Articles

Background. The COVID-19 outbreak and the measures taken to curb it have changed people’s lives and affected their psychological well-being. Many studies have shown that hardiness has reduced the adverse effects of stressors, but this has not been researched in the Russian COVID-19 situation yet.

Objective. To assess the role of hardiness and meaningfulness as resources to cope with stress and minimize its effects on psychological well-being.

Design. The study was conducted March 24–May 15, 2020 on a sample of 949 people (76.7% women), aged 18–66 years (M = 30.55, Me = 27, SD = 11.03). The data was divided into four time-periods, cut off by the dates of significant decisions by the Russian authorities concerning the COVID-19 pandemic. The questionnaires were: Beck Anxiety and Depression Inventories, Symptom Check-list-90-R, Noetic Orientations Test, and Personal Views Survey-III.

Results. Welch’s ANOVA showed significant differences between the time-periods in meaningfulness, hardiness, anxiety, depression, and the General Symptomatic Index (GSI) (W = 4.899, p< 0.01; W = 3.173,p < 0.05; W = 8.096,p < 0.01; W = 3.244,p < 0.022; and W = 4.899,p < 0.01, respectively). General linear models for anxiety, depression, and GSI showed that biological sex, chronic diseases, self-assessed fears, and hardiness contributed to all of them. In all three models, hardiness had the most significant impact. Anxiety was also influenced by the time factor, both in itself and in its interaction with hardiness levels. With less hardiness, more anxiety occurred over time.

Conclusion. Hardiness was shown to be a personal adaptive resource in stressful situations related to the COVID-19 pandemic.

Background. The COVID-19 pandemic has subjected people around the world to severe stress, evoking a variety of coping responses. Coping responses can be broadly classified into four strategies: 1) problem-focused coping; 2) emotion-focused coping; 3) socially supported coping; and 4) avoidance. While there is a wide variability of individual coping responses, to some extent they are also culturally specific.

Objective. This study aimed to compare the differences in the prevalence and factor structure of coping responses during COVID-19 pandemic in three countries: Russia, Kyrgyzstan, and Peru.

Design. The sample included 501 participants from Russia, 456 participants from Kyrgyzstan, and 354 participants from Peru. The mean age of participants was 28 years in Russia (SD = 13.5); 24 years in Kyrgyzstan (SD = 10.0); and 30 years in Peru (SD = 12.3). In Russia and Kyrgyzstan, coping strategies were assessed with an abbreviated Russian adaptation of the COPE (Coping Orientations to Problems Experienced) questionnaire. In Peru, coping responses were assessed using the Spanish version of the Brief COPE questionnaire. The average scores from fifteen COPE scales were used as the input data for linear modelling and factor analysis.

Results. The coping scores varied substantially within each country. Differences between countries accounted for 17.7% of the total variability in religious coping; 15.8% in acceptance; 13.9% in mental disengagement; and less than 7% in the other coping strategies. No difference in the prevalence of coping responses was found between Russian and Kyrgyz participants after accounting for age and gender. In all three countries the coping responses were associated with the same four coping domains: problem-focused coping, socially supported coping, avoidance, and emotion-focused coping. Four factors explained up to 44% of the total variation in the COPE scores. Religious coping and mental disengagement were classified into different coping domains in the three countries.

Conclusion. The results suggest that during the COVID-19 pandemic, people from different countries apply the full range of coping responses within the four universal coping strategies. Religious coping and mental disengagement differed the most across the countries, suggesting that some coping behaviors can take on different roles within the system of coping responses to stressful events. We attribute these differences to differing cultural and socioeconomic characteristics, and the different measures taken by governments in response to COVID-19.

Background. This study is based on self-determination theory and the research on dispositional optimism and unrealistic optimism. Dispositional optimism is known to be protective of well-being and is related to adaptive coping strategies. Investigations related to unrealistic optimism, on the other hand, revealed that they may have both positive and negative consequences.

Objective. To investigate dispositional optimism and two kinds of specific optimism as predictors of autonomous motivation to follow stay-at-home orders during the COVID-19 pandemic in a sample of Russian young adults: constructive optimism, meaning belief in the role of effort; and defensive optimism, meaning unrealistic expectations and denial that a problem exists.

Design. A correlational (cross-sectional) study was conducted to measure adherence to the recommendation to stay at home, autonomous motivation, dispositional optimism, constructive optimism, and defensive optimism. An online survey was completed by 1,403 young adults (68% women) during the first month of lockdown.

Results. The findings demonstrate that constructive optimism and its underlying dispositional optimism predict both autonomous motivation and adherence to the recommendation to stay at home, while defensive optimism produces the opposite, undermining effects. Structural equation modeling revealed the effect of gender on adherence to the recommendation (higher in women), mediated by different types of optimism and autonomous motivation.

Conclusion. Dispositional optimism together with situation-specific constructive and defensive types of optimism are essential for explaining the health-related behavior and its motivation. These results contribute to self-determination theory, considering the role of personality factors in determining motivation.

Background. The necessity to introduce digital technologies in education and in the professional training of journalism students in particular has been widely discussed in the theory and practice of education over the past 20 years. From the point of view of both future research and training, it becomes very important to study the development of journalists’ professional competencies and professional identity in the online environment.

Objective. To study the experience of distance learning by students in the faculty of journalism at Lomonosov Moscow State University during the period of restrictive measures in connection with the COVID-19 pandemic (Spring 2020).

Design. A two-stage empirical project studied the opinions of students about distance learning, to identify its effectiveness for the formation of professional competencies and identity. In the first stage, a qualitative (investigative) study was conducted on a small sample using semi-formalized tools. In the second stage, a formal survey was conducted on a representative sample (N = 576).

Results. We found that in order to achieve the social, educational, and cognitive presence necessary for effective online education, an important condition is the communication environment and stable communication among all participants: students, professors, and academic departments. However, the communicative environment of the traditional training process is not transferred to the online environment in its original form. With Internet technologies, it is difficult to provide a strong teaching presence, which is a catalyst for the development of social and cognitive presence and a key component of traditional professional training. In the online learning mode, students are overloaded with self-study and written assignments, and mastering the necessary professional knowledge, competencies, and skills becomes their own responsibility.

Not all components of the traditional educational process (types and forms of classes, educational materials, etc.), remain effective when transferred to the online environment.

Conclusion. The formation of professional competencies, as well as the social, cognitive, and behavioral components that determine the further development of professional identity, is difficult in distance education. Online learning cannot be regarded as a full-fledged alternative to the traditional higher professional education of journalists.

Background. Situations that are characterized by unexpected scenarios, unpredictable developments, and risks to life and health facilitate beliefs in conspiracy theories. These beliefs – together with reliable information, intentional and unintentional misinformation and rumors – determine attitudes toward the situations and ways to overcome them.

Objective. To examine the effect of belief in conspiracy theories on the recognition of the need for quarantine during the COVID-19 pandemic; the effect of personality traits on belief in conspiracy theories and on the recognition of the need for quarantine; the relationship of belief in conspiracy theories with assessment of the dangers of COVID-19 and with feelings of hopelessness.

Design. The study was conducted over a period when the number of coronavirus cases was growing, during the first three weeks of the lockdown in Russia. The sample included 667 undergraduate and graduate students aged 16–31 (M = 20.44, SD = 2.38); 74.2% of the participants were women. Respondents filled out two online questionnaires. The first related to perceptions about the COVID-19 pandemic; the second was a brief HEXACO inventory.

Results. Belief in Conspiracy Theories accounts for 13% of variance in Recognition of the Need for Quarantine; together with Dangers of COVID-19 and Hopelessness, conspiracy beliefs account for more than a quarter of the variance. Personality traits defined in the context of the 6-factor personality model have a small effect on conspiracy beliefs about the coronavirus and on perception of the need for quarantine.

Conclusion. Belief in conspiracy theories is associated not only with irrational views of reality, but also with the adoption of ineffective behaviors.

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.

Background. The cognitive model of personality disorders has differentiated 10 patterns of dysfunctional beliefs that lead to specific deficient and highly developed coping strategies. The Personality Belief Questionnaire (PBQ) is a self-report instrument based on this model, which differentiates patients with avoidant, dependent, obsessive-compulsive, narcissistic, paranoid, histrionic, passive-aggressive, antisocial, and borderline disorders from each other and from patients with other mental illnesses.

Objective. To validate the Russian version of the PBQ in clinical and control samples.

Design. The PBQ was translated and back-translated. 591 adults without mental illnesses and 200 in patients with different mental illnesses (predominantly affective disorders, personality disorders, schizotypal disorder, and schizophrenia) filled out the Russian version of the PBQ. 178 participants from the control sample and all 200 patients also filled out the Symptom Checklist-90 Revised. 78 participants from the control sample and 58 patients filled out the Millon Clinical Multiaxial Inventory – III. 54 participants from the control sample filled out the PBQ again after three weeks to check for test-retest reliability.

Results. The Russian version of the PBQ demonstrated good consistency (Cronbach’s alphas .74 – .88) in both samples and test-retest stability (r = .54 – .76) in the control sample. In line with previous findings, there were high correlations between the scales. Higher scores for avoidant, dependent, passive-aggressive, paranoid, and borderline beliefs and probably histrionic beliefs are typical for patients with different mental illnesses compared to the control sample and especially for patients with schizotypal disorder. The convergent and discriminant validity of the PBQ are supported by specific correlations with clinical personality patterns both in the controls and the clinical sample. Any dysfunctional beliefs are related to more general psychopathological complaints.

Conclusion. The data support the validity and reliability of the Russian version of the PBQ. Both in the control and clinical samples, dysfunctional beliefs have a mixed structure and are related to general psychopathology.

Background. It is known that the earlier a child is diagnosed with developmental delay (DD), the more promising his/her cognitive development can be. Various screenings are used worldwide for early detection of developmental problems. However, timely diagnosis of DD is not sufficiently carried out in Russia at present.

Objective. Elaboration of screening scales to quickly monitor the mental development of five- to six-year-old Russian children was the objective of this study. The scales we developed involved the use of modern information technologies to obtain reliable results.

Design. This study was carried out with a sample of 1,860 children. The formal procedure for multilateral monitoring of child development was used for data collection, involving a much more extensive set of tasks than in traditional tests of abilities; this allowed for a wider variation of the factor structure. For the five-year-olds, 349 tasks were used, and 292 for the six-year-olds. To construct scales for each age group (six–seven items in each), which would most accurately predict the diagnosis (Norm or DD), factor and discriminant analysis were carried out. To verify the prediction model, structural equation modeling (SEM) was used.

Results. As a result of the study, we developed scales which had similar types of variables for each age group (simpler for the five-year-olds and more complex for the six-year-olds). The common variables were logical reasoning, motor skills, and general awareness; two other scales were added for the six-year-olds: sustained attention and counting. According to the SEM, these scales are indicators of the general ability factor, and the latter one (general awareness) is the main predictor of the diagnosis.
Conclusions. Short scales for rapid identification of DD in Russian preschoolers were constructed, which allow the use of computer technology to uncover the risk group among five- and six-year-olds in a timely fashion, and have high sensitivity and specificity of the forecast (not lower than 94%).

Background. Children undergoing cancer treatment face a number of emotional, physical, and other problems leading to distress that need to be identified in a timely fashion. Regular assessment of patients’ and their caregivers’ psychosocial health care needs during the patients’ hospital stays has become the standard of psychological care.

Objective. This study was conducted to determine the validity of the Distress Rating Scale (DRS) on a Russian pediatric sample. The DRS appeared to be a reliable pediatric measure of patients’ distress level. 

Design. One hundred fifty-nine (159) children of ages 7-17 with cancer and blood disorders, 153 caregivers, and 51 physicians were included in our study. Forty-five families were re-assessed as a test-retest group after a four-week interval. The DRS was validated through the use of the Children's Depression Inventory (CDI) by M. Kovacs and by the Pediatric Quality of Life Inventory (PedsQL 4.0). 

Results. The convergent validity of the DRS's Russian version was shown by the reasonable agreement between the children's distress level and standardized measure scores. The criterion validity was demonstrated by significant correlations between the children’s DRS self-reports, and those of their parents and physicians. The robustness and consistency of the results in the primary and repeated assessments between the DRS, the CDI, and the PedsQL, proved the reliability of the scale. Age-specific cut-off scores were determined.

Conclusion. The Russian version of the DRS is a valid tool for rapid and reliable assessment of children’s emotional distress in order to identify their needs for psychological assistance in a timely manner.

Background. The Academic Self-Regulation Questionnaire (SRQ-A) is a useful self-report measure of academic motivation grounded in self-determination theory (E. Deci, R. Ryan). 

Objective. The aim of the present study was to evaluate the utility of the Russian version of the SRQ-A by reporting psychometric properties, examining the factorial structure of the SRQ-A, and assessing its construct validity in a large sample of primary and middle school children.

Design. To validate the Russian version of the SRQ-A, two cross-sectional studies were conducted, one with primary schoolchildren, and the second with middle schoolchildren.

Results. We developed and tested the Russian version of the SRQ-A on a sample of 1215 children, Grades 3-7, from three primary and three secondary (middle) schools in Russia. The multidimensional factorial structure of the original measure was tested with bifactor exploratory structural equation modeling (B-ESEM) and confirmatory factor analysis (CFA). Construct validity was tested using correlational analyses with convergent and divergent measures. The SRQ-A showed good internal consistency for all subscales, with Cronbach’sαranging between 0.65 and 0.77 for the primary school children (Study 1), and 0.74 and 0.82 in a sample from the middle school children (Study 2). In both studies a simplex-structure pattern was confirmed, and the CFA model, with seven first-order factors and two second-order factors for intrinsic regulation and extrinsic regulation, had an acceptable fit. The results of both studies demonstrate that the subscales show good convergent and discriminant validity with respect to basic psychological needs, attitudes toward school, school well-being, and general well-being scales.

Conclusion. In sum, the 26-item Russian SRQ-A is a reliable and valid self-report instrument for the assessment of self-determined types of motivation for primary and middle schoolchildren.

Background. In Turkey, university education is highly valued, and is considered a key to success and happiness in life. The gatekeeper for a university education is a central entrance exam. The entire process is lengthy, hard, and anxiety-provoking. 

Objective. Our study aimed to investigate the factors associated with test anxiety related to the university entrance exam. The effects of the perceived attitudes of the student’s mother and father on his or her test anxiety are examined separately, and beyond the effect of other risk factors.

Design. The participants were 102 high school students and recent graduates between the ages of 14 and 19. Data was collected just before a test anxiety workshop, which was designed as part of an open day activity in a private, non-profit university. The workshop featured an interactive presentation about general anxiety, test anxiety, and coping strategies, which was followed by a progressive relaxation exercise.   

Results. It was found that having a lower GPA score, being female, and having an increased level of neuroticism, as well as an increased level of perceived paternal acceptance and paternal control, were associated with higher levels of test anxiety.

Conclusion. The university entrance exam preparation period in Turkey is quite stressful for the students and creates an economic strain for their families. Considering that fathers are usually the financial authority figure within the households, paternal attitudes might predominantly affect the test anxiety level experienced by the student. In addition to paternal control, paternal acceptance might also be a source of stress since it, like control, includes “expectations” for the student’s success. 

Background. In the last few decades, the ethical issues in psychological research have gained considerable attention. In our study we discuss training of psychologists from the ethical point of view.

Objective. 1) To develop communication skills with the help of improvisation with the help of a designed training. 2) To uncover the role of ethical questions about the morality of risk–benefit assessment and justification for the conduct of research, selection of a suitable target population, informed consent, and evaluation of our results.

Design. Psychology students are required to develop communication skills that they will need in their future profession. The participants (70 psychology students) were asked to improvise following the three-stage procedure we designed. We describe all the stages of our training program and how the ethical norms contribute to our work. We discuss the ethical norms and rules in the first and third stages of our training session.

Results. We faced several ethical issues with risk–benefit assessment and justification of the conduct of the research. On the one hand, training causes anxiety, putting participants in uncomfortable situations; on the other, this corresponds precisely to the objectives of our work, posing an ethical dilemma. We looked for ways to create more comfortable conditions without jeopardizing the objectives of our study. We introduced concerns about the interpretation of an improviser’s work. The improvisers told stories that did not always correspond to reality, which confused the other participants. Discussing this point from an ethical position led us to a deeper understanding of improvisation and led to certain modification in our design of the training program.

Conclusion. We consider improvisation a creative process which helps one to adapt to new, uncomfortable situations. Here we show that based on ethical standards and rules, we could properly organize our training and comprehensively review the learning and improvisation process.

Background. This is the last in a series of four articles scheduledfor publication in this journal. In the first article (Kapustin, 2015a), I proposed a new “existential criterion” for the normal and abnormal personality that is implicitly present in the works of Erich Fromm. According to this criterion, normal and abnormal personalities are determined, first, by their position regarding existential dichotomies, and, second, by particular aspects of the formation of this position. Such dichotomies, entitatively existent in human life, are inherent, two-alternative contradictions. In the other articles (Kapustin, 2015b, 2016a), I showed that this criterion is also implicitly present in the four famous personality theories of Freud, Adler, Jung, and Rogers.

Objectives. To provide evidence that this criterion is present in the personality theory of Viktor Frankl and to present a comparative analysis of all six theories of personality.

Results. The existential criterion for the normal and abnormal personality based on the works of Fromm is also implicitly present in theoretical conceptualizations of personality, predisposed and non-predisposed to developing various psychological problems and to mental disorders, by Freud, Adler, Jung, Rogers, and Frankl, although in more particular forms, related to more specific existential dichotomies, characterizing the nature of human life.

Conclusion. The fact that the existential criterion is present in these six theories of personality, developed within totally different approaches to psychology and psychotherapy, is evidence of a high degree of its theoretical justification and of the possibility of their integration.

Background. Rape myths are usually described as a widely-accepted set of false beliefs and attitudes about victims and perpetrators of sexual assault. These beliefs serve to deny, downplay, or justify sexual violence that men commit against women.The Acceptance of Modern Myths about Sexual Aggression (AMMSA) scale assesses those stereotypical beliefs about sexual aggression in a more subtle way than traditional measurements of rape myths, which often use rather blatant wording.

Objective. To develop a Russian version of the sixteen-item AMMSA scale.

Design. Non-experimental design. Participants were recruited online. In total, data of 270 Russian female participants and 131 German female participants were analyzed using exploratory and confirmatory factor analysis. Convergent and discriminant validity were assessed using correlational analyses with other constructs that are believed to be related to AMMSA to different degrees (hostile sexism, benevolent sexism, traditional gender role preferences, and impression management).

Results. It was found that the Russian AMMSA, just like the German AMMSA, was unidimensional, normally distributed, had high internal consistency, and showed good construct validity. 

Conclusion. The validation of a Russian version of the AMMSA forms an important first step for studying beliefs about sexual aggression in Russian society. The Russian AMMSA scale is a valid and reliable instrument for measuring modern myths about sexual aggression. Future studies are needed to test whether there are gender differences in the Russian population. 

Background. Aging is associated with decline in various cognitive functions, including task switching – the ability to shift quickly between tasks and mindsets. Previous research has shown that older adults exhibit less efficient task switching. Mathematical modeling of cognitive processes involved in switching between tasks may shed light on the sources of switching inefficiency in normal and pathological cognitive aging.

Objective. To investigate possible sources of task-switching decline in normal and pathological (mild cognitive impairment, MCI) cognitive aging using the Diffusion Model (DM). 

Design. 57 young adults, 34 healthy older participants, and 5 MCI-diagnosed older participants performed the commonly used Number-Letter switching task. Reaction times (RT) and accuracy were measured and Diffusion Models were fitted to individual reaction time distribution to obtain parameters characterizing processes involved in task switching: active, controlled task-set reconfiguration; passive, automatic task-set inertia; and response caution. 

Results. Older age and MCI-pathology-related effects on switching efficiency were found for RT and, partly, for accuracy. After controlling for possible age differences between the two older groups, active processes of task-set reconfiguration had a clear MCI-related deficit, while passive, automatic task-set inertia components only exhibited a general effect of aging (pathological or not). Response caution was only related to older age, with no MCI effect.

Conclusion. Effortful task-set reconfiguration is sensitive to both age and MCI pathology, while passive processes of task-set inertia dissipation is only subject to age changes. The results support the idea of different dynamics of controlled and automatic cognitive processes in normal and pathological (MCI) aging.

Background. The need to evaluate the emotional changes women experience during the diagnostic stage of breast cancer creates the need for easily applicable short screening tools; thus, evaluations which rely on a single question and visual analogical scales are widely used in hospital environments.

Objective. This study aimed to determine the optimal cut-off points for anxiety, depression, and stress emotional thermometers measured against the Hospital Anxiety and Depression Scale anxiety and depression sub-scales (HADS-A and HADS-D), and the Cohen Perceived Stress Scale-14, respectively; in addition, the study aimed to evaluate the prevalence of these changes in women scheduled for breast biopsies.

Design. The study included 221 women who were scheduled for breast biopsies; their agesranged between28 and80 years old. They were individually evaluated using the Emotional Thermometers, the HADS-A, theHADS-D, and the PSS-14 before undergoingtheir biopsies. Data from 203 participants were analyzed.

Results. The following optimal cut-off points were obtained: 3 for the anxiety emotional thermometer (ET) (sensitivity 0.71, specificity 0.25); 3 for the depression ET (sensitivity 0.87, specificity 0.34); and 4 for the stress ET(sensitivity 0.80, specificity 0.43). According to these cut-off points, 56% of the patients exhibited anxiety, 40% exhibited depression, and 55% exhibited stress. 

Conclusion. Using emotional thermometers to screen anxiety, depression, and stress is therefore recommended in the context of breast biopsies.