Volume 19, Issue 2, 2026.

Clinical psychology

• Loneliness, Emotional Fatigue, Social Dysfunction, and Suicide Risk in Ecuadorian University Students: A Mediation Analysis

  Moreta-Herrera, R.; Gordón-Villalba, P.; Rodas, J.A.; Cuesta-Andaluz, E.; Revelo-Sánchez, P.

  HTML

  206

  Volume 19, Issue 2, 2026.

  Moreta-Herrera, R., Gordón-Villalba, P., Rodas, J.A., Cuesta-Andaluz, E., Revelo-Sánchez, P. (2026). Loneliness, Emotional Fatigue, Social Dysfunction, and Suicide Risk in Ecuadorian University Students: A Mediation Analysis. Psychology in Russia: State of the Art, 19(2), 74-91. DOI: 10.11621/pir.2026.0205

  “ CITE

  copied

  • Background. Suicidal risk in university students does not require analysis solely from clinical parameters; it is also necessary to understand it from the perspective of psychosocial factors and the everyday life situations to which the students are mostly exposed. Furthermore, it is a phenomenon with multiple causes, so studying it by integrating the complexity of various actors can help us understand not only direct dynamics but also indirect, multifaceted ones.

    Objective.  To estimate a sequential and latent multiple mediation model of emotional fatigue and social dysfunction in the relationship between loneliness and suicidal risk in Ecuadorian university students. 
    

    Design. A descriptive, cross-sectional, multiple mediation study using structural equation modelling (SEM). The sample comprised 943 undergraduate students (64.4% women, 35.6% men) from six universities (61.1% public) in four Ecuadorian cities, aged between 18 and 47 years (M = 21.62, SD = 3.81). 

    Results. Loneliness, emotional fatigue, and social dysfunction are latent predictors of suicidal risk, explaining 60% of its variance. Loneliness exerts both a direct effect on suicide risk and an indirect effect through the sequential multiple mediation of emotional fatigue and social dysfunction.

    Conclusion. Academic risk factors such as loneliness, emotional fatigue, and social dysfunction are key attributes to consider for preventing suicidal behavior in university students. These predictors can dynamically interact to generate both direct and indirect effects, allowing for a better understanding of the complexity of this phenomenon.

    
    

    Keywords: emotional fatigue/ social dysfunction/ suicide risk/ mediation/ loneliness

    DOI: 10.11621/pir.2026.0205

Developmental psychology

• Formative Parental Competencies and Parenting Stress as Predictors of Children’s Self-Esteem

  Pablos Cruz, C.; Fraijo-Sing, B.S.; Tapia-Fonllem, C.O.; Valenzuela-Peñuñuri, R.; Nieblas-Soto, N.

  HTML

  490

  Volume 19, Issue 2, 2026.

  Pablos Cruz, C., Fraijo-Sing, B.S., Tapia-Fonllem, C.O., Valenzuela-Peñuñuri, R., Nieblas-Soto, N. (2026). Formative Parental Competencies and Parenting Stress as Predictors of Children’s Self-Esteem. Psychology in Russia: State of the Art, 19(2), 36–56. DOI: 10.11621/pir.2026.0203

  “ CITE

  copied

  • Background. Nurturing and responsive parenting, along with parental competencies that foster child development, are the foundation for healthy emotional and psychological growth, as they provide children and adolescents with a secure environment in which they feel valued, understood, and capable of coping with everyday challenges. From this perspective, the quality of family interactions plays a central role in the development of children’s self-esteem.

    Objective. To analyze the relationship among formative parental competencies, parental stress, and children’s self-esteem. 

    Design. The sample of 332 participants comprised 166 children aged 8 to 12 years and their caregivers. The E2P v.2 scale, the PSI-SF, and the Rosenberg Self-Esteem Scale were administered, after obtaining consent from the parents and/or caregivers and assent from the children.

    Results. At a correlational level, formative parental competencies were negatively associated with parental stress, and positively associated with children’s self-esteem, while parental stress was negatively associated with that self-esteem. When examining the relationships using structural equation modeling, formative parental competencies were associated with less stress and higher self-esteem in children, without showing a direct effect of stress on the children’s self-esteem.

    Conclusion. These findings suggest that the quality of parenting practices is associated with lower levels of parental stress and higher levels of children’s self-esteem, highlighting its potential role as a protective factor. This pattern of associations may inform the design of interventions aimed at strengthening parental competencies aligned with positive parenting, without implying causal effects.

    
    

    Keywords: positive parenting/ formative parental competencies/ parental stress/ children’s self-esteem/ structural equation model

    DOI: 10.11621/pir.2026.0203

• Birth Order and Screen Time as Predictors of Emotion Comprehension Development in 5– to 7–Year-Old Boys and Girls

  Chichinina, E.A.; Almazova, O.V.

  HTML

  106

  Volume 19, Issue 2, 2026.

  Chichinina, E.A., Almazova, O.V. (2026). Birth Order and Screen Time as Predictors of Emotion Comprehension Development in 5– to 7–Year-Old Boys and Girls. Psychology in Russia: State of the Art, 19(2), 57–73. DOI: 10.11621/pir.2026.0204

  “ CITE

  copied

  • Background. Early childhood is a sensitive period for the development of emotion comprehension. Although family factors are known to influence emotion comprehension, the specific role of birth order remains understudied. In the modern context, research on predictors of emotion comprehension should control for screen time.

    Objective. This study investigates whether birth order predicts emotion comprehension development in 5–6—year-old children over a one-year period, controlling for screen time.

    Design. The sample consisted of 84 boys and 83 girls recruited from two-child families with age gap between siblings not more than 5 years. During the study’s first stage (T1), the children were in the penultimate year of kindergarten. The study’s second stage was one year later. The Test of Emotion Comprehension (TEC) was used to evaluate emotion comprehension. Data on birth order, age difference between siblings, and screen time were collected via a questionnaire for caregivers.

    Results. Birth order was not a significant predictor of the emotion comprehension development in boys and girls. However, in the exploratory model for girls, higher active screen time at T1 was associated with smaller gains in emotion comprehension over one year.

    Conclusion. The findings are exploratory and require further testing; future research should formally test whether sex moderates the association between active screen time and emotion comprehension development. The absence of birth order effects may reflect insufficient statistical power rather than a true null relationship. Subsequent studies with larger samples should examine why active screen time affects emotion comprehension development in girls.

    
    

    Keywords: emotion comprehension/ birth order/ active screen time/ passive screen time/ preschool children

    DOI: 10.11621/pir.2026.0204

Organizational psychology

• Perceived Organizational Support and Readiness for Change Among Educators: The Role of Organizational Identification

  Matulessy, A.; Syaharani, S.R.K. ; Wahid, S.

  HTML

  297

  Volume 19, Issue 2, 2026.

  Matulessy, A., Syaharani, S.R.K., Wahid, S. (2026). Perceived Organizational Support and Readiness for Change Among Educators: The Role of Organizational Identification. Psychology in Russia: State of the Art, 19(2), 3–16. DOI: 10.11621/pir.2026.0201

  “ CITE

  copied

  • Background. The rapid digital transformation in Indonesia’s education sector requires lecturers and teachers to demonstrate high levels of technological readiness. However, previous studies suggest that many educators remain insufficiently prepared to adapt to digital change, which may cause increased work stress, ineffective technology use, and reduced educational performance. Identifying factors that influence educators’ readiness for change is therefore essential for supporting successful digital transformation in educational institutions.

    Objective. To examine the relationship between perceived organizational support and educators’ readiness for change and to investigate whether organizational identification mediates this relationship.

    Design. A quantitative cross-sectional design was employed involving 322 lecturers and teachers from various educational institutions in Indonesia. Data were collected using the Readiness for Change Scale (Holt et al.), the Organizational Identification Scale (Mael & Ashforth), and the Perceived Organizational Support Scale (Eisenberger et al.). Relationships among the variables were examined using mediation analysis with bootstrapped confidence intervals.

    Results. Perceived organizational support was positively associated with readiness for change and organizational identification. Organizational identification was also positively related to readiness for change. Mediation analysis indicated a significant but partial indirect effect of perceived organizational support on readiness for change through organizational identification, suggesting that organizational support influences readiness both directly and indirectly through identification.

    Conclusion. The findings highlight the central role of perceived organizational support in enhancing educators’ readiness for digital transformation. While organizational identification contributes to this process, its mediating role appears secondary to the direct influence of organizational support. Strengthening supportive institutional practices may therefore facilitate educators’ adaptation to digital transformation.

    Keywords: readiness for change/ perceived organizational support/ organizational identification/ digital transformation/ educators/ Indonesia/ mediation analysis

    DOI: 10.11621/pir.2026.0201

Psychometrics

• Russian Version of the Career Crafting Assessment (CCA): Psychometric Testing and Validation

  Yakukhnova, A.S.; Mararitsa, L.V.; Gurieva, S.D.

  HTML

  175

  Volume 19, Issue 2, 2026.

  Yakukhnova, A.S., Mararitsa, L.V., Gurieva, S.D.. (2026). Russian Version of the Career Crafting Assessment (CCA): Psychometric Testing and Validation. Psychology in Russia: State of the Art, 19(2), 92–120. DOI: 10.11621/pir.2026.0206

  “ CITE

  copied

  • Background. Rapid changes in work and career systems have increased the importance of proactive career regulation. Career crafting refers to intentional behaviors through which individuals shape career-related resources, relationships, meanings, and task boundaries. However, dedicated instruments for assessing career crafting are limited, and no Russian-language measure has yet been validated.

    Objective. To adapt and validate the Career Crafting Assessment (CCA-R) for Russian-speaking samples.

    Design. A cross-sectional online survey included 1,100 employed respondents from different regions of Russia. The study examined the factor structure, reliability, general factor contribution, item-level properties, and convergent validity of the CCA-R using measures of job crafting and proactive attitudes.

    Results. The CCA-R reproduced the original four-factor structure: Changing Relational Boundaries, Utilizing Relational Resources, Reflecting Positive Career Meaning, and Expanding Task Boundaries. The higher-order model showed an acceptable fit (CFI = .924, TLI = .907, RMSEA = .085), supporting the hierarchical structure of the CCA-R.

    Internal consistency was high for the total scale (α = .92, ω = .95) and satisfactory to high for the subscales (α = .78–.88; ω = .79–.88). Schmid–Leiman analysis indicated a substantial general factor (ωh = .77; explained common variance = 61.8%). IRT analysis showed high item discrimination and adequate latent trait coverage. Convergent validity was supported by positive correlations with job crafting (rs = .59–.61) and proactive attitudes (r = .41), whereas Decreasing Hindering Job Demands showed no practically meaningful association with career crafting.

    Conclusion. The Russian version of the CCA is a reliable and valid instrument for assessing proactive career crafting behavior in Russian-speaking samples.

    Keywords: career crafting/ career construction/ career design/ career questionnaire/ career measurement/ career assessment

    DOI: 10.11621/pir.2026.0206

Social psychology

• The Relationship of Micro and Macro Worries on the Acceptability of Corruption: The Role of Basic Human Values

  Maklasova, E.V.; Tatarko, A.N.; Boehnke, K.

  HTML

  334

  Volume 19, Issue 2, 2026.

  Maklasova, E.V., Tatarko, A.N., Boehnke, K. (2026) The Relationship of Micro and Macro Worries on the Acceptability of Corruption: The Role of Basic Human Values. Psychology in Russia: State of the Art, 19(2), 17–35. DOI: 10.11621/pir.2026.0202

  “ CITE

  copied

  • Background. Corruption severely threatens societal stability and well-being, with various factors contributing to its prevalence. This study, relying on theory and empirical research on the relationship between suffering and fraud, offers a new explanation, that worries may be an essential factor in the acceptability of corruption. People’s worries are the consequences of suffering they experience throughout their lives.

    Objective. To investigate the role of basic human values in the relationship between micro/macro worries and the acceptance of corruption.

    Design. In the cross-sectional online research, 1,380 Russians participated. The socio-psychological survey includes the revised Portrait Values Questionnaire, a modified version of Kubiak’s method for assessing the acceptability of corruption, and a modified version of Boehnke’s method for assessing worries.

    Results. The results demonstrate that micro worries lead to acceptance of corruption, while macro worries induce rejection of corruption. The interaction of values and worries affects the acceptability of corruption and shows that increasing micro worries, against the backdrop of the values Conservation and Self-Transcendence, can lead to high risk of everyday corruption. We observe the opposite situation when macro worries, against the backdrop of the clearly expressed value Openness to Change, lead to decreased corruption risks.

    Conclusion. This research contributes theoretically by explaining how negative social phenomena like corruption can be understood through the relationship between suffering and dishonest behavior.

    
    

    Keywords: corruption/ worry/ values/ corruption risk/ crime

    DOI: 10.11621/pir.2026.0202