Pub Date : 1900-01-01DOI: 10.21638/spbu16.2022.406
O. Strizhitskaya, M. Petrash
The work addresses the analysis of connections between indicators of intergenerational relations, time perspective and psychological well-being. The period of early adulthood is a period of self-determination, searching for meanings and setting goals for the future. Such transformations affect not only specific, but also integral mental characteristics, such as psychological well-being. The change in social roles that occurs at this age leads to the formation of new social ties, including complicating the system of intergenerational relations. At the same time, research shows that time perspective is associated with psychological well-being, while, as a rule, a positive assessment of perspective is positively associated with psychological well-being. Also, the time perspective is associated with intergenerational relationships. At the same time, there is no data on how these three constructs relate to each other. In our study, we grounded on the existing data and principles of development in ontogenesis, which led us to the idea that time perspective can mediate the strength of effect of intergenerational relationships on psychological well-being. The study sample consisted of 433 students of St Petersburg universities aged 17–24. For the study, we used: the scale of psychological well-being by C.Riff as adapted by L.V.Zhukovskaya, E.G.Troshikhina, Zimbardo Time Perspective Inventory (ZTPI), Intergenerational Social Relations Questionnaire (M.D.Petrash, O.Yu. Strizhitskaya). The analysis showed that intergenerational relationships, time perspective, and psychological well-being were closely related. Regression analysis refined these results by highlighting the component “personal growth” as the most closely associated with both intergenerational relationships and time perspective. Pathway structural modeling allowed us to see the mediation effect of time perspective. Thus, the results of our study allowed us to conclude that intergenerational relationships, time perspective and psychological well-being were connected, but also had the differentiated nature of these relationships. The theoretical significance of the results is that we showed the role of relationships with other generations and their effect on the psychological well-being of young people, that was mediated by the parameters of the time perspective. The practical significance of the work is related to the possibilities of psychological assistance in the formation and correction of the time perspective, taking into account the mechanisms obtained in the work.
{"title":"Intergenerational relationships as a factor of students’ psychological well-being: The moderation role of time perspective","authors":"O. Strizhitskaya, M. Petrash","doi":"10.21638/spbu16.2022.406","DOIUrl":"https://doi.org/10.21638/spbu16.2022.406","url":null,"abstract":"The work addresses the analysis of connections between indicators of intergenerational relations, time perspective and psychological well-being. The period of early adulthood is a period of self-determination, searching for meanings and setting goals for the future. Such transformations affect not only specific, but also integral mental characteristics, such as psychological well-being. The change in social roles that occurs at this age leads to the formation of new social ties, including complicating the system of intergenerational relations. At the same time, research shows that time perspective is associated with psychological well-being, while, as a rule, a positive assessment of perspective is positively associated with psychological well-being. Also, the time perspective is associated with intergenerational relationships. At the same time, there is no data on how these three constructs relate to each other. In our study, we grounded on the existing data and principles of development in ontogenesis, which led us to the idea that time perspective can mediate the strength of effect of intergenerational relationships on psychological well-being. The study sample consisted of 433 students of St Petersburg universities aged 17–24. For the study, we used: the scale of psychological well-being by C.Riff as adapted by L.V.Zhukovskaya, E.G.Troshikhina, Zimbardo Time Perspective Inventory (ZTPI), Intergenerational Social Relations Questionnaire (M.D.Petrash, O.Yu. Strizhitskaya). The analysis showed that intergenerational relationships, time perspective, and psychological well-being were closely related. Regression analysis refined these results by highlighting the component “personal growth” as the most closely associated with both intergenerational relationships and time perspective. Pathway structural modeling allowed us to see the mediation effect of time perspective. Thus, the results of our study allowed us to conclude that intergenerational relationships, time perspective and psychological well-being were connected, but also had the differentiated nature of these relationships. The theoretical significance of the results is that we showed the role of relationships with other generations and their effect on the psychological well-being of young people, that was mediated by the parameters of the time perspective. The practical significance of the work is related to the possibilities of psychological assistance in the formation and correction of the time perspective, taking into account the mechanisms obtained in the work.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129970298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/11701/spbu16.2019.103
{"title":"Social and psychological factors of blood donors’ recruitment and retention: review of reviews","authors":"","doi":"10.21638/11701/spbu16.2019.103","DOIUrl":"https://doi.org/10.21638/11701/spbu16.2019.103","url":null,"abstract":"","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126202235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/SPBU16.2021.105
V. Gershkovich, N. Moroshkina, V. Fedosova
The aim of the current work is to study the role of the Aha!-experience in remembering the source of solutions, either self-generated or externally presented. In memory studies there are specific source-monitoring errors, which occur whenever a participant claims to have generated an idea that was derived from different sources (unconscious plagiarism). Several previous studies have shown that experiencing the feeling of Aha! during either problem-solving or the presentation of the correct solutions can have a beneficial relationship to the subsequent recall of the material with the processing of which it was associated. However, studies of the Aha!-experience on the source monitoring task (self-generated solutions vs presented solutions) have not been conducted. In the authors’ study, the hypothesis that the feeling of Aha!, associated with the task being solved, can affect source-monitoring accuracy. During the first stage of the experiment, participants (80 people) had to solve Compound Remote Associates Task items and to estimate whether they had a feeling of Aha!, when either generating the solution or being presented with it in case they failed to generate it. At the second stage, conducted a week later, participants had to recall if the solution was generated by themselves or just presented. The results confirm the generation effect, which manifests itself in successfully recalling problems for which a solution was found (sufficient generation) compared to problems with no-solutions found (fail-to-generate). Participants quite accurately recognized the source of the solution a week later, attributing generated solutions to themselves, while attributing fail-to-generate solutions to the presented ones. However, the authors did not find any additional impact of the Aha!-experience on the problem’s recognition, nor on the sourcemonitoring task performance. In the conclusion of the article, the contradictions of different experimental data concerning the influence of the Aha!-experience on long-term memory and further areas of research is discussed.
{"title":"Memory for the source of solutions in remote associate tasks: The role of generation effect and the Aha!-experience","authors":"V. Gershkovich, N. Moroshkina, V. Fedosova","doi":"10.21638/SPBU16.2021.105","DOIUrl":"https://doi.org/10.21638/SPBU16.2021.105","url":null,"abstract":"The aim of the current work is to study the role of the Aha!-experience in remembering the source of solutions, either self-generated or externally presented. In memory studies there are specific source-monitoring errors, which occur whenever a participant claims to have generated an idea that was derived from different sources (unconscious plagiarism). Several previous studies have shown that experiencing the feeling of Aha! during either problem-solving or the presentation of the correct solutions can have a beneficial relationship to the subsequent recall of the material with the processing of which it was associated. However, studies of the Aha!-experience on the source monitoring task (self-generated solutions vs presented solutions) have not been conducted. In the authors’ study, the hypothesis that the feeling of Aha!, associated with the task being solved, can affect source-monitoring accuracy. During the first stage of the experiment, participants (80 people) had to solve Compound Remote Associates Task items and to estimate whether they had a feeling of Aha!, when either generating the solution or being presented with it in case they failed to generate it. At the second stage, conducted a week later, participants had to recall if the solution was generated by themselves or just presented. The results confirm the generation effect, which manifests itself in successfully recalling problems for which a solution was found (sufficient generation) compared to problems with no-solutions found (fail-to-generate). Participants quite accurately recognized the source of the solution a week later, attributing generated solutions to themselves, while attributing fail-to-generate solutions to the presented ones. However, the authors did not find any additional impact of the Aha!-experience on the problem’s recognition, nor on the sourcemonitoring task performance. In the conclusion of the article, the contradictions of different experimental data concerning the influence of the Aha!-experience on long-term memory and further areas of research is discussed.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133824349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/spbu16.2019.407
Yuliya Evgrafova, Lcc Expert
{"title":"Role structure in young married couples","authors":"Yuliya Evgrafova, Lcc Expert","doi":"10.21638/spbu16.2019.407","DOIUrl":"https://doi.org/10.21638/spbu16.2019.407","url":null,"abstract":"","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123686812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/spbu16.2023.202
Polina Luneva, V. Ababkov
Social phobias remain widespread disorders, with only a small proportion of people seeking qualified help. In addition, at the moment there is a lack of comprehensive studies of coping behavior in social phobias. In this regard, a comprehensive study of this phenomenon becomes relevant. This work includes issues of social frustration and social support, as well as the level of perceived stress, which allows a more holistic view of the process of coping with stress. The article describes the results of a study of coping behavior in individuals with different levels of social anxiety. The study was conducted online. The sample consisted of 197 respondents: 56 of them had a low level of social anxiety, 79 had an average level, 41 respondents had an extremely high level of social anxiety, which allows us to speak about the presence of certain manifestations of social phobia. The following methods were used in the study: Social Anxiety and Social Phobia Questionnaire; Ways of coping behavior; personal questionnaire Big 5 adapted by D.P.Yanichev; Multidimensional scale of perception of social support in the adaptation of V.M.Yaltonsky and N.A. Sirota; The level of social frustration and the Scale of perceived stress — 10. The results of the study indicate an increased level of perceived stress and a lack of coping resources in a group of people with social phobia. In turn, the coping strategies of this group are not balanced: there is a predominance of avoidance with a rare use of problem solving planning, the search for social support and positive reassessment. In addition, the level of social frustration for the group of people with social phobias is higher than for the average and low levels of social anxiety. In general terms, we can talk about maladaptive coping behavior in individuals with social phobia.
{"title":"Coping behavior for social phobia","authors":"Polina Luneva, V. Ababkov","doi":"10.21638/spbu16.2023.202","DOIUrl":"https://doi.org/10.21638/spbu16.2023.202","url":null,"abstract":"Social phobias remain widespread disorders, with only a small proportion of people seeking qualified help. In addition, at the moment there is a lack of comprehensive studies of coping behavior in social phobias. In this regard, a comprehensive study of this phenomenon becomes relevant. This work includes issues of social frustration and social support, as well as the level of perceived stress, which allows a more holistic view of the process of coping with stress. The article describes the results of a study of coping behavior in individuals with different levels of social anxiety. The study was conducted online. The sample consisted of 197 respondents: 56 of them had a low level of social anxiety, 79 had an average level, 41 respondents had an extremely high level of social anxiety, which allows us to speak about the presence of certain manifestations of social phobia. The following methods were used in the study: Social Anxiety and Social Phobia Questionnaire; Ways of coping behavior; personal questionnaire Big 5 adapted by D.P.Yanichev; Multidimensional scale of perception of social support in the adaptation of V.M.Yaltonsky and N.A. Sirota; The level of social frustration and the Scale of perceived stress — 10. The results of the study indicate an increased level of perceived stress and a lack of coping resources in a group of people with social phobia. In turn, the coping strategies of this group are not balanced: there is a predominance of avoidance with a rare use of problem solving planning, the search for social support and positive reassessment. In addition, the level of social frustration for the group of people with social phobias is higher than for the average and low levels of social anxiety. In general terms, we can talk about maladaptive coping behavior in individuals with social phobia.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"143 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123145777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/spbu16.2019.306
E. A. Volchenkova, O. Molchanova
This article is intended to cover the major issues of lost possible selves and their relationship with psychological well-being. A brief review of contemporary studies devoted to the phe-nomenon of lost possible selves was made. The results of an empirical study of the content and parameters of lost possible selves and their connection with the components of subjective well-being on a sample of online volunteers are presented. The study involved 42 respondents, and the average age was 27 years. Participants filled in a modified questionnaire for studying Possible Selves phenomenon, filled in the E. Diener Life Satisfaction Scale, S. Lubomirski Scale image of self, the frequency of reference to it and self-acceptance has also been revealed. There is a positive relationship between the significance of lost possible selves and positive relation-ships with others and personal growth; between the ability to realize lost possible selves and personal growth. The results of the study reveal that parameters of lost possible selves — such as significance, actions taken for their realization, frequency of appealing and confidence in the ability to realize them — predict changes of the indicators of the components of psychological well-being. The results also indicate that lost possible selves do not leave people’s lives, but continue to exist, determining the characteristics of their psychological well-being.
{"title":"Lost possible selves: content and connection with psychological well-being","authors":"E. A. Volchenkova, O. Molchanova","doi":"10.21638/spbu16.2019.306","DOIUrl":"https://doi.org/10.21638/spbu16.2019.306","url":null,"abstract":"This article is intended to cover the major issues of lost possible selves and their relationship with psychological well-being. A brief review of contemporary studies devoted to the phe-nomenon of lost possible selves was made. The results of an empirical study of the content and parameters of lost possible selves and their connection with the components of subjective well-being on a sample of online volunteers are presented. The study involved 42 respondents, and the average age was 27 years. Participants filled in a modified questionnaire for studying Possible Selves phenomenon, filled in the E. Diener Life Satisfaction Scale, S. Lubomirski Scale image of self, the frequency of reference to it and self-acceptance has also been revealed. There is a positive relationship between the significance of lost possible selves and positive relation-ships with others and personal growth; between the ability to realize lost possible selves and personal growth. The results of the study reveal that parameters of lost possible selves — such as significance, actions taken for their realization, frequency of appealing and confidence in the ability to realize them — predict changes of the indicators of the components of psychological well-being. The results also indicate that lost possible selves do not leave people’s lives, but continue to exist, determining the characteristics of their psychological well-being.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121431666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/spbu16.2021.404
M. Petrash, O. Strizhitskaya, I. Murtazina, G. Vartanyan, A. Shchukin
The article deals with the concept of “loneliness” and provides a modern view on the problem of studying the phenomenon. The data of an empirical study on the experience of loneliness and coping behavior in adults is presented. The study involved 256 respondents aged 21 to 73, including 153 women and 103 men. Most of the participants live in Vyborg, Leningrad Region (65.2%). The participants in the study are representatives of different professional environments (university teachers, schools, gymnasiums, medical workers, engineers, civil servants), 216 people have a higher education. It was hypothesized that there may be types of attitudes towards loneliness, differing in the level of severity of the characteristics of the phenomenon, and these types can be regulated in different ways by coping behavior. Also, it was suggested that sociotropism acts as a resource in the experience of loneliness, and problem-oriented coping strategies act as predictors of sociotropy. The research design included the following methods: Differential Loneliness Experience Questionnaire by E.N.Osin and D.A.Leontyev (DOPO-3k); Scale of social and emotional loneliness (SELSA-S) as adapted by O.Yu. Strizhitskaya et al.; Scale of psychological well-being by K.Riff as adapted by E.G.Troshikhina and L.V.Zhukovskaya (short version); Satisfaction with Life Scale E.Dinner; Coping test by R.La- zarus, Scale “Sociotropy — Self-sufficiency”; questionnaire. Four types of attitudes towards loneliness were identified, which differ in the severity of the characteristics of loneliness and their ratio: “adaptive”, “dependent”, “coping”, “self-sufficient”. The differences in the regulation of behavior among respondents with different types of attitudes to loneliness are shown, the structure of the relationship between coping strategies and the characteristics of loneliness is determined. The contribution of problem-oriented strategies to reducing the level of the feeling of loneliness is shown and the ambiguous contribution of the “self-control” strategy to the experience of general loneliness and social-emotional loneliness, depending on the type of experience of the studied phenomenon. As an indirect result, it is indicated that sociotropy can act as a resource in situations when loneliness is experienced.
{"title":"Attitude to loneliness: Behavioral strategies as coping resources","authors":"M. Petrash, O. Strizhitskaya, I. Murtazina, G. Vartanyan, A. Shchukin","doi":"10.21638/spbu16.2021.404","DOIUrl":"https://doi.org/10.21638/spbu16.2021.404","url":null,"abstract":"The article deals with the concept of “loneliness” and provides a modern view on the problem of studying the phenomenon. The data of an empirical study on the experience of loneliness and coping behavior in adults is presented. The study involved 256 respondents aged 21 to 73, including 153 women and 103 men. Most of the participants live in Vyborg, Leningrad Region (65.2%). The participants in the study are representatives of different professional environments (university teachers, schools, gymnasiums, medical workers, engineers, civil servants), 216 people have a higher education. It was hypothesized that there may be types of attitudes towards loneliness, differing in the level of severity of the characteristics of the phenomenon, and these types can be regulated in different ways by coping behavior. Also, it was suggested that sociotropism acts as a resource in the experience of loneliness, and problem-oriented coping strategies act as predictors of sociotropy. The research design included the following methods: Differential Loneliness Experience Questionnaire by E.N.Osin and D.A.Leontyev (DOPO-3k); Scale of social and emotional loneliness (SELSA-S) as adapted by O.Yu. Strizhitskaya et al.; Scale of psychological well-being by K.Riff as adapted by E.G.Troshikhina and L.V.Zhukovskaya (short version); Satisfaction with Life Scale E.Dinner; Coping test by R.La- zarus, Scale “Sociotropy — Self-sufficiency”; questionnaire. Four types of attitudes towards loneliness were identified, which differ in the severity of the characteristics of loneliness and their ratio: “adaptive”, “dependent”, “coping”, “self-sufficient”. The differences in the regulation of behavior among respondents with different types of attitudes to loneliness are shown, the structure of the relationship between coping strategies and the characteristics of loneliness is determined. The contribution of problem-oriented strategies to reducing the level of the feeling of loneliness is shown and the ambiguous contribution of the “self-control” strategy to the experience of general loneliness and social-emotional loneliness, depending on the type of experience of the studied phenomenon. As an indirect result, it is indicated that sociotropy can act as a resource in situations when loneliness is experienced.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122493714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/spbu16.2022.101
T. Martsinkovskaya
This article examines the connection between the formation of St Petersburg, Petrograd, and Leningrad schools of psychology and the social context of the development of science in Russia. One important role in this development was played by university departments, laboratories, journals, and scientific societies in the formation of relevant issues and problems and of circles of opponent. Camps in the development of psychology at St Petersburg University — humanitarian, historical-philological, and natural scientific — from the beginning were associated with the names of the first professors of the Faculty of Psychology, M.I.Vladislavlev and A.I.Vvedensky. At the same time, the connecting thread between their concepts was the priority of scientifically based and objective knowledge and scientific honesty of scientists themselves. This line in subsequent works of psychologists of the St Petersburg — Leningrad school remained fundamental, and it became the foundation on which theories developed in various paradigms in the 20th century. The ideas of N.N.Lange and N.Ya.Groth were connected with the traditions of the University in St Petersburg, from which they graduated. Their roles as leading circles of opponents to professors of the St Petersburg school of psychology — A.F.Lazursky, A.P.Nechaeva, M.Ya. Basov — is a central part of this history. The article explores the specificity of the approach to activity in the works of M.Ya. Basov. The significance of theoretical and practical psychology inherent in the works of A.F.Lazursky, N.A.Nechaev, V.M.Bekhterev for the development of psychological science in Russia is also analyzed. V.M.Bekhterev was a crucial figure in the creation of a “face of uncommon expression” of the St Petersburg school, and these ideas were further developed by V. N.Myasishchev and B.G.Ananyev. Despite moments of crisis in the history of the formation and development of the Leningrad psychological school, scholars managed to preserve their scientific identity, combining research on attitudes and motivation, behavior, and activity. Thus, the constancy of the value orientations of the school and the traditions laid down by its founders were combined with the variability and transformation of scientific priorities and methodological and methodic basics necessary for modernity.
{"title":"Variability and constancy of the scientific school, or Harmonization of interrupted identity","authors":"T. Martsinkovskaya","doi":"10.21638/spbu16.2022.101","DOIUrl":"https://doi.org/10.21638/spbu16.2022.101","url":null,"abstract":"This article examines the connection between the formation of St Petersburg, Petrograd, and Leningrad schools of psychology and the social context of the development of science in Russia. One important role in this development was played by university departments, laboratories, journals, and scientific societies in the formation of relevant issues and problems and of circles of opponent. Camps in the development of psychology at St Petersburg University — humanitarian, historical-philological, and natural scientific — from the beginning were associated with the names of the first professors of the Faculty of Psychology, M.I.Vladislavlev and A.I.Vvedensky. At the same time, the connecting thread between their concepts was the priority of scientifically based and objective knowledge and scientific honesty of scientists themselves. This line in subsequent works of psychologists of the St Petersburg — Leningrad school remained fundamental, and it became the foundation on which theories developed in various paradigms in the 20th century. The ideas of N.N.Lange and N.Ya.Groth were connected with the traditions of the University in St Petersburg, from which they graduated. Their roles as leading circles of opponents to professors of the St Petersburg school of psychology — A.F.Lazursky, A.P.Nechaeva, M.Ya. Basov — is a central part of this history. The article explores the specificity of the approach to activity in the works of M.Ya. Basov. The significance of theoretical and practical psychology inherent in the works of A.F.Lazursky, N.A.Nechaev, V.M.Bekhterev for the development of psychological science in Russia is also analyzed. V.M.Bekhterev was a crucial figure in the creation of a “face of uncommon expression” of the St Petersburg school, and these ideas were further developed by V. N.Myasishchev and B.G.Ananyev. Despite moments of crisis in the history of the formation and development of the Leningrad psychological school, scholars managed to preserve their scientific identity, combining research on attitudes and motivation, behavior, and activity. Thus, the constancy of the value orientations of the school and the traditions laid down by its founders were combined with the variability and transformation of scientific priorities and methodological and methodic basics necessary for modernity.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127922296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.21638/spbu16.2023.208
Ivan Gorbunov, Marina Kuprikova
The paper presents the results of a study of the functional state evaluations of the brain during auditory perception. The subjects listened 60 questions with different linguistic characteristics, taken from polygraph database templates, and answered to them. This characteristics: is the number of different types of words, the percentage of words from different parts of speech, the number of negations, the presence of forms of personal pronouns and their place in the question, the number of letters, the percentage of vowels, the position of intonational stress. As psychological characteristics that affect the functional state of the brain, the following were measured: verbal intelligence according to the R.Amthauer’s test, personal and situational anxiety according to the Spielberger — Khanin test. To measure the functional state of the brain, a 19-channel EEG was recorded in the 10–20% system. The functional state of the brain was assessed by calculating the fractal dimension of the EEG using the method. The sample consisted of students and employees of a number of educational institutions in St Petersburg, 9 men and 8 women aged 19 to 59 years. An analysis of the experimental data made it possible to confirm the hypothesis about the influence of the measured questionnaire characteristics, the linguistic characteristics of the questions, and the psychological characteristics of the subjects on the fractal dimension of the EEG. EEG analysis in various leads revealed two EEG “complexity” factors related to the frontal and occipital areas of the brain. A regression model was obtained for assessing the cognitive complexity of a particular test question, which is reflected in the complexity of the EEG curve of the subject perceiving this question. The resulting model allows you to select questions for psychophysiological examination that have the required level of cognitive complexity. The results of the work testify to the importance of such an indicator as the fractal dimension of the EEG for studying the functional state of the brain and its dependence both on the personal and biological characteristics of a person, and on the emotional state and complexity of the information received by the analyzers.
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Pub Date : 1900-01-01DOI: 10.21638/spbu16.2019.304
Milena Grishutina, V. Kostenko
Разработанная концепция возможного «Я» реализует потребность более внимательного рассмотрения желаний, страхов, возможностей и когнитивных представлений о будущем личности. Мотивационный аспект конструкта, способный оказывать влияние на поведение личности, подчеркивается как одна из основных функций возможных «Я» через понятие агентности (agency). Агентность личности, по мнению Х. Маркус и П. Нуриус, характеризуется личностной каузальностью, саморегуляцией и контролем, и ее можно определить как способность личности развивать, сохранять и подпитывать собственные возможные «Я». Этот механизм позволяет личности принимать решение о том, будет ли избираемый желаемый образ тем самым возможным «Я», к которому личность стремится или которого она избегает. При всей проактивности механизмов возможного «Я» существуют ситуации, когда возможности субъекта переживаются им самим как «невозможности». Данный феномен был обозначен в предыдущих эмпирических исследованиях авторов как невозможное «Я» и получил свою теоретическую разработку в рамках настоящей статьи. Невозможное «Я» — это манифестация значимого возможного «Я», которая испытывает заметное влияние руминации и нейротизма и связывается с высоким уровнем негативного аффекта и самообвинения. Проявления неконструктивных феноменов самосознания, возникающие вокруг него, по-видимому, сдерживают энергию желаемых возможных «Я», в норме существующих для фасилитации энергии и усиления мотивации. Полученные оценки параметров возможных «Я» и личностных переменных не зависят от конкретного содержания формулируемых респондентами возможностей, демонстрируя универсальный характер обнаруженного феномена. Обсуждаются возможности операционализации и теоретическое основание данного конструкта. Конструкт невозможного «Я» осмысляется авторами (1) в контексте общего интереса психологии личности к модальности возможного, (2) с точки зрения теории возможных «Я», раскрывающей данную модальность в полной мере, и (3) в контексте представления о мотивационном потенциале возможных «Я», закрепленном в понятии агентности (agency). Ключевые слова: возможное «Я», саморегуляция, невозможное «Я», Я-концепция, агентность, руминация, нейротизм.
{"title":"Possible and Impossible selves: a conceptual framework","authors":"Milena Grishutina, V. Kostenko","doi":"10.21638/spbu16.2019.304","DOIUrl":"https://doi.org/10.21638/spbu16.2019.304","url":null,"abstract":"Разработанная концепция возможного «Я» реализует потребность более внимательного рассмотрения желаний, страхов, возможностей и когнитивных представлений о будущем личности. Мотивационный аспект конструкта, способный оказывать влияние на поведение личности, подчеркивается как одна из основных функций возможных «Я» через понятие агентности (agency). Агентность личности, по мнению Х. Маркус и П. Нуриус, характеризуется личностной каузальностью, саморегуляцией и контролем, и ее можно определить как способность личности развивать, сохранять и подпитывать собственные возможные «Я». Этот механизм позволяет личности принимать решение о том, будет ли избираемый желаемый образ тем самым возможным «Я», к которому личность стремится или которого она избегает. При всей проактивности механизмов возможного «Я» существуют ситуации, когда возможности субъекта переживаются им самим как «невозможности». Данный феномен был обозначен в предыдущих эмпирических исследованиях авторов как невозможное «Я» и получил свою теоретическую разработку в рамках настоящей статьи. Невозможное «Я» — это манифестация значимого возможного «Я», которая испытывает заметное влияние руминации и нейротизма и связывается с высоким уровнем негативного аффекта и самообвинения. Проявления неконструктивных феноменов самосознания, возникающие вокруг него, по-видимому, сдерживают энергию желаемых возможных «Я», в норме существующих для фасилитации энергии и усиления мотивации. Полученные оценки параметров возможных «Я» и личностных переменных не зависят от конкретного содержания формулируемых респондентами возможностей, демонстрируя универсальный характер обнаруженного феномена. Обсуждаются возможности операционализации и теоретическое основание данного конструкта. Конструкт невозможного «Я» осмысляется авторами (1) в контексте общего интереса психологии личности к модальности возможного, (2) с точки зрения теории возможных «Я», раскрывающей данную модальность в полной мере, и (3) в контексте представления о мотивационном потенциале возможных «Я», закрепленном в понятии агентности (agency). Ключевые слова: возможное «Я», саморегуляция, невозможное «Я», Я-концепция, агентность, руминация, нейротизм.","PeriodicalId":388528,"journal":{"name":"Vestnik of Saint Petersburg University. Psychology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132007321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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