Social psychology

The study of personal qualities’ development and the peculiarities of value-motivational aspects in groups with various manifestation levels of these qualities are of particular interest for contemporary researchers as well as for practicing psychologists who develop psychotechnologies aimed at personal value-motivational sphere management.This article suggests new approaches for analyzing and studying value-motivational aspects of personal activity, predetermining innovation activity. It also provides an analysis of a comparative empirical study that evolves value-motivational characteristics in students with various innovativeness levels.

The author submits a detailed theoretical analysis of innovation behavior based on manifestations of personal value-motivational activity. Resulting from the given theoretical analysis, a suggestion is made that the manifestation and development of personal potential is determined by values and motives. Personal innovation potential is regarded as an effective combination of various activity forms, and innovativeness is a personal quality that is manifested by a form of effective activity. Currently, psychologists are highly interested in evolving value-motivational structure of personal innovativeness.

The given article discusses the results of an empirical study aimed at revealing value- motivational peculiarities of students in groups with various levels of innovativeness manifestations. Indicative peculiarities of value-motivational characteristics are revealed in groups with low, middle and high levels of innovative qualities. Furthermore, gender differences in innovativeness manifestation and value-motivational characteristics of this quality in young men and women are thoroughly described.

New data concerning the personal and gender specifics of the value-motivational sphere and innovativeness manifestation in young adults are presented using a thoroughly described research strategy as well as results substantiation.

Television has a strong impact on gender-identity development. Theoretical analysis shows that the direct perception of different gender characteristics in advertising images has a specific impact on gender self-consciousness, primarily at the unconscious level. The purpose of our study was to uncover features of this impact.

In this study, the effects of advertising images on the gender self-consciousness of teenagers were investigated. Two hypotheses were examined: (1) Perception of gender images in TV commercials has individual variability and is connected with gender features of self-consciousness (gender type of personality, gender differentiation of consciousness, the specifics of gender identification). (2) Direct perception of gender images in TV commercials has a differential influence on the transformation of verbal (cognitive) and nonverbal (emotive) levels of selfconsciousness.

The commercials, which were for chocolate, contained different gender types of male and female images (masculine female images, androgynous images, and feminine male images); they used as stimulus materials in an experimental situation involving 61 teenagers. The contents and dynamics of gender self-consciousness in adolescents were investigated using the psychosemantic method of “multiple identifications.”

We discovered that the girls’ preferences for gender images were more varied than those of the boys. Despite different variants in the gender characteristics in the advertising images, their impact on the gender self-consciousness of the adolescents consisted mostly of gender differentiation and identification with the images of their own gender. In general, in regard to the direct impact in the experimental situation, at the cognitive level, the girls revealed changes in the enhancement of gender identification with images of their gender, and the boys were characterized by the enhancement of gender differentiation. At the level of emotive evaluation, in contrast to the cognitive level, we observed stronger dynamics of the changes in selfconsciousness (enhancement of gender differentiation and enhancement of identification with images of ideals and parental images).

The results clearly showed the quite high plasticity of self-consciousness structures and their susceptibility to externally designated images. We concluded that, in their direct perception, features of gender images in TV commercials have specific effects on the consciousness of adolescents: they reinforce already-formed gender categories and self-identification. We consider this research a pilot study, and we are planning to check the results on a more representative sample with different age groups.

The interest of psychologists in the study of safety in the educational environment and its psychological characteristics is increasing. The aim of this study was to select, substantiate, and disclose the psychological factors in the educational environment that influence the psychological well-being of pupils. There were three stages in our research: clarifying the level of psychological safety in the schools in the study; revealing the consistency of the teachers’ and the students’ evaluations of the level of psychological safety in those schools; determining the nature of the influence of the psychological safety of the educational environment on the psychological well-being of the students. The study involved 172 teachers and 876 students in Moscow and St. Petersburg schools.

Psychological safety is a condition of educational environments that are free from psychological violence in the interactions of the people in them; psychological safety contributes to the satisfaction of the needs for personal trust and communication, creates for the participants a sense of belonging (the referential importance of the environment), and contributes to their mental health.

The empirical study revealed that (1) the level of the psychological safety of the educational environment in the evaluations of the teachers was higher and had more expressed differentiation than did the level in the students’ evaluations; (2) the psychological well-being of the students was closely correlated with the level of psychological safety for the teachers; (3) such components of the well-being of the students as emotional comfort, self-confidence, a higher level of cognitive activity were developed in those schools with high levels of psychological safety for the teachers.

The results can be useful in educational psychology and environmental psychology as well as when creating technologies to support the safety of school environments and of the people in them, including situations related to minimizing safety violations and reducing risks and threats.

The negative sociocultural transformations that are taking place in modern society and the resulting psychological transformation of personality and mode of life strongly require searching for ways of providing social safety to the next generation, with teachers being the implementers of this process. Teachers’ professionalism is determined by their willingness to solve personal and socially relevant problems, including the willingness to provide social security for other people, to thwart social risks, and to build constructive interpersonal relationships.

The aim of our research was to reveal and to analyze the psychological factors affecting the readiness of teachers to ensure social security in educational environments.

The environmental factors of social risk have been theoretically characterized. It has been shown that the essential factor in ensuring students’ social security is providing a safe social environment in educational institutions; such an environment provides the learners and the teachers with sociopsychological security and psychosocial well-being. The empirical part of our study was devoted to identifying negative social phenomena in the schools in the Ivanovo region (with the help of a questionnaire administered to 700 students) and to identifying the personally and professionally important qualities of the teachers and the subjective psychological factors of their readiness to ensure social security in the educational environment (through interviewing 300 teachers); the administration of the questionnaires and the interviewing were followed by an assessment of their significance (with the help of a questionnaire administered to 140 teachers). Using factor analysis we identified the relevant indicators and grouped them into six factors of the readiness of teachers to ensure a safe educational environment.

Relevant personal and professional qualities of teachers were revealed; these are the subjective factors of the readiness of a teacher to ensure social security in the educational environment: social anticipation, resistance to sociopsychological stress, social tolerance, professional orientation, responsibility, communication skills.

Data were collected in the analytical and experimental studies to determine ways to improve the organization of educational processes in order to ensure the social security of students and society in general. The identified psychological factors, their relative weight, and content must be considered when designing a system for training teachers and developing in them the required personal and professional qualities.

Years of social, economic, and political changes have resulted in intensive and extensive migration activity. The appearance of compelled and voluntary migrants has brought about the development of a new direction in social psychology: the psychology of migration. Many disciplines are connected with the study of migration, the problems of migrants, and adaptation processes. In the social-psychological literature, various models of adaptation to new conditions of a social-cultural environment are considered (I. Jasinskaja-Lahti, K. Liebkind, J. Berry; S.-K. Lee, J. Sobal, E. Frongillo). Various social-psychological features of migrants are studied: for example, ethnic identity, characteristics of psychological adaptation, emotional well-being, and mental health. In the Russian scientific literature the following problems are considered: emigrants’ interactions with representatives of foreign cultures (N. S. Khrustaleva), degree of cultural similarity (T.G. Stefanenko), personal features of emigrants (S. H. Schwartz, E. Prince-Gibson), features of ethnic identity (G.U. Soldatova, S. D. Gurieva), and many others. In Russia, research regarding the influence of the social-cultural environment on processes of adaptation were begun only in 2004.

The main objective of our study was to identify psychological mechanisms of migration flows (incoming and outgoing) as indicators of sociopolitical and psychological stability in the Pskov Region. Participants in the study were citizens permanently residing in the Pskov Region who by age and social characteristics represented the population structure of a part of that region. In total, 52 persons aged 17 to 69, with an average age of 42.3, participated.

The technique used was focus groups. A content analysis was made of the answers received in the focus-group sessions. During these sessions, participants could freely share their views on questions asked by the facilitators who had a college-level psychological education. In each group, two facilitators worked cooperatively. One facilitator was in charge of group dynamics; the other was in charge of asking all the questions covered as well as of keeping track of all the substantial aspects of the conversation. This arrangement encouraged the participants to discuss issues of the region in an open manner.

The findings allowed us to classify all the migrants and potential migrants in the Pskov Region according to their reasons and motives for migration. For example, in the Plyussa settlement, which is “depressed” and remote from the region’s center, migrants seek to escape their extreme poverty and unemployment; they can be called “survival migrants.” In the “favored” central area, the city of Pskov, migrants seek to significantly increase their income level and improve their quality of life. We can describe them as “migrants seeking new opportunities.” In a border area, the town of Gdov, people living in close proximity to other countries (Estonia, Latvia) compare their financial situation and opportunities with those of their foreign neighbors. Migrants living in Gdov tend to move because they want to avoid an environmental crisis or progressive degradation of the environment, structural unemployment, and poor economic opportunities. We can call them “migrants in search of hope and prosperity.”

In the Pskov Region, the labor (economic) situation is a typical reason for migration. Migration for economic reasons is a resettlement of people for the purpose of employment and proper remuneration. Labor migration can have such causes as a desire to change one’s job, as well as sociocultural, housing, environmental, nature, climate, and other conditions. Without a developed economy and social sphere, regions are able to prevent only elderly or incapacitated people from migrating. To retain the younger generation, it is necessary to inform people of all the possible difficulties that potential migrants may face and to make systematic and large-scale efforts to develop the region, to improve the image of the region (including encouraging the residents to be proud of and to cherish the region’s heritage and its people’s achievements), and to create a comfortable environment.