical research was carried out involving a sample group of 41 persons aged from 25 till 80 years old. There were 24 respondents in group of oncological patients and 17 people in group somatic healthy respondents. Significantly lower index of vital satisfaction is found in group of oncological patients, significantly higher level of an alexithymia and significantly higher level of intensity of the interpersonal relations.",5,3,24,39,Cancer; Psychology; Alexithymia; Clinical psychology; Interpersonal relationship,Авдулова Т.П.; Тер-Ованесов М.Д.; Ягудина О.П. Особенности алекситимии и субъективной оценки межличностных отношений у онкологических больных satisfaction with life; alexithymia; value judgment of the interpersonal relations; emotional intelligence; oncology patients,,,,https://psyjournals.ru/files/83436/Avdulova_et_al.pdf https://psyjournals.ru/en/psyclin/2016/n3/Avdulova_et_al.shtml,http://dx.doi.org/10.17759/cpse.2016050302,,10.17759/cpse.2016050302,2542375565,,0,001-985-381-259-636; 098-517-136-528-603,1,true,cc-by-nc,gold
062-875-379-542-649,Philosophy of Hermann Cohen,,2021,journal article,Kantian journal,23103701; 02076918,Immanuel Kant Baltic Federal University,,Nina A. Dmitrieva,"Предисловие Публикуемый текст русского неокантианца Александра Ливериевича Саккетти (13[25]. 08.1881, Санкт-Петербург -15.02.1966, Москва) был обнаружен в Отделе рукописей Российской национальной (ранее -публичной) библиотеки Санкт-Петербурга в фонде Э. Л. Радлова и представляет собой авторизованную машинописную копию, датированную 8 июля 1918 г., объемом 30 л. увеличенного формата (35,0 × 22,0) (Саккетти, 1918). А. Л. Саккетти -сын известного в начале ХХ в. музыковеда, профессора Петербургской консерватории Л. А. Саккетти. В 1901 г. А. Л. Саккетти окончил Первую классическую гимназию в Санкт-Петербурге и поступил на юридический факультет Санкт-Петербургского университета, обучение в котором завершил в 1908 г. с дипломом 1-й степени и был оставлен на кафедре государственного права для приготовления к профессорскому званию (см.: Савенко, 2002, с. 232-233). В студенческие годы Саккетти «принимал участие в занятиях кружка философии права проф. Л. И. Петражицкого, членом которого состоял, а также участвовал в практических занятиях по логике обществоведения академика А. С. Лаппо-Данилевского (теоретическая философия Канта и Гегеля и практическая философия Канта). Кро-",40,2,95,130,,,,,,http://dx.doi.org/10.5922/0207-6918-2021-2-4,http://dx.doi.org/10.5922/0207-6918-2021-2-4,,10.5922/0207-6918-2021-2-4,3181447335,,0,018-396-384-430-277,3,true,cc-by-nc-nd,gold
065-592-293-575-633,Risk of conflict situations when organizing interaction of participants in the educational process in the digital educational environment,,2020,journal article,Journal of Modern Foreign Psychology,23044977,Moscow State University of Psychology and Education,,M.E. Vayndorf-Sysoeva; E.V. Pankina,"The events of recent months related to the pandemic have contributed to a rapid transition to distance learning. Despite the existing research in the field of e-learning, the problem of conflicts that arise among participants in the educational process in the digital educational environment has not been sufficiently studied. The article discusses the main models of interaction between participants in the educational process in the digital educational environment, as well as their features. It is argued that personality characteristics, features of the social situation, the level of ICT competence of a teacher and a student can lead to conflict in the electronic information-educational environment. Communication features and technical features of the electronic information and educational environment itself can also provoke conflicts. Forecasting and taking these features into account when designing e-learning courses and organizing interaction can reduce the risk of conflict situations between participants in the learning process.",9,3,79,86,Psychology; Process (engineering); Applied psychology,electronic information and educational environment; digital educational environment; conflicts; personal characteristics; e-learning course; ICT competence,,,,https://psyjournals.ru/files/116350/jmfp_2019_n3_Vayndorf-Sysoeva_Pankina.pdf https://psyjournals.ru/jmfp/2020/n3/Vayndorf-Sysoeva_Pankina.shtml,http://dx.doi.org/10.17759/jmfp.2020090307,,10.17759/jmfp.2020090307,3094415600,,0,004-135-030-200-198; 010-375-612-768-920; 018-698-792-856-422; 054-246-895-378-29X; 054-301-452-430-297; 057-843-971-591-610; 069-297-137-407-295; 086-755-467-108-169; 091-324-765-600-81X; 105-172-919-787-709; 110-932-343-782-162; 143-083-648-261-265; 156-437-781-378-54X,0,true,cc-by-nc,gold
071-395-528-449-004,A young teacher in the mirror of change,2022-08-07,2022,journal article,Yugra State University Bulletin,20789114; 18169228,Yugra State University,,Lyudmila S. Podymova; Oksana M. Chuprianova,"Increasing requirements for the results of the education system made it necessary for young teachers to search for individual educational routes for professional development. Thus, the subject of the present study is the choice of an individual educational route, and the object of the study is a young teacher.
; The purpose of this work is to study the choice of an individual educational route by young teachers.
; Materials and methods. The main methods of this study are the deductive method and the method of pedagogical analysis, which allow a fresh look at traditional problems and established views on the choice of professional development by young teachers. Our scientific analysis of the category of an individual educational route is aimed at a comprehensive study of the essence and tasks of choosing an individual way for young teachers to realize their professional potential.
; Results. The study showed that the choice of an individual educational route for professional development is influenced by both internal and external factors. In many ways, this choice is determined by the personal characteristics of a young teacher, his interests, directions related to the tasks of his professional development.
; Findings. An analysis of the results of experimental work proves the objectivity of the perceived choice by teachers of the components of an individual educational route. The choice of components is largely due to systemic changes in the professional and pedagogical activities of teachers.",18,2,183,189,Objectivity (philosophy); Professional development; Object (grammar); Mathematics education; Psychology; Subject (documents); Work (physics); Pedagogy; Computer science; Engineering; Mechanical engineering; Philosophy; Epistemology; Artificial intelligence; Library science,pedagogical activity; young teacher; individual educational route; systemic changes,,,,https://journals.eco-vector.com/byusu/article/download/109654/83921 https://doi.org/10.18822/byusu202202183-189,http://dx.doi.org/10.18822/byusu202202183-189,,10.18822/byusu202202183-189,,,0,,0,true,,gold
075-314-069-313-914,STUDY OF THE RELATIONSHIP BETWEEN ACADEMIC PERFORMANCE AND SELF-CONTROL ABILITY IN PRIMARY SCHOOLCHILDREN,,2021,journal article,Bulletin of the Moscow State Regional University (Psychology),23107235,Federal State University of Education,,Dmitry Yu. Bulaev; Tatiana N. Sakharova,"Аннотация Цель исследования заключалась в изучении взаимосвязи школьной успеваемости со способностью к самоконтролю у младших школьников. Процедура и методы. Первым этапом стало определение среднего балла успеваемости школьников. Вторым этапом -изучение самоконтроля младших школьников с помощью методики «Продолжи узор» Т. А. Буяновой в модификации Г. Ф. Кумариной. Далее нами была осуществлена статистическая обработка -был проведён корреляционный анализ связи уровня самоконтроля школьников с их школьной успеваемостью. Результаты. Значимая положительная связь была найдена между уровнем самоконтроля младших школьников и школьной успеваемостью. Чем выше уровень выраженности самоконтроля, тем выше успеваемость учащегося. Теоретическая и/или практическая значимость. На основании полученных данных могут быть разработаны рекомендации по повышению самоконтроля младших школьников, а значит, и уровня их успеваемости. Ключевые слова: самоконтроль, субъективный контроль, когнитивное развитие, школьная успеваемость, младшие школьники",,3,76,85,Developmental psychology; Psychology; Primary (chemistry); Self-control,self-control; subjective control; self-control ability; cognitive development; school performance; primary schoolchildren,,,,http://dx.doi.org/10.18384/2310-7235-2021-3-76-85,http://dx.doi.org/10.18384/2310-7235-2021-3-76-85,,10.18384/2310-7235-2021-3-76-85,3206104717,,0,017-439-563-219-830; 029-252-188-326-217; 031-014-739-113-823; 048-739-649-311-880; 055-364-135-529-845; 069-060-110-318-625; 084-021-581-158-623; 088-232-936-534-698; 107-062-410-080-810; 178-445-466-137-904,0,true,cc-by,gold
077-661-821-723-348,Teaching Chinese students Russian anthroponyms (nationally oriented approach),,2020,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,Yulia B. Martynenko,"When teaching Russian as a foreign language, anthroponyms act both as an object of study and as material for teaching Russian as a foreign language. The article points out the difficulties that Chinese students most often encounter in studying the Russian anthroponymic system, and ways to overcome them. The greatest difficulty in mastering Russian anthroponyms is associated with the three-component structure of Russian anthroponyms – distinguishing the name, patronymic and last name and using them in speech, so the teacher of Russian as a foreign language is faced with the task of introducing students to Russian anthroponymic formulas of speech etiquette. When teaching Chinese students Russian anthroponyms, it is effective to use a cognitive-regional geographic approach, which will improve the level of language skills and the general cultural level of students.",,"1, 2020",94,105,,,,,,http://dx.doi.org/10.31862/2500-297x-2020-1-94-105,http://dx.doi.org/10.31862/2500-297x-2020-1-94-105,,10.31862/2500-297x-2020-1-94-105,3028181747,,0,,1,true,,gold
078-037-721-408-399,A Review of the Monograph “Home as a Living Environment of a Person: a Psychological Study”,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I V Vachkov,"The reviewed book is a fundamental work of a group of scientists led by a well-known expert in the field of environment psychology, Professor S.K. Nartova – Bochaver. The monograph presents results of a systematic and multifaceted study of a completely new scientific field – the psychology of the home, as the main human life environment that determines one's individuality, social interaction and life success and which is the most powerful ecological and social resource. Prerequisites for the selection of the new subject of study, stages of developing of the completely new category apparatus and also methodology of home – person relations are outlined. The main content of the book is a description of the research results of the formation of various home concepts, subjective models of a friendly home in adolescence, home resources for positive functioning in adolescence and youth, affection and estrangement to home in one’s life perspective. Present book is addressed to a wide range of readers and will be useful to specialists of different profiles: psychologists, psychotherapists, teachers, architects, designers.",6,1,157,162,Psychology; Living environment; Gerontology,monograph; home environment; psychological study,,,,https://psyjournals.ru/files/85547/Vachkov.pdf https://core.ac.uk/display/88227852 http://psyjournals.ru/psyclin/2017/n1/Vachkov_full.shtml https://doaj.org/article/21ba3bf3afe84ad28de0fc91667ce7fc https://psyjournals.ru/psyclin/2017/n1/Vachkov_full.shtml,http://dx.doi.org/10.17759/cpse.2017060110,,10.17759/cpse.2017060110,2606261847,,0,,0,true,cc-by-nc,gold
079-660-956-316-537,Features of Written Language in Virtual Communication of Deaf Teenagers,,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,E A Savchenko; Khokhlova A. Yu.,"The article is devoted to the analysis of written language of adolescents and young people with hearing impairment in the virtual space. The study involved 28 people, aged 16 to 20 years, 14 of them were with hearing impairments. 3 people at the age of 16 years old, 9 people are 17 years old, 4 people are 18 years old. The first part of the study was conducted as online questionnaires, which was aimed to clarify preferred virtual spaces for communication, the attitude to the written communication, also creative tasks for evaluation of written language developed by O.V. Vilenskaya was included. The second part consisted of analysis of the contents of the social network profile of the participants. The results have shown that the written language of deaf adolescents and young people in social networks reflected the general features of their verbal communication and social relations (in general, they use less detailed written statements than hearing peers do, less actually initiated written language, less flexible writing, less partners for communication in social networks, the prevalence of consistency errors). Nevertheless, it is significant that they appreciate the importance of writing and try to monitor its accuracy. Virtual communication in the life of young people with hearing impairments plays the same role as in the life of hearing peers and they successfully master this side of modern reality.",8,2,124,139,Written language; Virtual communication; Computer science; Linguistics,writing; deaf and hearing impaired adolescents; hearing impairments; virtual communication; social networks,,,,https://psyjournals.ru/psyclin/2019/n2/Savchenko_Hohlova.shtml https://paperity.org/p/216168199/features-of-written-language-in-virtual-communication-of-deaf-teenagers https://psyjournals.ru/files/107544/Savchenko_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080207,,10.17759/cpse.2019080207,2953530012,,0,,0,true,cc-by-nc,gold
082-679-793-122-719,“Outdoor” Technology as Innovative Experience in Training Specialists in Social Work,,2019,journal article,Psychology and Law,22225196,Moscow State University of Psychology and Education,,A A Galushkin; D G Korovyakovsky; M N Zaostrovtseva; N B Skripnikova; L A Solomina,"The game is a key element of a child’s life, and outdoor activity enables development of creativity, imagination, social network and behavior. Daily outdoor activity increases children's concentration level and enhance cognitive abilities. The “outdoor” technology itself is not new, but for its successful implementation and application as a tool of socialization certain skills and abilities are required from a social worker. The purpose of the article is to reveal the key aspects of the “outdoor” technology and assess the possibility of its use in the current education conditions. The article presents the scientific, methodological and organizational basis of the professional training of specialists in social work using the ""outdoor"" technology. The article presents the foreign experience of training specialists in working with children and youth using the “outdoor” technology and analyzes the practical application of training for Russian social specialists.",9,3,45,56,Psychology; Social work; Training (civil); Medical education,"педагогика; социальная работа; открытые пространства; воспитание; «out door»-пространства education; social work; open spaces; ""outdoor"" environment",,,,https://psyjournals.ru/files/109336/psyandlaw_2019_3_Galushkin_Korovyakovskyi_Zaostrovceva_et_al.pdf https://psyjournals.ru/psyandlaw/2019/n3/109336.shtml https://doaj.org/article/7110495955e04624a6261dffff887dce,http://dx.doi.org/10.17759/psylaw.2019090304,,10.17759/psylaw.2019090304,2977283618,,0,005-550-431-647-518; 012-446-486-253-78X; 019-960-834-060-113; 020-005-203-407-360; 025-517-341-859-18X; 032-693-891-640-330; 036-231-209-402-022; 040-636-843-604-22X; 043-411-626-317-883; 053-094-428-970-79X; 053-121-280-141-629; 057-329-891-877-49X; 065-888-749-875-355; 072-910-521-996-160; 086-420-326-457-678; 109-757-109-256-155; 114-978-630-130-051; 131-823-682-224-690; 145-158-426-133-109; 169-511-642-440-926,0,true,cc-by-nc,gold
092-948-677-059-949,Formalization of the semantic structure of the text in the conditions of digital communication,,2021,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Olga Baranova,"The questions of the principles of teaching, the choice of effective methods and techniques of textual activity, as well as a deep understanding of the nature of communication do not lose their relevance and determine the content of the study of variable and mandatory academic disciplines. It is obvious that continuity between the stages of education, integration horizontally and vertically (in sync with the current transformations and the diachrony of historical experience), are necessary for effective learning. In this regard, the purpose of this article is to analyze the ways of representing text material, modern means of structuring information. Special attention is paid to the methods of taking notes of the read and listened text and methods of explaining new material using graphs and grammatical constructions, which are effective in the conditions of digital communication.; The hypothesis of the study: organized communication in synchronous, asynchronous, including voice format will be more effective if you use secondary texts (summaries) and visual aids (graphs) to identify the semantic framework of the text and understand the content of the primary source.; The article proposed by the author reflects the works of N. I. Zhinkin, I. A. Zimnaya, A. A. Leontiev, A. I. Novikov, V. P. Pavlova, I. V. Usacheva. As a result of the research, the author defines the principles of teaching information processing of the text. It is proved that semantic reading and listening of the educational text using the methods of text formalization contribute to the development of language skills (phonetic, lexical, grammatical), general academic listening and reading skills (analytical, periphrastic, prognostic and compensatory). The research conducted within the framework of this article allows us to conclude that the interdisciplinary orientation of text analysis is largely due to the transition of the educational process to digital forms of communication.",9,4,,,Artificial intelligence; Structure (mathematical logic); Natural language processing; Computer science,,,,,http://dx.doi.org/10.15862/22pdmn421,http://dx.doi.org/10.15862/22pdmn421,,10.15862/22pdmn421,3199278601,,0,,0,true,cc-by,gold
094-251-195-544-880,Satisfaction with Educational Environment of Subjects of Pedagogical Process as an Indicator of Threats to the Children's Psychological Health,,2018,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I V Vachkov; S.N. Vachkova,"The article presents the results of the study of satisfaction with the psycho-didactic component of the educational environment as an indicator of threats to the psychological health of schoolchildren in three groups: parents, teachers and heads of educational organizations. The total number of respondents in the sample was 16,808 people. Satisfaction with the educational environment in the following characteristics was studied: satisfaction with 1) the content of education, 2) the conditions of training, 3) the techniques of training and education used in educational organizations. A pairwise comparison of the results obtained in three groups of respondents revealed statistically significant differences in all characteristics. At the same time, parents showed the highest degree of satisfaction with the psycho-didactic component of the educational environment, which may be due to their insufficient involvement to the educational process and incomplete awareness of the real situation in the schools. Teachers and school heads are less satisfied with the psycho-didactic component of the educational environment and therefore see more risks and threats to the psychological health of children.",7,2,41,52,Psychology; Psychological health; Process (engineering); Applied psychology,satisfaction with educational environment; psychological health; subjects of pedagogical process; teachers; parents; heads of educational organizations,,,,https://psyjournals.ru/files/93572/Vachkov.pdf https://psyjournals.ru/psyclin/2018/n2/Vachkov.shtml,http://dx.doi.org/10.17759/cpse.2018070203,,10.17759/cpse.2018070203,2812594636,,0,062-991-209-809-011,0,true,cc-by-nc,gold
099-432-463-616-495,Development of assessment criteria for profiling the personality of candidates for vacant positions based on an analysis of their activity in social networks,,2019,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,V A Ilyin; E A Mikhailova,"The article is devoted to quite relevant issues today, which are discussed at different levels of research in the field of management psychology, namely, the development of psychological profiling algorithms based on the analysis of activity in social networks, in order to solve organizational problems, in particular in order to solve problems HR sectors such as recruiting. The article, in a rather lapidary, but at the same time, sufficient form to represent a wide audience, shows that the relevance of this problem is due not only to objective prerequisites (development of digital technologies, insufficient, in modern conditions, the effectiveness of traditional methods of personnel assessment, etc. n.), but also by direct request of business representatives and top managers of large companies. The program of socio-psychological research is fully presented, which allows to identify and verify diagnostic criteria for creating a profile of labor motivation for candidates for vacant posts and employees of the organization, based on the analysis of accounts in social networks. Criteria and results of their preliminary verification are described.",10,4,175,189,Profiling (information science); Psychology; Personality; Data science,motivation; social networks; account; recruitment; staff assessment,,,,https://psyjournals.ru/files/111214/sps_2019_n4_Ilyin_Mikhailova.pdf https://psyjournals.ru/en/social_psy/2019/n4/Ilyin_Mikhailova.shtml,http://dx.doi.org/10.17759/sps.2019100412,,10.17759/sps.2019100412,2996874938,,0,024-404-885-338-887; 109-168-282-736-27X,0,true,cc-by-nc,gold
100-400-765-733-483,Musical-Psychological Anthropology as an Interdisciplinary Field of Scientific Knowledge,,2019,journal article,Musical Art and Education,23091428,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,Alla V. Toropova,"The article presents the conceptual positions of the interdisciplinary field of knowledge “Musical-Psychological Anthropology” as a scientific field that allows comprehending the history of musical art and ethno-cultural variations of musical traditions, historical and modern musical styles as a representation of the experience of developing consciousness and expressing the key experiences of humanity that form the mentality, psychological needs and values of a particular social or ethnic group. The development of the methodology of Music and Psychological Anthropology makes it possible to study such phenomena as: psychological identity of a certain culture or subculture, psychological roots of musical preferences and inclinations, musical style as the presentation of a “modal personality” of a certain social group or subculture, etc. The article contains a description of the procedure and the main results of the study of value orientations of lovers of different musical styles from the perspective of musical and psychological anthropology. The data obtained made it possible to make a generalization that the differentiation of society according to the types of musical preferences manifests deeper psychological complexes of life positions and anthropological images of virtual communities of people with different ideas about the main values of life and the meaning of life. Pedagogical feasibility of developing a university course Music-Psychological Anthropology is due to the search for a new productive synthesis of knowledge, which gives impetus for the development of the professional-personal reflection of future teachers-musicians, the conscious attitude to “their” and “other” as version of life and cultural practices, tolerance to uncertainty and to the dissimilarity of generational self-presentations with a common denominator – the value of the statement of life itself.",7,2,24,40,Epistemology; Interdisciplinarity; Sociology; Psychological anthropology; Sociology of scientific knowledge; Musical,musical and psychological anthropology; musical-language consciousness; artifacts and archetypes of musical-language consciousness; modal personality; precedent musical phenomena and preferences; the psychology of music education,,,,http://dx.doi.org/10.31862/2309-1428-2019-7-2-24-40,http://dx.doi.org/10.31862/2309-1428-2019-7-2-24-40,,10.31862/2309-1428-2019-7-2-24-40,2995245629,,0,030-811-203-683-09X; 068-665-940-102-626; 109-604-275-516-12X,5,true,cc-by,gold
104-204-195-807-985,Special Aspects of Sensual Images During Imago Therapy Process,,2017,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I V Vachkov; null Sukhoruchenkov,"The article presents the results of the study performed on 27 adults who have completed five imago therapeutic sessions. The subjects were split in two groups: problem-solving group and problem-analysis group. The peculiarities of sensory images that arise during the sessions by Glezer grounded theory method were studied. It turned out that the subject sensual tissue of the psychosemiological tetrahedron (the term of F. Vasiljuk) of the imago therapeutic image is represented mainly by sensory imaginary events and less frequently by sensual objects and recalled events. The pole and sensory tissue of meaning are least expressed in the imago therapeutic image. The pole and sensory tissue of personal meaning are significantly expressed by the imago therapeutic image. Not only elements relating to the imagination are woven into the imago therapeutic image but also elements reflecting the process of imaginative psychotherapy as a whole, a separate session, the process of imagination. These elements are closely related to the elements of imaginary and remembered events, their feelings and comprehension.",6,4,125,147,Aesthetics; Imago; Psychology; Process (engineering),чувственный образ; имаготерапия; имаготерапевтический сеанс; метод обоснованной теории; воображение; переживание; психосемиотический тетраэдр sensual image; imago therapy; imago therapeutic session; method of the grounded theory; imagination; experience; psychosemiotic tetrahedron,,,,https://psyjournals.ru/psyclin/2017/n4/Vachkov_Suhkoruchenkov.shtml https://psyjournals.ru/files/88974/Vachkov.pdf,http://dx.doi.org/10.17759/cpse.2017060409,,10.17759/cpse.2017060409,2777542861,,0,013-954-554-644-22X; 017-665-581-358-40X; 023-880-838-150-479; 066-898-035-124-264; 166-699-188-612-975,0,true,cc-by-nc,gold
105-629-514-230-002,Working conditions at a regional university in assessments of faculty,,2020,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Mikhail V. Boguslavsky; Natalya Ladyzhets; Egor V. Neborsky; Olga Sannikova,"The article presents the results of an empirical study, the purpose of which was to determine the assessment of the working conditions at the regional university by the professor-staff. The study was carried out as part of the project “Transitive University in the face of global, national and regional challenges” at the Udmurt State University in September – October 2019. The sample consisted of 204 full-time professors (28 % of the total – 717 people). The results are divided into the following groups: assessment of various aspects of working conditions; assessment of the activities of university services; the most important problems of the faculty. Professors tend to highly appreciate those working conditions that are associated with their own contribution to the educational process: the moral and psychological climate in the team and observance of labor discipline. The lowest ratings were received: the opportunity to participate in field conferences, the effectiveness of the effective contract, the ability to provide benefits for the professors-staff, which, in turn, indicates an insufficient level of satisfaction with the incentives for professors. The main claims of the faculty to university services are reduced to excessive bureaucratization of management and educational processes. The most frequently mentioned requirements for the administration of the university regarding the improvement of working conditions are improving the efficiency of workflow, creating an electronic educational and managerial environment of the university. Among other problems that concern professors, there is a low interest of students in studying and the need to take exams and tests several times. Further clarification and separate studies require two issues identified as potentially problematic – this is the diagnosis of professional burnout of teachers and the provision of conditions to minimize its risks and consequences, as well as the difficulty in developing mechanisms to increase the effectiveness of interaction between professors and foreign students, overcoming language and cultural barriers.",8,2,,,,,,,,http://dx.doi.org/10.15862/51pdmn220,http://dx.doi.org/10.15862/51pdmn220,,10.15862/51pdmn220,3038454467,,0,,0,true,cc-by,gold
109-533-639-093-215,Understanding of a Metaphor as a Way of External Representation of the Meanings of Individual’s Value Orientations,,2021,journal article,Psychological Science and Education,18142052; 23117273,Moscow State University of Psychology and Education,,E.A. Sorokoumova; D.S. Fadeev; S.L. Kiyashchenko,"The work is aimed at studying the use of metaphor as a psychological tool for rep- resenting the understanding of subjective personal meanings of value orientation. The materials of two empirical studies are obtained through a sample of part-time students of the Department of Labor Psychology and Psychological Counseling of the Moscow Pedagogical State University (N=50), 40% males and 60% fe- males, aged 19 to 32 years, the average age is 25 years, the average deviation in the sample is 3.2. Study 1 included measurements of indicators of personal value orientations. We used the techniques by O. I. Motkov and T.A. Ogneva “Value orientations of the individual (Version 2)”. Study 2 included individual conversations with participants during which they were asked to write metaphors for each of the previously ranked internal and external personal values. The results of the study suggest that there is a strong positive relationship between the individual’s emotional attitude to the metaphor of personal values and his/her assessment of the significance of value orientations. The data summarized in the study and the recommendations provided on their basis can be successfully applied in the educational process, as well as when dealing with value orientations of the individual in psychological counseling and psychotherapy. The materials of the study can also be used in the training/advanced training of psychologists and educators.",26,4,104,114,Epistemology; Psychology; Value (mathematics); Metaphor; External representation,value orientations; understanding of metaphors; external representation; interpretation of personal meanings,,,,https://psyjournals.ru/en/psyedu/2021/n4/Sorokoumova_Fadeev_et_al.shtml https://psyjournals.ru/files/122691/pse_2021_n4_Sorokoumova_Fadeev_et_al.pdf,http://dx.doi.org/10.17759/pse.2021260409,,10.17759/pse.2021260409,3196500514,,0,022-229-028-400-684; 075-257-885-356-893; 081-158-098-433-013,1,true,cc-by-nc,gold
111-530-569-698-945,The strategy of interaction between a transitive university and external actors in ensuring the reduction of migration risks,,2019,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Mikhail V. Boguslavsky; Nataliya S Ladyzhets; Egor V. Neborsky; Olga Sannikova,"This article analyzes the issue of the strategy of interaction between a transitive university and external actors in ensuring a reduction in migration risks. Regional universities, resorting to cost reduction, often do not always can constructively construct a scientific and educational policy and internal university management. This leads to the fact that the regional university becomes a transit platform for subsequent educational and labor migration. What should be the strategy of interaction of a regional university with external actors to ensure the reduction of migration risks? Refusal of the policy of “closed doors” and structural self-identification, the result of which should be a conceptual idea as the fundamental methodological construct of the policy, are necessary conditions for ensuring the transition from the transit state of the university as a platform for educational and labor migration, to a transitive one, providing the conditions for the transition to new high-quality states as a result of resolving contradictions. Structural self-identification should be aimed at the subsequent formation of a strategic vision of oneself and instrumental ways of overcoming multi-level risks. The proactive interaction of a transitive university with external actors in ensuring the reduction of migration risks and the balanced development of the region’s human resources should include a set of priorities regarding the vital elements of the region’s ecosystem. There are areas relevant to reflecting the needs of the subjects and integratively interconnecting both the internal attitudes of the subject and the external conditions for their applicability in the region. This is a positive social infrastructure, a comfortable urban environment, the development of small and medium-sized enterprises, technological solutions, communication channels with industries and organizations, open lectures and short-term courses. The strategy of accelerated development as an initiative interaction of a regional university with external entities, including a key idea, is the main condition for the transition to a transitive state as a source of development of the socio-economic ecosystem of the region.",7,6,,,Business; Microeconomics; Transitive relation; Reduction (complexity),university; transit university; transitive university; educational migration; development strategy; educational systems management,,,,http://dx.doi.org/10.15862/25pdmn619,http://dx.doi.org/10.15862/25pdmn619,,10.15862/25pdmn619,3014091338,,0,,0,true,cc-by,gold
116-134-962-166-301,Psychological and Pedagogical Conditions of Development of Abilities of Children and Support of Their Giftedness in the Conditions of Realization of Educational Process,2020-02-10,2020,journal article,Bulletin of Practical Psychology of Education,26583100,Moscow State University of Psychology and Education,,S.V. Murafa; A.А. Pavlova; E.V. Trifonova,"<p>The article reveals the psychological and pedagogical conditions of the educational process aimed at the development of children's abilities and support of their giftedness. The emphasis is made on the definition of the features of interaction between teachers and children. The work is based on the specifics of the theoretical understanding of abilities, creativity and giftedness, developed in the framework of national scientific psychology. The authors consider situations in which the effect on the child become difficult-mediated and suggest the upbringing through self-upbringing and growth of his giftedness, his own creative initiative and interest for the cognition process. The authors emphasize the role of the teacher in the context of early childhood education in the development of children's giftedness.</p>",16,2,8,14,Process management; Development (topology); Computer science; Process (engineering); Realization (systems),abilities; giftedness; educational process; psychological and pedagogical conditions; interaction of teachers and children; upbringing; education,,,,https://psyjournals.ru/files/112017/bppe_2019_n2_Murafa_Pavlova_Trifonova.pdf https://psyjournals.ru/vestnik_psyobr/2019/n2/Murafa_Pavlova_Trifonova.shtml,http://dx.doi.org/10.17759/bppe.2019160201,,10.17759/bppe.2019160201,3005765230,,0,,2,true,cc-by-nc,hybrid
116-978-296-074-527,Психологические детерминанты возникновения внутриличностных противоречий студентов,,2020,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,А С Каткова; И В Вачков,"The article is devoted to the study of intrapersonal contradictions which affect the formation and development of the personality of students and which also may interfere with their further professional development. The main aim of the article is to identify the general intrapersonal contradictions in prospective psychologists with the means of empirical research. The paper reveals the psychological essence of the intrapersonal contradictions of the subject from the position of foreign and domestic researchers, who singled out the multidimensional drives and needs of the individual as the main factor of the contradiction. The following determinants of the occurrence of intrapersonal contradictions are analyzed - dependence on parents, traumatic experience and object relationships. These determinants are unconscious and it causes destruction in the personal and professional development of subject. The basic provisions of the method of recognition of intrapersonal contradictions are considered, the stages of the process of research of contradictions, which are manifested in the destruction of personality behavior, are disclosed. The presence of intrapersonal problems that destruct the personal development of a future psychologist is empirically confirmed. The main contradictions, which are divided into life-affirming and destructive manifestations, are investigated.",9,2,246,265,Psychology,Каткова А.С.; Вачков И.В. Психологические детерминанты возникновения внутриличностных противоречий студентов [Электронный ресурс] intrapersonal contradictions; psychological determinants; personality problem; psychodynamic theory; personal development; professional training; student psychologist; psychological prevention; emotional burnout,,,,https://psyjournals.ru/psyclin/2020/n2/Katkova_Vachkov.shtml https://psyjournals.ru/files/114925/cpse_2020_n2_Katkova_Vachkov.pdf,http://dx.doi.org/10.17759/cpse.2020090213,,10.17759/cpse.2020090213,3045185324,,0,003-323-659-192-676; 024-246-910-497-142; 035-403-642-477-078; 051-986-351-846-942; 070-205-796-797-375; 072-655-956-595-600; 162-787-000-634-166,1,true,cc-by-nc,gold
118-714-529-444-618,USING METAPHORICAL ASSOCIATIVE CARDS FOR NORMALIZATION OF ANXIETY AND DEPRESSION IN STUDENTS,2022-12-20,2022,journal article,Russian Journal of Education and Psychology,27823563; 26584034,Science and Innovation Center,,Maria A. Kozlova; Aleksey V. Kozlov; Alexander V. Tarasov,"In modern scientific and methodological literature, the results of studies with metaphorical comparisons of punishments and applications are not fully presented, especially since there are no promising experimental studies proving their effectiveness in normalizing and preventing anxious and depressive consequences. The conducted research allows eliminating this gap and reveals the need to study the practical application of metaphorical cards and materials as a useful and convenient art therapy tool. The study involved 60 students who had problems with increased anxiety. The students were divided into control and experimental groups of 30 people each. In the control group, the following methods were used: art therapy, sand therapy, therapeutic metaphor, success modeling, and breathing relaxation exercises. The experimental group used the same methods, but with the addition of metaphorical mind cards and aids. The use of metaphorical associative. The experimental group used the same methods, but with the addition of metaphorical mind cards and materials, as part of therapy, had a positive effect on the negative emotional states of students, and gave higher results. Along with this, it should be noted that other therapeutic methods also gave a positive result in 3 sessions, most of the participants in the experiment went beyond the negative values, and positive changes were observed in all. However, the use of MAC had the best effect in the framework of short therapy and gave more positive dynamics in stabilizing the emotional background.; Purpose. Experimentally test and apply metaphorical associative cards during individual consultations to reduce anxiety, anxiety and prevent depressive states.; Methodology. In accordance with the intended purpose and the studied scientific literature, we have identified and used a standardized diagnostic technique - psychological testing, in addition, the study included a survey.; Results. As a result of the study, the effectiveness of the use of metaphorical associative cards to stabilize the emotional states of students has been scientifically substantiated and experimentally proven.; Practical implications. The study will help expand the range of use of metaphorical associative cards and materials in the work of psychologists and teachers to establish contacts, relieve anxiety and depression in older adolescents. The practical application of metaphorical cards and materials can be of great interest to specialists in general education institutions, organizations of secondary vocational education, universities, psychological and social centers.",13,6,181,195,Metaphor; Anxiety; Psychology; Associative property; Clinical psychology; Psychotherapist; Normalization (sociology); Cognitive psychology; Linguistics; Psychiatry; Mathematics; Philosophy; Sociology; Anthropology; Pure mathematics,,,,,http://rjep.ru/jour/index.php/rjep/article/download/260/111 https://doi.org/10.12731/2658-4034-2022-13-6-181-195,http://dx.doi.org/10.12731/2658-4034-2022-13-6-181-195,,10.12731/2658-4034-2022-13-6-181-195,,,0,,0,true,cc-by-nc-nd,gold
119-616-752-313-722,"Вопреки всем преградам, воздвигнутым самой природой",,2019,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,Т А Басилова; Е А Малхасьян,"This paper is dedicated to the memory of famous engineer and teacher of the deaf and hard of hearing Irina Zuckerman and her remarkable parents Veniamin Zuckerman and Zinaida Azarkh, who have done so much not only for their daughter, who lost her hearing at the age of nine, but also for Russian science and special education. Their life story stands as example of fortitude, familial and fellow solidarity, and as example of creativity that carried out victory over blindness and deafness. Venjamin Zuckerman was a famous physicist, collaborated with the most famous scientist of the world. From early childhood he suffered from a rare form of slowly progressive retinitis pigmentosa, which led to blindness at 40 years. Zinaida Azarkh is an architect by education, devoted her life to her family and her visually impaired husband, became his secretary and co-author, a loving and faithful companion for the rest of his life.",8,2,185,197,,tuberculous meningitis; streptomycin; Retinitis pigmentosa; acquired deafness or blindness; physics; telephone communication with deaf and deafblind people,,,,https://psyjournals.ru/psyclin/2019/n2/Basilova_Malhasyan.shtml https://psyjournals.ru/files/107560/Basilova_et_al.pdf,http://dx.doi.org/10.17759/cpse.2019080210,,10.17759/cpse.2019080210,2954721548,,0,054-429-398-535-938,0,true,cc-by-nc,gold
120-539-202-116-221,Digital ecosystem as an instrument of digital transformation of the university,,2021,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Egor V. Neborsky,"Digital transformation is inevitable, regardless of the personal attitude of people to this issue. Researchers distinguish between organizational transformation using digital technologies (identity enhancement) and digital transformation (creating a new identity). In other words, digital technologies can become a tool for non-systemic transformations of existing structures, but thanks to understanding their nature, one can find ourselves in a situation of evolution of the structures themselves and, accordingly, the daily life of a person and social practices. The article proposes the concept of the digital ecosystem of the university as an instrument of digital transformation, which contributes to the development of the digital transformation methodology and can be used as the basis for the digital maturity index of the university and the development of a calculation formula. The research findings may be of interest to policymakers in charge of digital transformation policy at universities. The article reveals that in scientific periodicals the term ""ecosystem"" is interpreted in three semantic clusters: business ecosystem; innovative ecosystems; digital ecosystems. In this study, the concept of an ecosystem is interpreted in the context of digital transformation in relation to the digital environment of the university. The digital ecosystem is an instrumental concept, i.e. a means of digital transformation that reconstructs the environment and identity of the university. The digital ecosystem as a means of digital transformation, formulated by the author of the article, structurally contains the following elements: digital environment, which includes information and technical infrastructure; interaction participants (stakeholders); system of connections between participants; involvement of participants; the functions of the university reflected in the figure; idea and values, including regarding digital technologies; digital productivity and adequacy (implementation of digital solutions used by participants to maintain the ecosystem). A digital university is not only about having a network architecture or a digitally packaged educational product. It is also about the participants, their engagement, values and digital productivity. It should be borne in mind that if digital data is a raw material for the digital economy, then digital productivity becomes an important element of human digital activity.",9,4,,,Digital transformation; Engineering; Digital ecosystem; Multimedia,,,,,http://dx.doi.org/10.15862/02pdmn421,http://dx.doi.org/10.15862/02pdmn421,,10.15862/02pdmn421,3193990744,,0,,7,true,cc-by,gold
121-065-606-054-332,Digital university as an integrative methodological construct,,2021,journal article,World of Science. Pedagogy and psychology,23094265,Publishing Company World of Science LLC,,Egor V. Neborsky,"The coronavirus pandemic has actualized the digital transition of universities. At the same time, it introduced an element of chaos. Educational policy also played a role here. At this stage, there is a contradiction that has arisen between the fragmentation of interpretations and the need to develop a digital university model. This determines the need for structuring the methodological construct of a digital university, which will allow developing not only a theoretical methodology that allows more focused theoretical and applied research, but also a practical methodology that makes it possible to more rationally structure a set of techniques and tools to achieve the goal of practical implementation of the digital transformation of universities and higher education. The author of the article formulated the methodological construct of a digital university as an integrative phenomenon. A digital university is a combination of four interdependent elements: a teaching format; digital environment; digital resources; digital platform. The digital format is a form of combining digital technologies (in what form the interaction takes place) and at the same time content (which is an act of interaction, the content itself). The digital environment is a space, a place (where interaction takes place). Digital resources are tools for activating the idea of a digital university (what the participants use). A digital platform is an algorithm, a way to implement the idea of a digital university (how interaction is embodied) and, at the same time, a platform for interaction (within which structure the interaction takes place). The article shows that a digital university cannot be interpreted solely as a twin of a ""physical"" university, since digital technologies allow creating new conditions, making changes in the real environment, organizing processes, both teaching and management. At the same time, the ""physical"" university, existing in the real, not the virtual world, is a whole space in which technical and human resources are placed. In other words, it is impossible to talk about the concept of a digital university only from the standpoint of the digital (virtual) world, or from the standpoint of only the technical infrastructure.",9,3,,,Construct (philosophy); Cognitive science; Computer science,,,,,http://dx.doi.org/10.15862/41pdmn321,http://dx.doi.org/10.15862/41pdmn321,,10.15862/41pdmn321,3196158769,,0,,2,true,cc-by,gold
124-873-714-264-024,Роль восприятия полиции и чиновников в агрессивности молодежи,2022-03-30,2022,journal article,Психология. Журнал Высшей школы экономики,18138918; 25419226,"National Research University, Higher School of Economics (HSE)",Russian Federation,А.А. Реан; И.Л. Шагалов,"В статье представлены результаты исследования агрессивности и социально-перцептивного образа полиции и чиновников в сознании молодых людей. Исследование опирается на опрос 6563 молодых людей в возрасте от 16 до 19 лет, из которых 42% мужчин (2759 чел.) и 58% женщин (3804 чел.). Опрос был проведен в восьми российских регионах. Авторы используют оригинальную методику оценки восприятия индивидами социального окружения — «80 прилагательных», а также разработанный на ее основе коэффициент позитивного восприятия. Анализ данных показал, что в молодежной аудитории проявляются эффекты агрессивности по отношению к полиции, восприятие молодежью чиновников не показало значимой связи с исследуемыми психологическими параметрами. При этом сильнее всего с негативным восприятием связана реактивная агрессивность, возникающая как ответная реакция на внешнюю агрессию или угрозу. Также установлено, что отрицательное восприятие правоохранительных органов с 1996 по 2016 г. значимым образом не изменилось, а следовательно, характеризуется высокой степенью инертности и устойчивости. Кроме того, укоренившийся в психологии тезис о влиянии полноты семьи на агрессивность личности не нашел своего подтверждения в исследовании. Вместе с тем молодые люди, воспитанные двумя родителями, демонстрируют меньший уровень застенчивости и могут более успешно преодолевать трудности социализации. Анализ экзогенных факторов агрессивности показал связь между агрессией респондентов и размером города. В больших и густонаселенных городах молодые люди более склонны к агрессии, чем их сельские сверстники.",19,1,93,109,Medicine,,,,,https://psy-journal.hse.ru/data/2022/04/06/1802761719/19-01-93-109.pdf https://doi.org/10.17323/1813-8918-2022-1-93-109,http://dx.doi.org/10.17323/1813-8918-2022-1-93-109,,10.17323/1813-8918-2022-1-93-109,,,0,,0,true,,gold
131-760-188-964-145,Metaphors as a tool to study cognitive models of the family,,2017,journal article,Bulletin of the Moscow Regional State University,22240209,Federal State University of Education,,Marina I. Rozenova; Mariya A. Opiteva,"МЕТАФОРЫ КАК СРЕДСТВО ИЗУЧЕНИЯ КОГНИТИВНЫХ МОДЕЛЕЙ СЕМЬИ Аннотация. В статье затрагивается проблема изучения семьи в аспекте субъективных представлений, отражающих реалии отношения человека к семье и в семье. Обосновывается и эмпирически иллюстрируется возможность изучения семейной проблематики посредством использования метафорических образов. В основной части работы представлено авторское оригинальное исследование оценки метафорических образов семьи, в котором выявлены смысло-содержательные позитивные и негативные аспекты её позиционирования. Результаты исследования свидетельствуют о возможности и эффективности применения метафорического подхода в изучении проблем семьи и содержательных характеристик индивидуального сознания в сфере семейной жизни, а также о возможности использования полученных данных в семейном консультировании. Ключевые слова: метафоры, семья, когнитивные модели семьи, метафорический подход, проблемы семьи, метафорические образы, женская психология.",,3,,,Developmental psychology; Psychology; Cognition; Cognitive psychology,metaphors; cognitive models of the family; metaphoric approach; family problems; metaphoric images; feminine psychology,,,,http://dx.doi.org/10.18384/2224-0209-2017-3-821,http://dx.doi.org/10.18384/2224-0209-2017-3-821,,10.18384/2224-0209-2017-3-821,2760086268,,0,007-494-285-566-099; 018-506-469-427-821; 037-679-840-623-849; 133-640-798-597-027,2,true,cc-by,gold
131-870-863-983-401,The use of gamification in the empathy development and prevention of bullying as a form of deviant behavior,2022-10-31,2022,journal article,Russian Journal of Deviant Behavior,27130622,Saint-Petersburg University of the Ministry of Internal Affairs of the Russian Federation,,Artur Rean; Andrey Shevchenko,"Introduction. The importance of this research subject reflects the fact that deviant behavior has a strong risk factor for social deprivation. The expansion of prevention methods with new means can improve the qualitative efficiency of practical work. A key part of psychological work is also the creation of methods for identifying and responding to bullying facts in the process of observation and training. Developing empathy, identifying and preventing bullying can be considered as a new form of visualization.; Objective. Analysis of the modeling basis of the gamification method for correctional training.; Methodology. Theoretical work in which the relationship between gamified learning methods and psychological phenomena that can have a productive effect on socialization is analyzed. The experience of introducing gamification in other studies for psychological support is analyzed. Using the data obtained by Russian and foreign psychologists, the authors have examined the possibility of applying the principles of gamification as a tool of correcting bullying and aggressive behavior.; Results. As a result, modern examples of the use of gamified programs in the field of empathy development and prevention of aggressive behavior were selected and described. Taking into account the foreign experience and local examples, the authors make a conclusion about the effectiveness of the use of these methods.",2,3,288,298,Empathy; Socialization; Psychology; Process (computing); Applied psychology; Social psychology; Computer science; Operating system,gamification; bullying; empathy; correction of aggression,,,,https://russianjournaldeviantbehavior.ru/en/storage/download/100842 https://doi.org/10.35750/2713-0622-2022-3-288-298,http://dx.doi.org/10.35750/2713-0622-2022-3-288-298,,10.35750/2713-0622-2022-3-288-298,,,0,007-519-046-378-435; 021-828-944-742-880; 027-097-613-570-908; 031-818-947-987-182; 038-350-268-041-700; 039-200-980-446-958; 040-161-398-263-087; 047-126-630-163-162; 056-765-374-104-047; 058-092-541-493-406; 087-821-940-366-470; 088-306-095-093-013; 093-035-716-624-155; 105-484-350-207-070; 134-257-994-093-621; 136-094-770-244-629; 137-766-266-180-73X; 148-078-706-062-420; 179-531-884-855-359,0,true,cc-by,hybrid
137-152-943-381-904,Cognitive maps influence over driving strategies in Russia: analyzing Driving Anger Expression Inventory (DAX) and Dula Dangerous Driving Index (DDDI) factors,,2017,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,A I Chetverikova; V V Ermolaev; Olga Tkachenko,"This article summarizes our investigation of drivers cognitive maps and its influence over their behavior. 182 subjects participated in our research, i.e. 97 professional drivers, 85 car enthusiasts, 156 men and 26 women, 20—66 years old, mileage about 3—150 thousands kilometers per year. Questionnaire “Dula Dangerous Driving Index” was used on Russian subjects for the first time ever. Our results show that subjects’ need for get their rocks off when they are angered (or suspicious, or failed to trust the world around) and aggressive behavior during driving are correlated. Most drivers feel emotional tension during driving and use some self-regulation techniques to decrease the tension stabilize their emotional state. The following factors were found to correlate with one’s aggressive behavior on the road: feeling suspicious of world/self/others, low level of self-acceptance, external locus of control.",8,4,107,122,Psychology; Cognitive map; Dangerous driving; Index (economics); Anger expression; Applied psychology,cognitive cards; driving strategies; DAX; DDDI,,,,https://core.ac.uk/display/151142866 https://psyjournals.ru/files/89202/spio_2017_n4_Chetverinkova_Ermolaev_Tkachenko.pdf https://psyjournals.ru/social_psy/2017/n4/Chetverinkova_Ermolaev_Tkachenko.shtml,http://dx.doi.org/10.17759/sps.2017080408,,10.17759/sps.2017080408,2783849296,,0,010-820-480-487-184; 040-388-856-770-040; 073-559-376-364-511; 078-486-706-222-290; 104-821-130-251-561,2,true,cc-by-nc,gold
145-187-971-675-512,Глубинная герменевтика в визуальном анализе (на примере фильма В. Аллена «Зелиг»),,2018,journal article,Social Psychology and Society,22211527; 23117052,Moscow State University of Psychology and Education,,Е.Т. Соколова; Д.А. Хорошилов,"By the example of analysis of the Woody Allen’s movie Zelig the ego-states phenomenology of borderline personality with split identity is presented, of a person with inclination to various transfigurations (chameleonization), who deeply feels his foreignness in the social context, in the diversity of false facades and absurd conformism, which are designed to compensate the inner feeling of emptiness and emotional hunger with the help of manipulations. The clinical phenomenon resonates with the contemporary sociocultural trends of the society of transitivity and designates the risks of clinical deviations in the conditions of uncertainty and vagueness of boundaries of personal and social space. Deep hermeneutics, implemented in the methodology of visual analysis, is considered as a practice of research of modern culture and mass consciousness, which reveals such a scientific trend as the search for transdisciplinary intersections of clinical and social psychology in the study of social and cultural phenomena.",9,3,118,126,,,,,,https://psyjournals.ru/files/95744/sps_2018_n3_Sokolova_Khoroshilov.pdf https://psyjournals.ru/en/social_psy/2018/n3/Sokolova_Khoroshilov.shtml,http://dx.doi.org/10.17759/sps.2018090312,,10.17759/sps.2018090312,2898948459,,0,,1,true,cc-by-nc,gold
148-123-812-473-039,Innovative аpproaches to the еducation and upbringing of children of generations Z and α in the context of their psychological characteristics,,2024,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education «Moscow Pedagogical State University» (MPGU),,T.N. Sakharova; N.A. Tsvetkova,Московский педагогический государственный,1,,,,Context (archaeology); Sociology; Psychology; Social psychology; Developmental psychology; Geography; Archaeology,,,,,,http://dx.doi.org/10.31862/2500-297x-2024-1-205-223,,10.31862/2500-297x-2024-1-205-223,,,0,,0,true,,gold
153-904-710-367-457,PSYCHOLOGICAL AGE OF ADOLESCENTS: NORMAL OR DEVIATION,2019-09-27,2019,journal article,Modern Psychology,27382664; 25792504,Yerevan State University,,А. N. Khovrin; G. B. Khovrina,"Problem’s urgency is based on the necessity to study students’ psychological features during the stage of transition from Elementary to Secondary school. On this stage of development the changes in attitude towards teacher and school education are natural. They depend on the change of eras, transition from childhood to adolescence, start of teen-age crisis and can be perceived as an indicator of changes in child’s development. This paper’s goal is to show the psychological features of students, who are entering Secondary school. The primary methods of our research were questionnaire survey, stating experiment and projective method. Research data shows significant difference between students’ psychological and chronological (passport) age. Psychological age of most students, who enter Secondary school, is primary school age and it impedes the process of education and interaction with teachers. Research data, presented in the paper may help teachers, parents and students understand the reasons of school problems and help children to adapt to the new system of social relations.",2,3 (5),22,26,Psychology; Developmental psychology; Transition (genetics); Projective test; Junior school; Mathematics education; Biochemistry; Chemistry; Psychoanalysis; Gene,attitude psychology; psychological age; self-consciousness,,,,https://journals.ysu.am/index.php/modern-psychology/article/download/Vol.2_No.2%285%29_2019_pp.022-026/Vol.2_No.2%285%29_2019_pp.022-026.pdf https://doi.org/10.46991/sbmp/2019.2.2(5).022,http://dx.doi.org/10.46991/sbmp/2019.2.2(5).022,,10.46991/sbmp/2019.2.2(5).022,,,0,,0,true,,bronze
155-709-903-783-923,Предисловие тематического редактора,,2021,journal article,Clinical Psychology and Special Education,23040394,Moscow State University of Psychology and Education,,I V Vachkov,"Когда выходит особый — тематический — номер журнала, это большое ; и важное событие для всей редакции. Такой номер готовится с особой тщательностью. Статьи подбираются (разумеется, с учетом очереди поступления) в соответствии с выбранной тематикой и рассматриваются очень строго и членами редколлегии, и специально обобранными рецензентами.; Перед вами, уважаемые читатели, именно такой тематический номер — «Реабилитация, коррекция и сопровождение лиц с ОВЗ». Для нашего журнала эта тема, конечно же, не нова. Но впервые за почти десять лет существования издания мы решили посвятить ей специальный номер. Это решение связано с непреходящей актуальностью проблемы оказания помощи людям, имеющим ограниченные возможности здоровья. К сожалению, таких людей не становится меньше. ; И особенно важно обратить внимание на детей с ОВЗ, кому посвящены многие статьи этого номера.",10,2,1,2,,,,,,https://psyjournals.ru/psyclin/2021/n2/vachkov.shtml https://psyjournals.ru/files/121658/cpse_2021_n2_Vachkov.pdf,http://dx.doi.org/10.17759/cpse.2021100201,,10.17759/cpse.2021100201,3183407248,,0,,0,true,cc-by-nc,gold
168-519-441-845-37X,Summer pedagogical practice of МPSU students in organizations of children’s recreation and health improvement as counselors,,2020,journal article,Pedagogy and Psychology of Education,2500297x,Federal State Budgetary Educational Institution of Higher Education Moscow Pedagogical State University,,Natalia Y. Leskonog; Lyubov F. Shalamova,"In 2017, according to the decision of the Department of State Policy in the field of education of children and youth of the Ministry of Education and Science of Russia, a project called the All-Russian counselor school was launched on the basis of Moscow Pedagogical State University. The article analyzes some results of a sociological survey of MPGU students who had pedagogical practice in the summer of 2019 in organizations of recreation and health improvement of children. Channels for informing students about various practice bases, conditions created for the organization of practice, difficulties experienced by students, etc. are considered. As a result of the study, a conclusion was drawn on the relevance of improving the system of additional continuing education of participants in student teaching teams, recommendations are given on how to improve the organization of summer teaching practice and assess the quality of training students for counseling activities.",,"2, 2020",139,149,Recreation; Psychology; Health improvement; Medical education,,,,,http://dx.doi.org/10.31862/2500-297x-2020-2-139-149,http://dx.doi.org/10.31862/2500-297x-2020-2-139-149,,10.31862/2500-297x-2020-2-139-149,3059587866,,0,,1,true,,gold
188-446-361-426-539,"Children's Play in Cultural-Historical Psychology: Substitution, Loss and Recreation of the Ideal Form of Activity in the Educational Space",,2022,journal article,Cultural-Historical Psychology,18165435; 22248935,Moscow State University of Psychology and Education,,E.V. Trifonova,"The article deals with the problem of children’s play from the standpoint of the Cultural-Historical Psychology. The fact that developed forms of play are rather rare in the life of contemporary children is considered from the position of the absence in their life of the ideal form of the play, which inevitably leads to the impossibility of appropriating the corresponding activity. The distortion and loss of the ideal form of play has a long history and did not occur immediately. Based on the analysis of documentary sources (methodical letters, periodicals, scientific literature, etc.), it is shown how teachers’ ideas about children’s play changed, what forms of play were broadcast to children in educational organizations and what other channels of assigning play experience were at the disposal of children in different historical periods. The article describes the developed forms of play and indicates what conditions are necessary for their emergence.",18,3,5,12,Ideal (ethics); Impossibility; Recreation; Space (punctuation); Sociology; Epistemology; Aesthetics; Psychology; Social psychology; Law; Political science; Philosophy; Linguistics,ideal form of the play; children's independent symbolic play; creative play; organized play; story-role-playing play; fantasy play; the leading activity of a preschooler,,,,https://psyjournals.ru/files/132415/chp_2022_n3_Trifonova_ru.pdf https://doi.org/10.17759/chp.2022180301,http://dx.doi.org/10.17759/chp.2022180301,,10.17759/chp.2022180301,,,0,106-151-297-822-736,6,true,cc-by-nc,gold