Background. Attachment-related anxiety and avoidance have a significant impact on self-esteem, optimism, and hope. Moreover, previous studies have shown that religiosity can also be an important factor in promoting hope and emotional regulation. 

Objective. The first aim of this study was to explore the relationship between attachment-related anxiety, attachment-related avoidance, dispositional hope, generalized self-efficacy (GSE), future time perspective (FTP) as future time opportunities (FTO), and focus on limitations (FOL). The second purpose was to detect the effect of religiosity on hope, GSE, and FTP. 

Design. The study involved 153 Turkish participants (Females n = 81, 52.9%), between the ages of 18 and 66, who filled out the Dispositional Hope Scale, and the Experience in Close Relationship-Revised (ECR-R), FTP, and GSE inventories via a Google survey. A Pearson correlation test, multiple linear regression analysis, and an independent t-test were computed. 

Results. Attachment-related anxiety was inversely related to dispositional hope and GSE, while it was positively associated with FOL. Attachment-related avoidance was negatively related to dispositional hope and FTO, whereas it was positively correlated with FOL. FTO was positively correlated with GSE and dispositional hope. Religious participants had a higher level of dispositional hope and GSE than non-religious participants. A lower level of attachment-related anxiety and religiosity was associated with a higher level of GSE and hope. Females showed a higher level of makeup agency than men, whereas the men reported a higher level of FOL than the women. 

Conclusion. This study concluded that both attachment-related anxiety and religiosity were predictors of hope and GSE. Gender differences played a significant role in FOL and make-up agency. Moreover, it was found that attachment-related anxiety and avoidance have different functions in GSE and FTO. 

Background. Following the new line of research on Family Social Capital, this work focused on the adaptation and application of the Family Social Capital questionnaire to studying the association between Family Social Capital (FSC) and the intention of Russian females to start a business.

Objective. This study investigated the relationship between three dimensions of Family Social Capital (Structural, Cognitive, and Bonding) and components of Entrepreneurial Intention (EI) operationalized via Ajzen’s Theory of Planned Behavior among females in Russia.

Design. Online survey participants (N=222) were assessed with 1) an adapted version of the FSC questionnaire (Álvarez et al., 2019); and 2) the EI questionnaire previously verified on a large Russian sample within Social Capital research (Tatarko & Schmidt, 2015).

Results. The study confirmed the positive relationship of EI with two dimensions of FSC: Structural FSC (namely, the frequency of time spent with significant family members) and Bonding FSC (namely, family resources that can be activated in various life situations). Both positive relationships are mediated by Perceived Behavioral Control (PBC) – one’s feeling of being capable to act upon one’s intentions. The third dimension of FSC – Cognitive FSC (namely, family cohesion and intra-family trust) – showed no association with the intention to start a business among Russian females.

Conclusion. Russian women with higher levels of EI demonstrated higher investment in family time with significant family members (Structural FSC) and reported exposure to larger intra-family resources (Bonding FSC). These two factors, even though not strengthened with a supportive and trustworthy family atmosphere (Cognitive FSC), provided the sense of confidence and control, which empowered the women with the courage to take preliminary actions with the intention of starting their own businesses.   

Background. The formation of emotional autonomy in child-parent relations is one of the main developmental tasks of adolescence (Havighurst, 1972). The theoretical framework of our study comes from the Age-Related Cultural-Historical Approach (Vygotsky, 2000; Leontiev, 1978; Bozhovich, 2009; Elkonin, 1972) and the Theory of Emotional Autonomy Formation by L. Steinberg & S. Silverberg (1986). Here we present the results of a test with the Russian version of the “Emotional Autonomy Scale” (EAS) as validated by L. Steinberg & S. Silverberg (1986).

Objective. We conducted a substantial psychometric analysis of the EAS scales on a Russian sample.

Design. The participants were 222 pupils from the 9^th to 11th grades in Moscow schools (age 14-17; M = 15.89; SD = 0.91). A comparative and structural analysis was conducted to review the reliability of the EAS Russian version, administered by the authors.

Methods. The pupils were evaluated with 1) the authors’ Russian version of the EAS by L. Steinberg & S. Silverberg (1986); and 2) the Parent-Child Interaction questionnaire  (PCI) by I. Markovskaya (1999).

Results. The fit of Steinberg’s original Four-factor model (L. Steinberg & S. Silverberg, 1986) and of the Beyers’ and colleagues’ Seven-factor model (2005) were studied on a Russian sample for the first time. The Four-factor model was chosen as the final model due to better fit indices and Cronbach’s alpha coefficient. The CFA showed the model fit indices to be acceptable (RMSEA = 0.07) or slightly less than the good fit values (CFI = 0.74). The validity analysis was conducted using the PCI by I. Markovskaya (1999).

Conclusion. The aim of theoretical analysis, approbation, and validation of the EAS on a Russian sample was achieved: the authors’ version of the EAS is a valid and reliable instrument to measure adolescents’ emotional autonomy in a Russian sample.

Background. A challenge is considered a “wake-up call” for family resilience, requiring a proper response (willingness to evaluate, understand an event and its signals, and also give an adequate response). Family resilience is defined as an adequate response to challenges, that is, the ability to cope with them based on the cultural-historical context and family resources, such as clear and open family communication and connectedness, the use of social resources, a broad system of values ​​and senses, the ability to derive meaning from adversity, acceptance, and flexibility.

Objective. This article reports on a study which aimed to analyze components of the resilience of Russian families in response to life circumstances that have become challenges for them.

Design. The study was conducted from March 20 to May 7, 2022. Participants took an online survey on Yandex-forms; the link to the survey was distributed through social networks on public pages and in private messages. Two hundred seventy-four (274) representatives of Russian families responded, including 234 women and 40 men (14.6%) ranging from age 17 to 65 (cf. 34.1+12.5). After removing the data of 15 participants who did not report a negative event in their families, the final sample consisted of 259 people.

Results. Challenges for modern Russian families can be categorized as loss challenges, relationship challenges, global challenges, challenges of illness, and challenges of financial well-being. The challenges of loss stimulate flexibility of response, acceptance, and overcoming suffering through mutual understanding. Global challenges and the challenges of illness awaken family spirituality. The ability to discuss problems together and share decision making becomes a resource to meet the challenge of families’ financial well-being. Confidence in solving problems and a positive outlook become resources to face relationship challenges. The intensity of events is a signal for a family to evoke communication and connectedness, acceptance, and flexibility, as well as family resilience as a whole.

Conclusion. There is a connection between the difficulties that respondents regard as challenges and the characteristics of their family resilience; the most adequate response to challenges is to increase family resilience.

Background. Issues regarding close relations became especially prevalent within the context of the pandemic, due to the forced separation of these relationships. This is now seen as a significant stressor that influences emotions and subjective perceptions of the relationship.

Objective. The current study aims to investigate the specifics of coping with the forced separation of partners with varying types of closeness.

Design. The study was carried out with quantitative and qualitative methods. The sample included 43 women and 42 men (aged 21-47); all were involuntarily separated from their partners by impacts of the pandemic.

Results. Three scenarios of romantic relationships were identified based on a balance of love components (intimacy, passion, commitment) and prevalent feelings (closeness or distance). The authors concluded that certain coping strategies (positive reassessment, acceptance, distraction) can help the individual to cope with the separation, but do not contribute to the closeness of the partners and the strengthening of the relationship. Coping primarily through active support was typical for partners with intense and balanced feelings based on closeness (Scenario 3). Ambivalent feelings toward a partner (Scenario 1) were associated with passive coping, which increased the risk of detachment. The moderate manifestation of balanced love components and closeness (Scenario 2) focused on acceptance of the situation, positive reassessing, and distraction, all of which reduce the stress of separation, but cause anxiety regarding the future of the relationship.

Conclusion. The type of close relationship has been found to correlate to the coping strategy adopted by the couple following forced separation during the COVID-19 pandemic. However, further studies are required to investigate separation in various social contexts, not only in isolation due to the pandemic, as well as its connection to psychological well-being.

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.

The article contains a brief review of the concept «context» which is gaining its place among the key concepts in modern theoretical and empirical psychology. A comprehensive analysis of scientific literature leads the authors to distinguish two complementary conceptions of context – structural (which regards a fragment of a text as a semantic system) and functional (which treats it as a mental sensegenerating mechanism). The authors suggest an understanding of mentality as a recursive-contextual phenomenon, where each fragment of its subject matter exists in the context of other fragments – parallel, preceding or ensuing. Such understanding may form a basis for the contextual approach in psychology.

This paper summarizes the organizational and scientific outcomes of the 5th Congress of the Russian Psychological Society. It shows the RPS's dynamics of development since its establishment to the present day, and presents a report on the Congress's major events, and the statistics in comparison with the other events of international scientific life. Scientific sections of the Congress are grouped that allowed to showing the main trends in modern psychology. The new directions of psychological research debuted on the Congress are shown, the most important domains of the psychological science are highlighted, and possible reasons for some of them not having succeeded are given. The new subjects and objects of psychological studies new to psychologists are identified. Based on the historical view of the contemporary psychology, were analyzed the future directions of its development.

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.

Background: Intimate Partner Violence (IPV), also known as domestic violence, spousal abuse, and relationship violence, among other names, is becoming a widely recognized social and public health problem. Theory and practice suggest it is vital that the issue be addressed comprehensively in both the healthcare and socio-legal contexts. The theoretical perspectives underlying inquiries into the nature and etiology of the IPV phenomenon are of fundamental importance in promoting our understanding of how to prevent, reduce, or eliminate the problem. In order to integrate various aspects of knowledge about the phenomenon, it is important to consider and evaluate the approaches to IPV currently prevalent in the field. 

Objectives: The present article aims to provide a critical overview of the existing theories, methodological frameworks, typologies, and definitions of Intimate Partner Violence. 

Design: The present paper reviews the international literature on the conceptual frameworks and definitions of IPV. First, it draws on the conceptual frameworks of violence; it then reviews relevant theories and definitions of IPV considered from sociocultural, individual, and integrative perspectives. The disparities, limitations, and explanatory powers of these theories, as well as their clinical and research applications, are discussed in an attempt to bring more clarity into the current state of understanding in the field. 

Results and Conclusions: Our review suggests that there is no universally accepted definition of IPV, nor a conceptual framework that would encompass the complexity of the phenomenon. Some of the theoretical frameworks for studying IPV appear to provide potential advantages over others, but their empirical viability has yet to be determined. We argue that, due to the complex multifaceted nature of IPV, a narrow theoretical stance might exclude a variety of exploratory factors and limit understanding of the phenomenon. 

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.

Multiculturalism is an increasingly common characteristic of contemporary societies. In culturally diverse social contexts, virtually every person experiences intercultural contact on a daily basis. It is essential to understand that there must be both cultural diversity and equity in social participation for true multiculturalism to exist in these settings. Beyond its core definition, it is clear that multiculturalism is a complex concept encompassing many dimensions and meanings. First, the term is understood to describe a demographic fact, indicating the existence of cultural diversity in a society. Second, multiculturalism refers to the policies and programs that are in place to manage intercultural relations and acculturation. Third, multiculturalism refers to psychological phenomena, including individual attitudes and ideologies that accept or reject the demographic, civic and policy features of multiculturalism. This chapter considers Canadian multiculturalism policy, examining how the multiple meanings of multiculturalism vary around the world. Within this framework, I highlight the psychological processes and outcomes of multiculturalism, particularly in connection with acculturation, adaptation and intercultural relations and consider whether these processes and outcomes differ for dominant and non-dominant groups. I suggest some ways in which to enhance the positive outcomes of intercultural contact and the resultant acculturation outcomes. Finally, this chapter sets the stage for the presentation of the other chapters in this volume. It elaborates three hypotheses derived from Canadian multiculturalism policy: the multiculturalism, integration and contact hypotheses.

When acculturation strategies of migrants and acculturation expectations of a host society do not coincide, psychological outcomes for members of the groups in contact can differ significantly. Berry (2013) proposed that intercultural relations can be understood on the basis of three hypotheses: the multiculturalism hypothesis, the integration hypothesis, and the contact hypothesis. Our goal was to test these three hypotheses in Russian majority and Asian minority groups. Migrants from Central Asia (N = 168; 88 ethnic Uzbeks and 80 ethnic Tajiks) and ethnic Russians (N = 158) were surveyed using a self-report questionnaire that included measures developed by the Mutual Intercultural Relations in Plural Societies project. Data processing was carried out using Structural Equation Modeling with the Russians and the migrants separately. We found significant and positive relationships between perceived security and multicultural ideology in both groups. We found a positive relationship between intercultural contacts and the integration strategy among the migrants from Central Asia. Intercultural contacts in the group of Russians was positively related to the expectation of integration and negatively related to the expectation of assimilation. The integration strategy of the migrants was positively related to their self-esteem, while the assimilation strategy was positively related to their sociocultural adaptation and life satisfaction. Among the Russians, the integration expectation promoted their better life satisfaction and self-esteem. The multiculturalism hypothesis was partially supported with both the migrants from Central Asia and the Russians: perceived security promoted an acceptance of multicultural ideology but didn’t promote ethnic tolerance. The contact hypothesis was partially supported in both groups: interethnic contacts were positively linked to the integration strategy of the migrants and the integration expectations of the Russians. The integration hypothesis was fully supported in the sample of Russians and partially supported in the sample of migrants. The migrants’ adoption of the assimilation strategy promoted their life satisfaction and sociocultural adaptation.

Objective: This study was designed to examine possible new aspects of creative activity related to virtual environments.

Design: The online gaming interface Minecraft was used to construct (on computer screens) complex structures such as buildings from ready-made blocks. Two modes were used: individual and dyadic. Participants (N=49, 29 males and 20 females, 18 to 29 years old, recruited on a snow-ball basis) were required to build staying at a distance two complex structures — a ship and a house; each structure was required to be highly creative, i.e. unusual and never seen before. Creativity was evaluated not by the final structure but by the number of ideas generated by the participants and produced either in practice or verbally. Each participant participated once in an individual and once in a dyadic session; the partners were selected randomly. The participants’ verbal activity and digital operations with the Minecraft interface were recorded using the FastStone Capture software package. All the ideas produced by participants were classified in accordance with the following criteria: type (conceptual, functional, selective, corrective, and intentional); level of the structure which the ideas referred to (the whole structure, a particular component of the structure, or an element of the structure); and the status of the verbalized ideas (implemented or unimplemented).

Results and Conclusion: The results show that participants produced significantly more ideas and took significantly less time to build the prescribed structure (a house or a ship) within the individual session compared to the dyadic session. The originality of their ideas was measured by two psychologists independently: the two measures turned out to be close (r=0.876); the number of original ideas produced during individual and dyadic sessions do not differ significantly. Analysis of the implementation of the ideas showed that, within the dyadic sessions, participants produced significantly fewer ideas which were subsequently implemented. For the most part they frequently dropped and left unimplemented ideas referring to the levels of either components or elements of the structure. The results also showed that intentions were the only type of ideas which, after being generated equally often in the individual and dyadic sessions, were more often left unimplemented in the group sessions, compared to the individual sessions.

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 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.