Background. New technologies offer endless possibilities for students and schools, but as the use of smartphones increases, psychological and behavioral problems may also increase.

Objective. To investigate the relationship of mobile-based social network addiction and family communication patterns on the one hand, and behavioral problems in students on the other, with a focus on the mediating role of emotional self-regulation.

Design. This study used a quantitative approach and a cross-sectional design. The participants were 384 students (female/male: 226/168; mean age: 16 ± 1.98) in secondary high schools in Tehran in the academic year 2022–2023. The students were selected using convenience sampling. The data were collected online using the Revised Family Communication Pattern Scale (1994), Mobile-Based Social Network Addiction Questionnaire (2016), Child Behavior Checklist - Adolescent Version (2001), and the Affective Style Questionnaire (2010). The data were analyzed using structural equation modeling with SPSS-25 and AMOS-24 statistical software.

Results. The study showed that emotional self-regulation plays a mediating role in the relationship between mobile-based social network addiction and internalized and externalized behavioral problems (P ≤ .05). The indirect effect of conversation orientation on internalized and externalized behavioral problems mediated by emotional self-regulation was not significant, but the indirect effect of conformity orientation on internalized and externalized behavioral problems with the mediation of emotional self-regulation was significant (P ≤ .05).

Conclusion. Based on the findings, it is suggested that school officials and parents should develop emotional self-regulation and communication skills in students and parenting skills in their parents to prevent and reduce potential harm such as internet addiction and behavioral problems in students.

Background. The range of digital technologies that children use from an early age has expanded significantly. Most studies demonstrate that preschoolers now spend substantially longer on digital devices and start using them at a younger age. Finding a solution for this challenge has research merits and relevance, as the data on benefits and harm of early preschoolers’ exposure to digital devices is contradictory. This poses a need to determine theoretically sound and practically validated criteria that could guide the duration and quality of children’s exposure to the digital environment.

Objective. To review studies that contain recommendations on preschoolers’ exposure to the digital environment, namely, exposure limits and evidence to justify the limitation of preschoolers’ time on digital media.

Design. The analysis starts by identifying theoretical foundations that researchers use in their studies of children’s behavior in the digital environment. This is followed by an overview of 40 studies that include research papers, official reports, and methodological recommendations made by healthcare and governmental organizations.

Results. The review identified the following ground rules for children’s exposure to the digital environment: to provide for child’s interaction with a digital device, to use educational applications that will develop skills appropriate to the child’s age, to ensure mandatory supervision of children’s engagement by an adult who limits the exposure according to child’s age-related capabilities and creates conditions for active exploration of the real rather than a virtual world. Children’s cognitive development suffers the most from passive intake of digital content.

Conclusion. The data herein can help to develop strategies to promote healthy and educational engagement of children with digital devices and media; however, the review highlights the insufficiency of psychophysiological research that would make it possible to practically validate the recommendations on the duration of preschoolers’ exposure to the digital environment.

Background. The majority of mistakes students make while using “well-learned” decimal counting, can be attributed to their miscomprehension of the structure and arrangement of the “positional” numeral system. Digital support may merely serve an illustrative and training function, or it may provide the special environment for locating the problem of positional counting as a part of meaningful actions by the students. Following the Activity approach, we aimed to scaffold the students’ own learning actions, in such a way as to reveal the origin of the multi-digit number concept. Thus, we used counting in other-base systems as a way for students to reconsider the reasoning behind familiar operations in the most common base-ten system.

Objective. The purpose of this paper is to present the approach to computer support which we have designed, based on our analysis of the activity content related to the multi-digit number concept, and to discuss some preliminary results of the first training series.

Design. The approach to educational environment design developed within the Learning Activity theory defines the ways in which a computer becomes essential. The computer should provide a transparent interface which allows students to perform transformations with objects which will react accordingly. The additional opportunities to perform concept-mediated orientation procedures should also be scaffolded by digital means.  For the purposes of our study, the computer-based educational module “Interstellar wanderers” was designed. Four groups of students from 2nd to 5th grade (8-12 years of age, 20 children in total) participated in the experimental computer-based lessons (over 30 hours); classroom observations, videotaped discussions, and logs of students’ individual work in the computer simulation were used for analysis.

Results. The preliminary results of the experimental teaching showed that the computer support which we developed may scaffold students’ progress toward acquisition of the multi-digit number concept through a reflective re-thinking of the well-learned decimal system. Yet further research is needed to get a quantitative analysis of students’ performance.

Conclusion. The general principles of computer support design based on the Activity approach in education (Galperin, Davydov, & Talyzina) demand a thorough analysis of the origin of the concept being studied, as well as the design of appropriate content and means of students’ actions and corresponding contexts and tasks. The digital means which we designed to support students’ learning activity, are in demand and bring promising results.

Background. The phenomenon of sexting consists of sending and sharing sexual images, videos, or messages using smartphones and social networks. Sexting is spreading dangerously among adolescents who share private and explicit sexual content, ignoring the negative and risky consequences associated with this behavior. According to recent literature, sexting behavior is strongly related to the participants’ level of self-esteem and social media’s influence on them.

Objective. Our study was a descriptive community-based study focused on the central-south Italian context, which aimed to investigate sexually risky behavior and the main motivations for sexting, and to compare differences in self-esteem and social media’s influence among three groups of Italian girls: non-sexters, occasional sexters, and frequent sexters.

Design. Our research involved 569 Italian girls (14–19 years old) who completed the following questionnaires: the Questionnaire on Health and Sexual Behavior; the Sexting Behavior Scale; the Multidimensional Self-Concept Scale; and the Sociocultural Attitudes Toward Appearance Questionnaire-3. 

Results. Our results showed that most participants sexted with their partner, and had a responsible attitude toward sexuality and kept sexual risk low. Moreover, frequent sexters had higher scores on social media’s influence relative to the internalization of the body image and model for beauty and athleticism, as well as lower levels of global, academic, and competence self-esteem.

Conclusion. Our results could promote interventions in the school context in order to: a) improve awareness among youth about social media use, sexting, and safe sexuality; b) reduce the risk associated with sexting and the influence of social networks; and c) stimulate reflections by teachers and parents on adolescents’ sense of identity and self-esteem.

Background. Romantic attachment is reflected in various aspects of dyadic interaction in a couple, since it is a self-reinforcing system of cognitive, emotional and behavioral patterns. Romantic jealousy was shown to be associated with dimensions of attachment insecurity in various studies worldwide.

Objectives. To identify differences in expressions of romantic jealousy based on romantic attachment style. To determine the influence of attachment-related anxiety and attachment-related avoidance on cognitive, emotional, and behavioral jealousy.

Design. The sample comprised 171 heterosexual individuals. The “Experiences in Close Relationships – Revised” questionnaire (ECR-R; Fraley, Waller, & Brennan, 2000; adapted for Russian by Chursina, 2022) and “Multidimensional Jealousy Scale” (MJS; Pfeiffer, & Wong, 1989) were used.

Results. A number of significant differences were identified between insecure and secure attachment styles. Avoidant attachment is characterized by cognitive jealousy, ambivalent attachment is characterized by cognitive and behavioral jealousy, while dismissing attachment showed no significant differences in the manifestations of jealousy in comparison with secure attachment style. Emotional jealousy is equally characteristic of all types. The primacy of romantic attachment in relation to cognitive and behavioral jealousy was also proved.

Conclusion. The experience of jealousy differs among romantic attachment styles. Attachment-related anxiety is a predictor of intrusive thoughts and behavioral manifestations of jealousy, while attachment-related avoidance is less, the greater the manifestation of jealousy behaviors.

Background. The quality of sleep significantly impacts children’s day-to-day performance, with at least 20% reporting issues with sleepiness. Valid tools for assessing the quality of sleep are needed.

Objective. In this study, we assessed the psychometric properties of the Russian version of the Pediatric Daytime Sleepiness Scale (PDSS). The initial adaptation of the PDSS was conducted on a sample from the Arctic regions of Russia. This location may have influenced the scale's generalizability due to variations in natural daylight across different areas of the country.

Design. To rectify this, we gathered a comprehensive, geographically diverse sample from Russia. This combined dataset comprised 3772 participants between 10 to 18 years of age, from nine different regions of Russia.

Results. We confirmed the unifactorial structure of the PDSS, which showed no regional effects. The psychometric analysis indicated that one item from the 8-item PDSS could be removed, thereby improving the scale's model fit. We also observed gender and age impacts on sleep quality: boys reported fewer sleep-related issues than girls, and younger children reported fewer problems than older children.

Conclusion. This study validates the usefulness and reliability of the Russian version of the PDSS, thereby enhancing its general applicability. Furthermore, we replicated previously reported age and sex effects on the sleep quality of school-aged children.

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.

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. 

Background. e actual motive may be experimentally diagnosed through study of the system of perceived motivations. However, since perceived motivations are always expressed in terms that are not unambiguous (for a number of reasons, including age, gender, context, etc.), the experimental reconstruction of the actual motive is always as- sociated with an ambiguity in interpretation of the respondents’ perceived motivations. We need to use a method of diagnosing motivations that would allow us to identify, for the groups of students studied, not only the contribution of a particular perceived moti- vation, but also the substantive features of the designated motives, through the pattern of correlations of these perceived motivations.

Objective. This article presents the results of research on the age and gender specifics of learning motivations of high school students.

Design. Experimental identication of their motivational proles was made by means of factor analysis, separately for each of four groups of pupils (in Moscow schools with a traditional learning paradigm): two junior groups (8th-9th grades, 14-15 years old) of boys (62) and girls (59); and two senior groups (10th-11th grades, 16-17 years old) of boys (63) and girls (54).

Results. As a result, a motivational structure specic for the corresponding gender and age was identied and described.

Conclusion. We showed that as a child grows up, the orientation in learning becomes more and more generalized, with a stronger expression for boys than for girls. In the junior group, girls have a motivation that is oriented to the future, whereas boys do not; such motivations in boys are seen only in the senior group and are inextricably linked to the parents’ approval. Both for boys and girls, the content of their motivation for cognitive achievement in the older age group is based on two motives, which are independent at the younger age: curiosity and prestige. However, with girls, apart from a desire to learn new things, the aspiration to differ notably from others and to demonstrate their achievements to others is significantly greater than with boys

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.

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.

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 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.

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.

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.

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 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.