Articles
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New Psychometric Evidence of a Bifactor Structure of the Emotional Regulation Questionnaire (ERQ) in Ecuadorian College StudentsPDF HTML2495
Moreta-Herrera, R., Perdomo-Pérez, M., Vaca-Quintana, D., Sánchez-Vélez, H., Camacho-Bonilla, P., Vásquez de la Bandera, F., Dominguez-Lara, S., Caycho-Rodríguez, T. (2022). New Psychometric Evidence of a Bifactor Structure of the Emotional Regulation Questionnaire (ERQ) in Ecuadorian College Students. Psychology in Russia: State of the Art, 15(1), 120–134. DOI: 10.11621/pir.2022.0108
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Differences in Attitudes toward Mental Health among Boys from Religious and Non-religious Families Experiencing Religious and Secular Education
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Trends in the Study of Cultural-historical Phenomena on the Internet (based on a study of Russians’ attitudes towards money)
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The Relationship between FFMQ Mindfulness and Harmony in Life among Patients with Celiac Disease
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The Psychological Space of Professionals’ Trust and Distrust in Socio-Technical Systems
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Working Remotely During the COVID-19 Pandemic: Work-Related Psychosocial Factors, Work Satisfaction, and Job Performance Among Russian EmployeesPDF HTML5121
Toscano, F., Bigliardi, E., Polevaya, M.V., Kamneva, E.V., Zappalà, S. (2022). Working Remotely During the COVID-19 Pandemic: Work-Related Psychosocial Factors, Work Satisfaction, and Job Performance Among Russian Employees. Psychology in Russia: State of the Art, 15(1), 3–19. DOI: 10.11621/pir.2022.0101
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A Picture of Trait Anxiety and Aggressiveness among Adolescents from Different Types of Educational Institutions
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Two Generations of Mother-Child Relationships: A Self-determination Theory Analysis of the Social Situation of Development
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The “Moon Test”: A Step Towards Evaluating Comprehension of Educational Text through Model Mediation
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Cross-cultural Analysis of Models of the Relationship between the Cognitive Abilities and Academic Achievement in Primary School EducationPDF HTML2488
Tikhomirova, T., Malykh, A., Lysenkova, I., Malykh, S. (2021). Cross-cultural Analysis of Models of the Relationship between the Cognitive Abilities and Academic Achievement in Primary School Education. Psychology in Russia: State of the Art, 14(4), 94-110. DOI: 10.11621/pir.2021.0407
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Better Language – Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized ToddlersPDF HTML2169
Kochukhova, O., Dyagileva, Yu., Mikhailova, A., Orekhova, L., Makhin, S., Pavlenko, V. (2021). Better Language – Faster Helper: The Relation Between Spontaneous Instrumental Helping Action and Language Ability in Family-Reared and Institutionalized Toddlers. Psychology in Russia: State of the Art, 14(4), 78–93. DOI: 10.11621/pir.2021.0406
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Elaboration of Neuropsychological Evaluation of Children: Structural Analysis of Test Results
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Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged ChildrenPDF HTML2819
Kovyazina, M., Oschepkova, E., Airapetyan, Z., Ivanova, M., Dedyukina, M., Gavrilova, M. (2021). Executive Functions’ Impact on Vocabulary and Verbal Fluency among Mono- and Bilingual Preschool-Aged Children. Psychology in Russia: State of the Art, 14(4), 65-77. DOI: 10.11621/pir.2021.0405
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Neuropsychological Assessment of Difficulties in Reading Spanish: A Cultural-Historical Approach
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Learning Disabilities in Primary School. How to Diagnose and Remediate the Difficulties with a Team Approach: The First Results