Volume #17, 2, 2024

Background. More than half of future teachers in our country receive professional training in classical universities, which determines a great variability of motivational-professional and planned career trajectories. At the same time, the type of university (federal or regional) significantly influences the conditions for forming a professional teacher. This study identifies career orientations of students attending classical universities of different types in order to determine trends in career preferences according to choice of university type.

Objective. This study aims to identify the peculiarities of career orientations of students studying at pedagogical bachelor degree programs of classical universities of different types (federal and regional), determining the interrelations of their indicators with socio-demographic and motivational-professional characteristics of the test subjects.

Design. The study was conducted in the form of a comparison of career orientations of the first-year students in teacher education programs (83 students of Kazan Federal University and 89 students of Smolensk State University). The empirical methods used included the adapted Schein's career anchors tool and a questionnaire revealing socio-demographic and motivational-professional variables to identify factors related to career orientations.

Results. The obtained results revealed common preferences for both universities in career orientations on the service, job stability and lifestyle integration scales, indicating stable trends in choosing the teaching profession. Students at both universities, who chose the teaching profession and plan to work in their specialty, demonstrate a readiness for professional development and overcoming difficulties. However, the university is an independent factor which determines differences according to the scales of entrepreneurship, autonomy and management. Students at a federal university are characterized by greater independence and initiative, but also more uncertainty in choosing a profession, in contrast to students at a regional university.

Conclusion. Considering student career orientations according to their socio-demographic and motivational-professional characteristics, allows us to obtain an objective and comprehensive picture of the professional choices of students from different types of universities, leading to more effective delivery of their professional development.

Background. Although quite a few classifications of coping strategies have been proposed, with different premises, much less is known about the methods of interpretation and how people using different types of coping perceive their life difficulties.

Objective. To develop a verifiable algorithm for classifying perceived difficulties. The proposed classification was developed deductively, using “approach–avoidance” as the basis for cognitive activity aimed at taking on (approaching) a difficult situation or escaping from it, avoiding a solution to the problem. The classification comprises 1) driven, 2) maximum, 3) optimal, 4) ambivalent, and 5) evasive types of perception of difficult life tasks (DLTs). Types 1, 2, and 3 correspond to approaching a difficult situation, and 5 to avoiding it. Type 4 involves a combination of approach and avoidance.

Design. The type is determined by an expert psychologist in a complex way, based on a combination of 1) the respondent’s profile according to the “Types of Orientations in Difficult Situations” questionnaire (TODS) and 2) features that are significant for the type as shown in qualitative data – descriptions of DLTs (answers to open questions). Machine learning methods and A.S. Podkolzin’s computer modeling of logical processes are used to develop the algorithm. The sample comprised 611 adult participants (M_age = 25; SD = 5.8; 427 women).

Results. Using machine-learning algorithms, various options were tested for separation into classes; the best results were obtained with a combination of markup and questionnaire features and sequential separation of classes. Using computer modeling of logical processes, decisive classification rules were tested, based on the psychologist’s description of the features of the type of perception. The classification accuracy using these rules of the final algorithm is 77.17% of cases.

Conclusion. An algorithm was obtained that allows step-by-step tracing of the process by which a classification problem is solved by the psychologist. We propose a new model for studying situational perception using a mixed research design and computer-modeling methods.

Background. Advanced AI models such as the large language model GPT-4 demonstrate sophisticated intellectual capabilities, sometimes exceeding human intellectual performance. However, the emotional competency of these models, along with their underlying mechanisms, has not been sufficiently evaluated.

Objective. Our research aimed to explore different emotional intelligence domains in GPT-4 according to the Mayer–Salovey–Caruso model. We also tried to find out whether GPT-4's answer accuracy is consistent with its explanation of the answer.

Design. The Russian version of the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) sections was used in this research, with questions asked as text prompts in separate, independent ChatGPT chats three times each.

Results. High scores were achieved by the GPT-4 Large Language Model on the Understanding Emotions scale (with scores of 117, 124, and 128 across the three runs) and the Strategic Emotional Intelligence scale (with scores of 118, 121, and 122). Average scores were obtained on the Managing Emotions scale (103, 108, and 110 points). However, the Using Emotions to Facilitate Thought scale yielded low and less reliable scores (85, 86, and 88 points). Four types of explanations for the answer choices were identified: Meaningless sentences; Relation declaration; Implicit logic; and Explicit logic. Correct answers were accompanied by all types of explanations, whereas incorrect answers were only followed by Meaningless sentences or Explicit logic. This distribution aligns with observed patterns in children when they explore and elucidate mental states.

Conclusion. GPT-4 is capable of emotion identification and managing emotions, but it lacks deep reflexive analysis of emotional experience and the motivational aspect of emotions.

Background. The formation of multiplicative concepts of complex structure is a challenge for educational design. Students’ typical mistakes and strategies spontaneously obtained through hands-on trials in solving balance scale problems have been at the center of many studies within this trend. However, the consideration of relevant concept-mediated actions based on Learning Activity Theory (Davydov) remains a relevant problem.

Objective. We aimed to develop a feasible framework for digital support of students’ learning actions in this domain. The productiveness of individual and joint forms of work with dynamic objects in a digital environment, mediated with conceptual modeling tools, was compared.

Design. The participants were 181 fifth-grade students (11–12 years old). The first group (123 students) was taught a special procedure of modeling, which they then could test during individual computer-supported problem-solving. The second group (58 students) worked in pairs (jointly), using the same procedure. The pre- and post-tests included challenging problems on prediction of the balance state and ways to regain equilibrium.

Results. Comparison of the pre- and post-test results of the joint computer-supported activity instruction revealed students’ progress in solving critical tasks as guided by the conceptual modeling procedure of load evaluation instead of “empirical” correlations of weights and distances. The individual computer-supported work, however, failed to overcome the belief of some students in the efficacy of trial-and-error methods as applied to the digital simulation with instant feedback.

Conclusion. The special organization of the computer-supported concept-mediated joint activity may promote multiplicative concept formation.

Background. A cancer diagnosis is a powerful, unanticipated, and occasionally traumatic event which impacts an individual with evidence of a life-threatening illness. As a potentially terminal illness, cancer entails substantial physical, emotional, and psychological costs. Even though psychological resources such as social support and resilience promote post-traumatic growth, chronic stressors experienced by cancer patients have the potential to weaken the function of such positive resources. Therefore, it is crucial to assess how stress impacts post-traumatic growth among cancer patients. 

Objective. The present study aimed to examine the moderating effect of stress on post-traumatic growth and resilience among cancer patients mediated by perceived social support. 

Design. A cross-sectional research design and purposive sampling technique was used to collect data on Urdu versions of the Short Form of the Post-traumatic Growth Inventory, Brief Resilience Scale, Multidimensional Scale of Perceived Social Support, and Stress subscale of the Depression, Anxiety, Stress Scale. Cancer patients (N = 200) were approached and recruited from public and private hospitals in Rawalpindi, Islamabad, and Gilgit Baltistan to participate in the research. 

Results. Post-traumatic growth had a positive association with resilience and perceived social support. However, stress was negatively related to all study variables. Moderated mediation analysis highlighted that high levels of stress decrease the indirect impact of resilience on post-traumatic growth through perceived social support.

Conclusion. The study’s findings imply that stress must be given considerable attention while fostering post-traumatic growth among cancer patients. Based on these findings, future studies should also take into account specific age range of the sample, types of cancer (and other terminal illnesses), the cross-sectional nature of the study, and individual differences in coping with illness for a comprehensive understanding of post-traumatic growth among cancer patients.

Background. Children’s and adolescents’ development of autonomy depends on the relationship with their parents and the parents’ child-rearing practices. These might be aimed towards supporting or restricting autonomy, as well as its different aspects, such as independence or volitional functioning.

Objective. To compare the practices described by foreign researchers as being the most beneficial for supporting autonomy with those used on a daily basis by Russian parents of primary school children and early adolescents.

Design. We conducted 26 semi-structured interviews with 16 mothers and 10 fathers of primary school children (n = 10) and early adolescents (n = 16).

Results. The practices of autonomy support and control used by parents were mostly similar to those described in foreign literature. However, new features were found: Guidance, Explanation of Patterns, and “Area of Responsibility”. The behavior of Russian parents can be described through practices specific to different situations. Qualitative research suggests the absence of a unified style of behavior in relation to children’s independence. Two types of autonomy support practices were used: encouraging independence and support for volitional functioning.  Encouraging children’s volitional functioning was perceived by parents as something that guides their behavior, yet mention of this practice was much less explicit than mention of encouraging independence.

Conclusion. Further reflection is required on the observed situationality of practices – whether it should be assessed as chaotic, hindering autonomy, or flexible, promoting it.

Background. Mental health stigma and mental health literacy can be potential targets of public education and health development. These areas are culturally specific and have so far been almost unexplored in Russia.

Objective. This study aimed at examining mental health stigma and mental health literacy in Russia, their prevalence, and their associations with somatic, anxiety, and depressive symptoms.

Design. The participants were 1,068 Russian adults. They completed the online questionnaire with measures assessing their mental health stigma (Perceived Devaluation and Discrimination Scale; Link et al., 2001); somatic symptoms (Somatic Symptom Scale-8; Gierk et al., 2014); anxiety symptoms (Generalized Anxiety Disorder-7; Spitzer et al., 2006); and depressive symptoms (Patient Health Questionnaire-9; Kroenke et al., 2001). To examine their mental health literacy, we used a series of questions exploring a person’s awareness of mental health and mental health problems.

Results. Mental health stigma was found in 67% of the participants, who were less confident that most mental disorders can be prevented and more confident that mental disorders can be cured in most cases. Higher devaluation, discrimination, and mental health stigma were related to more severe somatic symptoms. Lower mental health literacy and higher devaluation, discrimination, and mental health stigma were associated with more severe anxiety and depressive symptoms. These associations were the same when adding covariates such as sex, age, partnership, parenthood, and educational background.

Conclusion. This study highlighted the obvious need for measures to reduce mental health stigma and improve mental health literacy in Russian society. In general, these measures can contribute to the promotion of better mental health in Russia.

Background. Previous studies have assumed that a materialistic value orientation is correlates with personality traits such as honesty, neuroticism, and agreeableness. Less is known about the relationship between features of a materialistic orientation such as acquisition centrality, acquisition as the pursuit of happiness, and possession-defined success, and the Dark Triad traits. This article presents a study on the relationship between materialism, the Dark Triad traits (Machiavellianism, narcissism, and psychopathy), and money management. 

Objective. The study aimed to investigate whether groups exhibiting various combinations of materialism and Dark Triad traits have disparities in financial control and accountability, which serve as indicators of money management.

Design. Questionnaire-based surveys were conducted online, with a total of 442 undergraduate students age 18 to 25 participating. The participants filled out the Short Dark Triad measure, the Material Values Scale, and the Money Management Scale, in addition to providing their demographics.

Results. Four combinations of materialistic and Dark Triad traits were revealed (Bright and Dark Materialists and Non-materialists). Bright and Dark Materialists were more self-centered and manipulative than Non-materialists. Strong materialism, paired with the lowest degree of Dark Triad characteristics, resulted in the worst financial management. On the contrary, individuals with low materialistic tendencies in addition to high Dark Triad traits tended to have better ability to managing their finances.

Conclusion. It is possible to assume that materialism is a strategy for obtaining riches, positions, and reputation at the cost of others in the case of "dark" personalities. Nevertheless, those with low levels of materialism and low Dark Triad characteristics showed better abilities to handle their finances in terms of control and responsibility.