Background. The higher education system today requires students to be able to conduct independent academic work outside the educational system. Some data has been developed on the general educational skills of students; however, the available works are most often devoted to the skills of students in the humanities, yet in technical fields such as engineering, scientific knowledge becomes outdated much faster, which is associated with the global digitalization of society.

Objective. To assess the Diagnosis of Basic Learning Skills Task Battery (Metodika diagnostiki osnovnykh uchebnykh umenii) as modified for engineering students.

Design. The study was conducted in several stages. First, we created six sets of tasks for assessment of basic learning skills, based on the subject matter of engineering disciplines for students at three educational stages (first-year students, fourth-year students and second-year master students). Next, engineering students at different educational stages at Moscow Technological University (N = 135) took part in testing of the proposed task battery. They were also administered the Diagnosis of Supplementary Learning Skills Inventory by Ilyasov (questions for self-assessment), and a survey of academic performance and socio-demographic variables. Skills of memorization and consolidation of knowledge were not assessed in the current study. 

Results. Confirmatory factor analysis allowed us to establish high convergent validity of the task battery (p = 0.001). Internal consistency of the separate scales of the battery was acceptable (Cronbach’s aranged from 0.692 to 0.839). Тhere were significant positive connections between the modified task battery for diagnosis of basic learning skills and the battery for diagnosis of supplementary learning skills, academic performance, and educational stages.

Conclusion. The results demonstrate that the modified battery is a valid and reliable tool for measuring basic learning skills.

Background. Normative universalism involves making evaluations and decisions according to a universal rule, irrespective of one’s affiliation and relations with other people. Social categorization is the main cognitive mechanism underlying deviations from universalism. When there are several salient alternative social identities, there is a possibility of counterbalancing effects among different social biases, leading to unbiased decisions or judgments (i.e., practical universalism).

Objective. The present study investigates whether multiple categorization can induce alternative social biases, which counterbalance each other and produce universalistic solutions at both the individual and group levels.

Design. A socially heterogeneous sample of Russian participants (N=300) made a series of binary choices in a hypothetical situation posing two social alternatives, each of which was presented as a set of social categories unrelated to the task: country, gender, age, and sector of employment.

Results. When faced with a series of choices involving multiple social categorization, the participants tended to pursue different types of biased strategies. The most frequent were country ingroup preference (31.7%) and low status aversion (17.7%). Practical universalism was identified in 2% of cases. Group-level results showed strong ingroup preference and high-status preference, which are two independent sources of bias. At the same time, the diversity of individual strategies allowed the participants to identify conditions (specific combinations of social attributes) under which the biases counterbalanced each other and resulted in universalistic solutions.

Conclusion. Individuals respond strategically to multiple categorization. Universalistic strategies are seldom applied at the individual level, but the diversity of individual strategies provides opportunities for universalistic solutions at the group level.

Background.In both Russia and Greece, corruption is a serious problem. In Greece, the level of corruption is one of the highest in the EU, and in Russia it is one of the highest in the world.

Objective. Three questions were addressed: (1) Are basic human values related to the acceptability of corruption for individuals in both countries? (2) Are these relationships the same in Russia and Greece? (3) Are levels of acceptance of corruption the same in Russia and Greece?

Design. Following S.H. Schwartz’s model, four higher-order values were assessed: Conservation versus Openness to Change, and Self-Transcendence versus Self-Enhancement. The studies were conducted in Russia (N = 256) and Greece (N = 469). To analyze the associations of individual values with the acceptability of corruption, we constructed a multigroup regression model using structural equation modelling software.

Results. Identical relationships were found in the two countries.Conservation values and Self-Transcendencewere negatively related to the acceptability of corruption, whereas Self-Enhancementwas positively related to the acceptability of corruption.Russians scored higher on acceptance of corruption. Implications are discussed.

Conclusion. The acceptability of corruption seems to be interrelated with basic human values across different cultural conditions. Our study shows that the relationships between higher-order values on the one hand, measured in the framework of Schwartz’s values model, and the acceptability of corruption on the other, are identical in Russia and Greece, suggesting that the acceptability of corruption is related to personal values.

Background. Environmental Identity (EID) is a construct that demonstrates the extent to which people perceive themselves as a part of nature, incorporated in it, and defined by it. This concept, despite being relatively new, has proven to be associated with various beneficial traits such as emotional calmness, vigor, reduced stress, increased attentiveness, and positive mental effect (Kals, Schumacher, & Montada; Pretty et al.; Hartig et al., Raanaas et al.). It is also connected with nature conservation behavior and empathy towards people and nature (Scott & Willits; Paul, Hartmann, & Apaolaza-Ibáñez; Tam; Modi & Patel).

While there have been analyses correlating personality traits with other nature-related concepts –– e.g., environmental engagement, environmental concern, and ecological behavior (Milfont & Sibley; Wuertz; Markowitz et al.), there is little evidence of which personality traits are connected with Environmental Identity.

Objective. Current research has three objectives: 1) to test the connection between Environmental Identity and Mental Wellbeing on a Russian sample; 2) to discover which personality traits are connected with Environmental Identity; and 3) to find out whether or not these personality traits moderate the Environmental Identity – Mental Wellbeing connection. Three hundred and twelve (312) students, of which79.2% were females, participated in the study. The majority of participants (90.4%) were undergraduate students at Russian universities under 20 years old. 

Methods. To perform our study, we used the Environmental Identity scale, the Short Big Five, and the Warwick-Edinburgh Mental Wellbeing Scale. 

Results. We confirmed the connection between Environmental Identity and Mental Wellbeing on a Russian sample. Openness to Experience was the only significant personality trait predictor of Environmental Identity. Moderation analysis did not reveal any personality traits to be significant moderators between Environmental Identity and Mental Wellbeing.

Conclusion. We concluded that the impact of Environmental Identity on Mental Wellbeing does not depend on specific personality traits, suggesting that it has a universal resource function, and is importance for Russian people in general in terms of their mental wellness. 

Background. The Job Apathy Scale (JAS), developed by G.B. Schmidt (2017), has been widely used in industrial and organizational psychology. This scale examines two dimensions of job apathy, namely apathetic thought (weak interest in the job processes and unwillingness to develop strategies for the promotion of job efficacy) and apathetic action (investing little emotional energy in job tasks, coworkers, or the organization).

Objectives. 1) To examine the psychometric properties of the JAS with Russian employees; 2) to assess the influence of sociodemographic characteristics on job apathy.

Design. The sample was recruited using the convenience sampling method. Two hundred and seventy-five Russian employees were included in this cross-sectional study. In addition to the JAS, all participants completed measures assessing professional burnout, work engagement, and job satisfaction.Cronbach’s alpha values were used to assess the internal consistency of the JAS. Exploratory and confirmatory factor analyses were employed to examine the factor structure of the JAS. The nonparametric Spearman rank order correlation coefficient was used to examine the convergent and divergent validity of the JAS. The Student’s t-test and one-way analysis of variance (ANOVA) were used to assess the sociodemographic differences in job apathy.

Results. Exploratory and confirmatory factor analyses supported a two-dimensional structure of the JAS. The Cronbach’s alpha values were .86 and .73 for the apathetic thought scale and the apathetic action scale, respectively. Job apathy was positively correlated with professional burnout and was negatively correlated with work engagement and job satisfaction. There is evidence of convergent and divergent validity of the JAS. The analysis using a one-way ANOVA revealed a significant effect of age and marital status on job apathy: Younger and married employees are more prone to apathetic action than their older and single colleagues.

Conclusion. The JAS with the Russian employees is psychometrically reliable and valid, which argues for its scientific and practice-oriented applications.

This article describes research on visual semantics, different forms of metaphor used in rhetoric and philology (tropes: metonymy, hyperbole, litotes, oxymoron, and others), and images, which are metaphorical also. The research was carried out using paintings. The authors state that the function of metaphor is to transform the sense of the image from a psychological point of view.

One of the central topics in the studies of O. K. Tikhomirov and his collaborators was the link between cognitive and emotional processes. It is important not only how emotions are involved in the process of the productive performance of thinking tasks but also how cognitive processes mediate the involvement of the emotions in the regulation of activity. The efficacy of this regulation is represented through goal achievement and also through the correction of one’s actions in the case of wrongdoing. Reformation of one’s errors is the best way to improve one’s abilities and skills. In moral philosophy the central instance of this reformation is conscience, which ensures positive or negative self-appraisal of one’s own and others’ actions. Unfortunately, in psychology this concept remains unclear. The goal of this article is to clarify it in the context of the contemporary psychology of emotion. Studies of emotions have shown the significance of appraisal in determining particular feelings. The special role of moral emotions, mainly guilt and shame, in the self-correction of one’s actions is emphasized. According to this model, guilt and shame in particular can represent twinges of conscience in the mind because the cognitive dissonance between our (or others’) actions and values shapes the basis of all these phenomena.

The paper introduces virtual reality systems as a new methodolology of carrying out both traditional and originally designed experimental studies in psychology and in a broader context - in neuroscience. This methodology, often differing from classical approaches toward planning and performing a study in cognitive, social, educational, organizational and numerous other disciplines within psychology, is placed in the context of genuine Russian and at the same time of world-wide psychological theories, conceptions and traditions. Advantages, currently available results, challenges and perspectives of the virtual paradigm in experimental psychology, psychotherapy and psychological rehabilitation are thoroughly described and analyzed. The ideas of immersive virtuality are also shown to play a profound role at diverse levels of innovative learning and teaching, including special, extracurricular, and college education. Besides, applied virtual reality sys­tems are presented as being of serious importance for the university students' training: it is expected that new generations of professional psychologists will use these systems extensively. The multifaceted theoretical activities and applied work of the staff and students affiliated with the Psychology Department, Lomonosov Moscow State University, aimed at development and usage of immersive virtual reality systems are fully presented in the paper.

This articles concerns the relatively and new and specifically developed in Russia methodology of research of social consciousness. The purpose and in the same time the method of the research using this methodology is reconstruction the system of categories (superordinate personal constructs in the terminology of G. Kelly) through which people perceive world and events around him (her). Especially it is very powerful method when dealing with political and socio-cultural issues, because allows to explicate implicit stereotypes which typically are very deep and difficult for diagnostic. Several examples from different topics of political psychology will be presented.

This article looks at the content strategies of the Russian media and discusses whether they conform to humanitarian values. The content strategies that prevailed in different eras and the social and psychological effects that they engendered are compared. Special attention is paid to conflicts of values and other negative consequences of the communicative incompetence of the media in Russia; this lack of competence poses a threat to the information security of society.

This article considers the potential for applying contemporary philosophical theories (which distinguish classical, nonclassical, and postnonclassical types of scientific rationality) to the specification of theoretical methodological principles in the study of clinical psychology. We prove that psychological syndrome analysis (developed by the Vygotsky–Luria–Zeigarnik school), taken as a system of principles for organizing research as well as for interpreting its results, conforms to the epistemological complexity of the object of study in clinical psychology, which is understood in the postnonclassical scientific view as a self-developing system. We present an example of the formation of a psychosomatic syndrome in 290 patients with mitral-valve prolapse, applying methods of qualitative and statistical data analysis in a longitudinal clinical-psychological study. We prove that the syndrome is system-defined and has a multilevel character, and that its structure is determined by several factors: the motivational factor (with the domination of the failure-avoidance motive and the unsatisfied self-approval need); the factor of the emotional-regulation disorders, represented by both excessive emotional repression and lack of emotional control; and a psychophysiological factor. We argue that a psychosomatic syndrome can be used as a means for approaching not only diagnostic but also prognostic tasks both in clinical psychology and in medicine. We conclude that the results of our empirical study, conducted within the framework of postnonclassical philosophy and using the methods of psychological syndrome analysis, not only expand the scientific background on the nature of a particular disease (mitral-valve prolapse) but also pose further questions whose investigation will broaden our view of the psychological mechanisms of psychosomatic- syndrome genesis.

This chapter explains the strategy for the sociocultural reform of education as a socialization institution that plays a key role in the focused development of value systems, standards, paradigms, and behavioral patterns in the population of Russia. The author reveals the role education plays in modeling such phenomena of social development as the social consolidation of society, the civil identity of representatives of various social groups and national cultures, the encouragement of social confidence, the successful socialization of oncoming generations, and the social stratification of the population of Russia. This chapter also considers the benefits of the sociocultural reform of education as a growth driver for the competitive strength of the individual, the society, and the state and for the further design of long-term programs for the social and economic development of Russia, including the federal education-development program.

The article describes the development of an integrative bio-psycho-social model of personality disorders. This model is based on the interconnection of intellect, self-regulation, self-identity, and social relationships. The prognostic value of the category of “affective-cognitive style” is estimated on the grounds of a meta-analysis of various empirical studies and theoretical models. The article discusses the results of clinical and experimental studies that specify the functions of cognitive differentiation and integrity and of symbolic mediation and reflection in the regulation of the content, emotional valence, temporal stability, and spatial organization of intrapsychic representations of self and interpersonal relationships, as well as the systemic organization of defense and coping operations.

Authors discuss notable philosophical and psychological aspects of Buddhism and Hinduism, as well as different features of meditation techniques in their relations to psychological study of consciousness.

The article considers methodological foundations of the system anthropological psychology (SAP) as a scientific branch developed by a well-represented group of Siberian scientists. SAP is a theory based on axiomatics of cultural-historical psychology of L.S. Vygotsky and transspective analysis as a specially developed means to define the tendencies of science developing as a self-organizing system. Transspective analysis has revealed regularities in a constantly growing complexity of professional-psychological thinking along the course of emergence of scientific cognition. It has proved that the field of modern psychology is shaped by theories constructed with ideation of different grades of complexity. The concept “dynamics of the paradigm of science” is introduced; it allows transitions to be acknowledged from ordinary-binary logic characteristics of the classical science to a binary-ternary logic, adequate to non-classical science and then to a ternary-multidimensional logic, which is now at the stage of emergence. The latter is employed in SAP construction. It involves the following basic methodological principles: the principle of directed (selective) interaction and the principle of generative effect of selective interaction. The concept of “complimentary interaction” applied in natural as well as humanitarian sciences is reconsidered in the context of psychology. The conclusion is made that the principle of selectivity and directedness of interaction is relevant to the whole Universe embracing all kinds of systems including the living ones. Different levels of matter organization representing semantic structures of various complexity use one and the same principle of meaning making through which the Universe ensures its sustainability as a self-developing phenomenon. This methodology provides an explanation for nature and stages of emergence of multidimensional life space of an individual, which comes as a foundation for generation of such features of consciousness as its system character and sensibility.

This article presents an analysis of Vygotsky’s work on the psychology of art and his use of the image of Hamlet in the psychological analysis of personality. It also describes the capabilities of the dialectic method for assessing psychological problems. Reference to three dialectical oppositions—of the story and the plot, of the main character’s spinelessness and his insanity, and of subject and personality—allows the development of a theoretical analysis of the psychology of personality in its relationship to culture. Culture is defined as the system of normative situations. Keywords: image of Hamlet, dialectic method, culture, normative situation, personality, subject.

The work presents historiographic and theoretical methodological study of establishment of fundamental theses of L.S. Vygotsky’s cultural-historical concept within the field of clinical psychology.

We prove potency in application of contemporary philosophical concepts, which help distinguish between the types of scientific rationality (classical, nonclassical, and postnonclassical), for scientific reflection over the development of psychology and designation of paradigmatic status of cultural-historic concept suggested by L.S. Vygotsky and Vygotsky-Luria syndrome approach at the contemporary stage of science.

Present study of scientific works of L.S. Vygotsky and his followers demonstrated that fundamentals of cultural-historic conception suggested by L.S. Vygotsky and further developed in methodology of Vygotsky-Luria syndrome approach, these fundamentals presented the origins of not only non-classical, but as well post-nonclassical model of scientific rationality. They are characterized by post-nonclassical understanding of the object and method of psychological study and post-nonclassical mode of thinking of the scientists.

As it was showed, in works of L.S. Vygotsky there formulated general methodological requirements to organization of mental studies, which, on the whole, go in tune with the requirements introduced for study of complex self-developing systems. There were produced arguments to prove that the concept of Vygotsky-Luria syndrome approach describes mental syndromes as dynamic structures, which display the features of self-organization, self-determination and adaptive rationality. Hence, they can be regarded as open self-developing systems.

We assume and verify the hypothesis that the syndrome analysis, due to the features of post-nonclassic modeling of scientific rationality it reveals, may be regarded as theoretically productive methodological approach at the modern stage of science.

The article aims to demonstrate advances in methodological means suggested by Vygotsky’s cultural-historical concept in association with a theoretical model of a Person-centered diagnosis and practical use of the construct for clinical psychology and medicine. This, to a greater extent, arises from the fact that the cultural-historical concept (due to its humanistic nature and epistemological content) is closely related to the person-centered integrative approach. But for all that the concept corresponds to the ideals of postnonclassical model of scientific rationality with a number of ‘key’ features. Above all it manifests its “methodological maturity” to cope with open self-developing systems, which is most essential at the modern stage of scientific knowledge.

The work gives consideration to ‘defining pillars’ of Person-centered approach in modern medicine, to humanistic traditions of the Russian clinical school, and high prospects in diagnostics of such mental constructs as “subjective pattern of disease” and “social situation of personal development in disease” - within the context of person-centered integrative diagnosis.

This article discusses the need for implementation a cross-cultural study of subjective pattern of disease and its correlation with a particular “social situation of personality development under disease conditions”. It aims at development and substantiation of the model of person-centered integrative approach, enhancement of its diagnostic scope and, consequently, improvement of the model of person-centered care in modern psychiatry and medicine.

Background. Ideas about relationships between “I”, egocentric spatial orientation and the sense of bodily “Self ” date back to work by classics of philosophy and psychology. Cognitive neuroscience has provided knowledge about brain areas involved in self-ref­erential processing, such as the rostral prefrontal, temporal and parietal cortices, often active as part of the default mode network (DMN).

Objective and Method. Little is known about the contribution of inferior parietal areas to self-referential processing. Therefore, we collected observations of everyday be­havior, social communication and problem solving in patients with brain lesions local­ized either in the left inferior parietal cortex (LIPC group, n = 45) or the right inferior parietal cortex (RIPC group, n = 58).

Results. A key characteristic of the LIPC group was an overestimation of task com­plexity. This led to a prolonged phase of redundant and disruptive contemplations pre­ceding task solution. In the RIPC group, we observed disorders in reflective control and voluntary regulation of behavior. Abilities for experiencing emotions, understanding mental states, and social communication were to a great extent lost. Results are inter­preted within a multilevel framework of cognitive-affective organization (velichkovsky, 2002). In particular, we highlight the role of right-hemisphere mechanisms in self-refer­ential cognition, emotional and corporeal awareness. This is consistent with recent data on a profound asymmetry in connectivity of left and right hippocampi within the DMN (Ushakov et al., 2016)

Conclusion. It seems that the center of egocentric spatial representation plays a spe­cial role in accessing self-related data. Normally, the right hippocampus provides a holis­tic representation of surrounding and, thus, an easy-to-find gateway into much of what we used to call “subjective experience”. This heuristics becomes misleading in the case of right-sided brain lesions.

Play and playfulness are basic features in early childhood education. The elements of play are pleasure, a sense of freedom, and the co-construction of shared meaning through the use of rules or rhythms. Play and learning are closely related in early childhood. But when the focus on the educational benefits of play becomes too strong, the most essential feature of play is lost: children’s pleasure. Young children in group settings often have to adapt to the teachers’ demands related to security, hygiene, and social norms and values. But the playfulness of the teachers helps to overcome differences in power in the caregiver-child relationship and prevents young children from becoming overburdened with strict rules and group discipline. Play and playfulness are a resource of shared pleasure and creativity in learning processes.