Pub Date : 2023-09-30DOI: 10.17323/1813-8918-2023-3-523-547
Sofya K. Nartova-Bochaver, Victoria G. Yerofeyeva, Roksana M. Bayramyan, Kirill S. Chulyukin
Authenticity is a personality trait, which implies loyalty to one's true self, correspondence to the personality, spatiotemporal life circumstances, and vocation. Three main paradigms of the interpretation of authenticity are compared - person-centered, existential, and agent paradigms. To study the dynamics of everyday experience of authenticity, an exploratory study was conducted on the respondents of three ages: primary school children (7–12 years old, SDage = 1.12), adolescents (12–17 years old, SDage = 1.62), and youth (18–23 years old, SDage = 0.92). Each group included 150 people and was balanced by gender. The main method was a research interview followed by a structured tabular thematic analysis. The interview included five thematic blocks covering the main manifestations of authenticity - authentic living, accepting external influence, self-alienation, behavior, and balance of social/individual. The results demonstrate the greater relevance of the existential and agent paradigms for describing the respondents’ authenticity. In all ages, authenticity was described as an initially social feature, stimulated by interaction with other people and manifested in it. The influence of other people was not considered by respondents as a source of selfalienation, regardless of age. The descriptions of authenticity become richer and more differentiated with age. In primary school children, authenticity is reflected weaker, and the state of selfalienation is recognized with difficulty. Finally, manifestations of authenticity are age-specific and closely related to the content of the developmental tasks of each of the considered stages. The results obtained can be used in further research and applied programs.
{"title":"Повседневные представления об аутентичности: от детства к юности","authors":"Sofya K. Nartova-Bochaver, Victoria G. Yerofeyeva, Roksana M. Bayramyan, Kirill S. Chulyukin","doi":"10.17323/1813-8918-2023-3-523-547","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-3-523-547","url":null,"abstract":"Authenticity is a personality trait, which implies loyalty to one's true self, correspondence to the personality, spatiotemporal life circumstances, and vocation. Three main paradigms of the interpretation of authenticity are compared - person-centered, existential, and agent paradigms. To study the dynamics of everyday experience of authenticity, an exploratory study was conducted on the respondents of three ages: primary school children (7–12 years old, SDage = 1.12), adolescents (12–17 years old, SDage = 1.62), and youth (18–23 years old, SDage = 0.92). Each group included 150 people and was balanced by gender. The main method was a research interview followed by a structured tabular thematic analysis. The interview included five thematic blocks covering the main manifestations of authenticity - authentic living, accepting external influence, self-alienation, behavior, and balance of social/individual. The results demonstrate the greater relevance of the existential and agent paradigms for describing the respondents’ authenticity. In all ages, authenticity was described as an initially social feature, stimulated by interaction with other people and manifested in it. The influence of other people was not considered by respondents as a source of selfalienation, regardless of age. The descriptions of authenticity become richer and more differentiated with age. In primary school children, authenticity is reflected weaker, and the state of selfalienation is recognized with difficulty. Finally, manifestations of authenticity are age-specific and closely related to the content of the developmental tasks of each of the considered stages. The results obtained can be used in further research and applied programs.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038400","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 : 2023-09-30DOI: 10.17323/1813-8918-2023-3-473-489
Timofey V. Shumilov, Alexandra V. Chistopolskaya, Ilya Yu. Vladimirov
This paper presents the results of a study on the effectiveness of instructional video as a tool for forming the most comprehensive concept of insightful solutions for a solver; test results of the new scales for evaluating insightful solutions; and finally, the ratio of objective criteria of insightful solutions measured against the formal structure of the problem. We hypothesized that watching an instructional video with a visual image of an insightful solution prior to solving a problem might increase the accuracy of insightful solution detection when compared to a textual definition of insight. We expected that the new scales for assessing insightfulness of a solution will be more accurate than the scales set up by the classic Danek’s questionnaire. Evidence from this study shows the effectiveness of the instructional video in forming a comprehensive concept of an insightful solution. A visual and complex image of an insightful solution with a display of its various criteria can improve the accuracy of an insightful solution detection. This study demonstrated that the assessment with the new scales is more consistent with the formal structure of the problem than the assessment made with the Danek’s questionnaire. The procedural-resultative and cognitive-affective measurements of the new scales more accurately provide differentiate insightful and non-insightful solutions. At the same time, we have found that the objective criteria of an insightfulness of the solution generally correlate with the formal structure of a problem.
{"title":"THE PATH TO INSIGHT: DEVELOPING METHODS TO INCREASE THE EFFECTIVENESS OF INSIGHTFUL SOLUTION DETECTION","authors":"Timofey V. Shumilov, Alexandra V. Chistopolskaya, Ilya Yu. Vladimirov","doi":"10.17323/1813-8918-2023-3-473-489","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-3-473-489","url":null,"abstract":"This paper presents the results of a study on the effectiveness of instructional video as a tool for forming the most comprehensive concept of insightful solutions for a solver; test results of the new scales for evaluating insightful solutions; and finally, the ratio of objective criteria of insightful solutions measured against the formal structure of the problem. We hypothesized that watching an instructional video with a visual image of an insightful solution prior to solving a problem might increase the accuracy of insightful solution detection when compared to a textual definition of insight. We expected that the new scales for assessing insightfulness of a solution will be more accurate than the scales set up by the classic Danek’s questionnaire. Evidence from this study shows the effectiveness of the instructional video in forming a comprehensive concept of an insightful solution. A visual and complex image of an insightful solution with a display of its various criteria can improve the accuracy of an insightful solution detection. This study demonstrated that the assessment with the new scales is more consistent with the formal structure of the problem than the assessment made with the Danek’s questionnaire. The procedural-resultative and cognitive-affective measurements of the new scales more accurately provide differentiate insightful and non-insightful solutions. At the same time, we have found that the objective criteria of an insightfulness of the solution generally correlate with the formal structure of a problem.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038402","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-354-369
Vadim M. Rоzin
The article analyzes three main topics: ideas about thinking, formed in ancient philosophy and in modern times, studies of thinking in the Moscow Methodological Circle, mainly in the works by G.P. Shchedrovitsky, as well as the author’s views on thinking (a kind of conceptualization). The views on thinking in logic, methodology and phenomenology are considered, the problems of development and the agent of thinking, the logical and methodological determinants of thought are discussed. The author presents the results of the cultural and historical reconstruction of the formation of thinking, showing that three components of thinking were formed in ancient philosophy — discursive activity, including the constitution of ideal objects, norms of thinking (thinking patterns, logical rules and categories), concepts of thinking. He calls this tripartite structure "the genome of thinking." The genome of thinking was established anew in the Middle Ages and in the modern culture, as the requirements for all three of its components has changed. The author characterizes the ideas about thinking outlined in the three programs of the Moscow Methodological Circle (semiotic interpretation of thinking, reducing it to activity, representation as “pure thinking” in the scheme of “thinking activity”). At the same time, he believes that Shchedrovitsky did not succeed in understanding the essence and mechanisms of the development of thinking. In turn, the author, relying on his own research on thinking, argues that the first start of thinking happened with the formation of the thinking genome, and the second start was the inclusion of the thinking genome in the institutions of modernity (science, art, law, religion, esotericism), which significantly affect thinking. The latter, in turn, changes and transforms under the influence of culture, personality, problems and challenges of the time.
{"title":"The Study of Thinking in The Moscow Methodological Circle","authors":"Vadim M. Rоzin","doi":"10.17323/1813-8918-2023-2-354-369","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-354-369","url":null,"abstract":"The article analyzes three main topics: ideas about thinking, formed in ancient philosophy and in modern times, studies of thinking in the Moscow Methodological Circle, mainly in the works by G.P. Shchedrovitsky, as well as the author’s views on thinking (a kind of conceptualization). The views on thinking in logic, methodology and phenomenology are considered, the problems of development and the agent of thinking, the logical and methodological determinants of thought are discussed. The author presents the results of the cultural and historical reconstruction of the formation of thinking, showing that three components of thinking were formed in ancient philosophy — discursive activity, including the constitution of ideal objects, norms of thinking (thinking patterns, logical rules and categories), concepts of thinking. He calls this tripartite structure \"the genome of thinking.\" The genome of thinking was established anew in the Middle Ages and in the modern culture, as the requirements for all three of its components has changed. The author characterizes the ideas about thinking outlined in the three programs of the Moscow Methodological Circle (semiotic interpretation of thinking, reducing it to activity, representation as “pure thinking” in the scheme of “thinking activity”). At the same time, he believes that Shchedrovitsky did not succeed in understanding the essence and mechanisms of the development of thinking. In turn, the author, relying on his own research on thinking, argues that the first start of thinking happened with the formation of the thinking genome, and the second start was the inclusion of the thinking genome in the institutions of modernity (science, art, law, religion, esotericism), which significantly affect thinking. The latter, in turn, changes and transforms under the influence of culture, personality, problems and challenges of the time.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"38 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87155421","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-300-319
Anastasya M. Borisova, T. Kubrak, V. Latynov, A. V. Makhnach
The article presents the results of an empirical study aimed at analyzing the relationship between the psychological characteristics of a person, their perceptions of COVID-19, their attitudes towards vaccination and their behavior in a pandemic situation. 2,786 people took part in the online survey. Participants completed the following methods: the Pandemic Opinions questionnaire, Big Five Inventory-2, D. Amir khan's Coping Strategies Indicator, State Anxiety Subscale from the Ch. D. Spiel berger's State-Trait Anxiety Scale. The study revealed a variety of psychological prerequisites for such forms of adaptive response to the pandemic as the implementation of preventive measures and the adoption of vaccination. These included personality traits, coping strategies, emotional state, and pandemic-related perceptions. A variety of typical response options in a pandemic situation has been found. Three psychological types were distinguished among those who actively carried out preventive measures and two types among those who poorly performed these measures. Three types of people were identified who have a positive attitude towards vaccination, and three types in the group with a negative attitude towards it. Each type was characterized by a specific set of personality traits, coping strategies, and pandemic-related perceptions. The results of the study suggest three main pathways that lead people to an adaptive response to a pandemic. The first is largely due to a person’s stable personal characteristics (responsibility, benevolence, adaptability of coping strategies), the second is associated with a person’s acute experience of their vulnerability to coronavirus, while the third, seemingly, has extrapersonal determinants associated with a person’s social environment.
本文介绍了一项实证研究的结果，旨在分析一个人的心理特征、他们对COVID-19的看法、他们对疫苗接种的态度和他们在大流行情况下的行为之间的关系。2786人参与了这项在线调查。参与者完成了以下方法:流行病观点问卷，大五量表-2,D. Amir khan的应对策略指标，Spiel berger的状态-特质焦虑量表中的状态焦虑子量表。这项研究揭示了诸如实施预防措施和采用疫苗接种等对大流行病作出适应性反应的各种心理先决条件。这些因素包括性格特征、应对策略、情绪状态和与流行病相关的认知。已经找到了大流行情况下的各种典型应对方案。在积极采取预防措施的人群中有三种心理类型，而在采取预防措施的人群中有两种心理类型。对疫苗接种持积极态度的人群分为三类，对疫苗接种持消极态度的人群分为三类。每种类型的特征都是一套特定的人格特征、应对策略和与流行病相关的认知。这项研究的结果表明，有三种主要途径可以引导人们对流行病做出适应性反应。前者在很大程度上是由于一个人稳定的个人特征(责任心、仁慈、应对策略的适应性)，后者与一个人对冠状病毒易感性的敏锐体验有关，而第三个因素似乎与一个人的社会环境有关。
{"title":"Psychological Types of Response to the COVID-19 Pandemic","authors":"Anastasya M. Borisova, T. Kubrak, V. Latynov, A. V. Makhnach","doi":"10.17323/1813-8918-2023-2-300-319","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-300-319","url":null,"abstract":"The article presents the results of an empirical study aimed at analyzing the relationship between the psychological characteristics of a person, their perceptions of COVID-19, their attitudes towards vaccination and their behavior in a pandemic situation. 2,786 people took part in the online survey. Participants completed the following methods: the Pandemic Opinions questionnaire, Big Five Inventory-2, D. Amir khan's Coping Strategies Indicator, State Anxiety Subscale from the Ch. D. Spiel berger's State-Trait Anxiety Scale. The study revealed a variety of psychological prerequisites for such forms of adaptive response to the pandemic as the implementation of preventive measures and the adoption of vaccination. These included personality traits, coping strategies, emotional state, and pandemic-related perceptions. A variety of typical response options in a pandemic situation has been found. Three psychological types were distinguished among those who actively carried out preventive measures and two types among those who poorly performed these measures. Three types of people were identified who have a positive attitude towards vaccination, and three types in the group with a negative attitude towards it. Each type was characterized by a specific set of personality traits, coping strategies, and pandemic-related perceptions. The results of the study suggest three main pathways that lead people to an adaptive response to a pandemic. The first is largely due to a person’s stable personal characteristics (responsibility, benevolence, adaptability of coping strategies), the second is associated with a person’s acute experience of their vulnerability to coronavirus, while the third, seemingly, has extrapersonal determinants associated with a person’s social environment.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"16 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74050718","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-282-299
M. Yasin, O. Khukhlaev
The article presents the results of the Russian-language adaptation of the Need for Closure Scale by A. Kruglyansky and D. Webster, which in its original English version includes 5 scales, 42 questions and additional 5 questions of the “Lie scale”. The scales of the questionnaire are: “The need for order” (10), “The need for predictability” (8), “Decisiveness” (7), “Avoidance of ambiguity” (9) and “Closed-mindedness” (8). For adapting the questionnaire, the following procedures and statistical methods were applied: double-blind forward and backward translation of the questionnaire; checking the discrimination of Ferguson’s ; consistency of Cronbach’s and McDonald’s for the entire test and individual test scales, confirmatory factor analysis (CFA) by the method of maximum likelihood, testing of retest reliability, gender differences and external validity. The study involved 643 subjects at the factorization stage and 114 at the external validity stage. The obtained results for the Russian-language scales are: "the need for order" Cronbach’s = 0.81. "the need for predictability" Cronbach’s = .75 "decisiveness" Cronbach’s = .74. "avoidance of ambiguity" Cronbach’s = .65. "closedmindedness" Cronbach’s = .53. Checking the questionnaire (5-factor version, 38 questions) with the Structural Equation Modelling (SEM), indicators were obtained within the norm: 2/df = 4.08, SRMR = .078, RMSEA = .07, however, the CFI and TLI parameters do not correspond to the required norms (CFI = .67, TLI = .647 — below normal). In the test-retest the correlation obtained r =.72, with p .001. Based on the data obtained, a conclusion is made about the correspondence of the five-factor model of the questionnaire of 38 questions to foreign analogues in terms of the degree of consistency.
{"title":"Russian-Language Adaptation of the Questionnaire D. Webster and A. Kruglyanski “The Need for Cognitive Closure”","authors":"M. Yasin, O. Khukhlaev","doi":"10.17323/1813-8918-2023-2-282-299","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-282-299","url":null,"abstract":"The article presents the results of the Russian-language adaptation of the Need for Closure Scale by A. Kruglyansky and D. Webster, which in its original English version includes 5 scales, 42 questions and additional 5 questions of the “Lie scale”. The scales of the questionnaire are: “The need for order” (10), “The need for predictability” (8), “Decisiveness” (7), “Avoidance of ambiguity” (9) and “Closed-mindedness” (8). For adapting the questionnaire, the following procedures and statistical methods were applied: double-blind forward and backward translation of the questionnaire; checking the discrimination of Ferguson’s ; consistency of Cronbach’s and McDonald’s for the entire test and individual test scales, confirmatory factor analysis (CFA) by the method of maximum likelihood, testing of retest reliability, gender differences and external validity. The study involved 643 subjects at the factorization stage and 114 at the external validity stage. The obtained results for the Russian-language scales are: \"the need for order\" Cronbach’s = 0.81. \"the need for predictability\" Cronbach’s = .75 \"decisiveness\" Cronbach’s = .74. \"avoidance of ambiguity\" Cronbach’s = .65. \"closedmindedness\" Cronbach’s = .53. Checking the questionnaire (5-factor version, 38 questions) with the Structural Equation Modelling (SEM), indicators were obtained within the norm: 2/df = 4.08, SRMR = .078, RMSEA = .07, however, the CFI and TLI parameters do not correspond to the required norms (CFI = .67, TLI = .647 — below normal). In the test-retest the correlation obtained r =.72, with p .001. Based on the data obtained, a conclusion is made about the correspondence of the five-factor model of the questionnaire of 38 questions to foreign analogues in terms of the degree of consistency.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"58 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80168981","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-386-399
M. Filippova, L. A. Dorofeeva
The study aims to investigate the impact of emotions on the aftereffect of the figure and ground of ambiguous images, the logos. Forty participants who took part in the experiment were asked to distribute ten logos according to the degree of attractiveness, five of which were unambiguous, and five were ambiguous, containing explicit and hidden meanings. At the next stage, the participants made a choice in favor of one of the six proposed names of products that could potentially be produced by a company represented by one of the ten logos they had previously evaluated. Product names could be associated with the explicit meaning of the logo (figure), with its hidden meaning (ground), and also could not be associated with the logo. The aftereffect of figure and ground was assessed by the frequency of choice by the participants of the names, which, according to them, corresponded to the products of the firms represented by the logos. The consequences of two theories regarding the aftereffect of the figure and ground of ambiguous logos were tested depending on their emotional ratings. The results of the study confirm the account of negative choice by V.M. Alla khverdov, according to which the aftereffect of the figure is always positive, but the aftereffect of the ground changes situationally, and is not consistent with the conception of the impact of emotions on the primacy of the global or local, suggesting a differently directed aftereffect of the figure and the ground. It is shown that the factor that determines the aftereffect of the ground can be the emotional attitude of a participant to the logo itself (with positive aftereffect when the attitude is positive, and with a negative one when the attitude is negative), while emotional ratings do not engage the aftereffect of the figure.
本研究旨在探讨情绪对歧义形象——标志的图形和背景的后效的影响。参与实验的40名参与者被要求根据吸引力程度分配10个标志，其中5个是明确的，5个是含糊的，包含明确和隐藏的含义。在下一阶段，参与者从六个提议的产品名称中做出选择，这些名称可能由他们之前评估过的十个标识中的一个所代表的公司生产。产品名称可以与标志的显性含义(图)相关联，也可以与标志的隐性含义(地)相关联，也不能与标志相关联。图形和地面的后效是通过参与者选择名称的频率来评估的，根据他们的说法，这些名称与徽标所代表的公司的产品相对应。根据他们的情绪评级，测试了两种关于模糊标志的图形和背景的后果的理论。研究结果证实了V.M. Alla khverdov关于消极选择的解释，即形象的后效总是积极的，但背景的后效是随情境而变化的，与情绪对全局或局部首要性的影响的概念不一致，表明形象和背景的后效方向不同。研究表明，决定地面效应的因素可以是参与者对标志本身的情绪态度(当态度是积极的时，有积极的后遗症，当态度是消极的时，有消极的后遗症)，而情绪评级不参与图形的后遗症。
{"title":"The Impact of the Emotional Rating of the Ambiguous Logos on its Figure-Ground Aftereffect","authors":"M. Filippova, L. A. Dorofeeva","doi":"10.17323/1813-8918-2023-2-386-399","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-386-399","url":null,"abstract":"The study aims to investigate the impact of emotions on the aftereffect of the figure and ground of ambiguous images, the logos. Forty participants who took part in the experiment were asked to distribute ten logos according to the degree of attractiveness, five of which were unambiguous, and five were ambiguous, containing explicit and hidden meanings. At the next stage, the participants made a choice in favor of one of the six proposed names of products that could potentially be produced by a company represented by one of the ten logos they had previously evaluated. Product names could be associated with the explicit meaning of the logo (figure), with its hidden meaning (ground), and also could not be associated with the logo. The aftereffect of figure and ground was assessed by the frequency of choice by the participants of the names, which, according to them, corresponded to the products of the firms represented by the logos. The consequences of two theories regarding the aftereffect of the figure and ground of ambiguous logos were tested depending on their emotional ratings. The results of the study confirm the account of negative choice by V.M. Alla khverdov, according to which the aftereffect of the figure is always positive, but the aftereffect of the ground changes situationally, and is not consistent with the conception of the impact of emotions on the primacy of the global or local, suggesting a differently directed aftereffect of the figure and the ground. It is shown that the factor that determines the aftereffect of the ground can be the emotional attitude of a participant to the logo itself (with positive aftereffect when the attitude is positive, and with a negative one when the attitude is negative), while emotional ratings do not engage the aftereffect of the figure.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80768646","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-231-256
N. Shumakova, E. Shcheblanova, M. Sorokova
School and classroom climate refers to the quality of academic, managerial, social and emotional interactions between classmates and between students and teachers. According to research results, the climate in the classroom and its subjective perception by students have a significant impact on the behavior and academic performance, psychological well-being, the development of character and giftedness of schoolchildren. The article presents the results of standardization of the questionnaire "Classroom climate" – a modification of the Russian version of the questionnaire "School climate". The study sample consisted of 2543 students of schools in the Central Federal District of the RF – 45.0% (N = 1145) males, 55.0% (N = 1397) females, of which 875 (34.4%) schoolchildren in grades 5-6, 752 (29.6%) – 7-8 grades, 916 (36.0%) – 9-10 grades. The structure of the questionnaire included six scales identified by the factor analysis method (principal component analysis, Varimax rotation with Kaiser normalization): scale 1 “Supportive teacher”, scale 2 “Cooperation with classmates”, scale 3 “Organization of work in the classroom”, scale 4 “Rivalry with classmates”, scale 5 “Pressing school environment” and scale 6 “Classmates’ involvement in studies”. The construct validity of the questionnaire was statistically proven. Confirmatory factor analysis showed a satisfactory agreement between the empirical data and the structure of the questionnaire. The scales correlate with each other at an average level, the directions of the connections correspond to the expected ones. The internal reliability of all scales was statistically confirmed using the Cronbach's Alpha coefficient. The convergent validity of the corresponding scales of the Classroom Climate questionnaire was confirmed by correlations with the scales of the Phillips School Anxiety Test, the Dembo-Rubinstein self-assessment methodology, as well as the average academic performance for the year. All correlations are moderate and weak, but theoretically expected and explainable. Differential validity was statistically proved. The questionnaire can be recommended to school psychologists for use in the practice of psychological and pedagogical support for different groups of schoolchildren in order to monitor and support strategies aimed at creating favorable conditions for the development of students.
{"title":"“Classroom Climate” — Standardization of the Russian Version of the Modified Questionnaire “School Climate”","authors":"N. Shumakova, E. Shcheblanova, M. Sorokova","doi":"10.17323/1813-8918-2023-2-231-256","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-231-256","url":null,"abstract":"School and classroom climate refers to the quality of academic, managerial, social and emotional interactions between classmates and between students and teachers. According to research results, the climate in the classroom and its subjective perception by students have a significant impact on the behavior and academic performance, psychological well-being, the development of character and giftedness of schoolchildren. The article presents the results of standardization of the questionnaire \"Classroom climate\" – a modification of the Russian version of the questionnaire \"School climate\". The study sample consisted of 2543 students of schools in the Central Federal District of the RF – 45.0% (N = 1145) males, 55.0% (N = 1397) females, of which 875 (34.4%) schoolchildren in grades 5-6, 752 (29.6%) – 7-8 grades, 916 (36.0%) – 9-10 grades. The structure of the questionnaire included six scales identified by the factor analysis method (principal component analysis, Varimax rotation with Kaiser normalization): scale 1 “Supportive teacher”, scale 2 “Cooperation with classmates”, scale 3 “Organization of work in the classroom”, scale 4 “Rivalry with classmates”, scale 5 “Pressing school environment” and scale 6 “Classmates’ involvement in studies”. The construct validity of the questionnaire was statistically proven. Confirmatory factor analysis showed a satisfactory agreement between the empirical data and the structure of the questionnaire. The scales correlate with each other at an average level, the directions of the connections correspond to the expected ones. The internal reliability of all scales was statistically confirmed using the Cronbach's Alpha coefficient. The convergent validity of the corresponding scales of the Classroom Climate questionnaire was confirmed by correlations with the scales of the Phillips School Anxiety Test, the Dembo-Rubinstein self-assessment methodology, as well as the average academic performance for the year. All correlations are moderate and weak, but theoretically expected and explainable. Differential validity was statistically proved. The questionnaire can be recommended to school psychologists for use in the practice of psychological and pedagogical support for different groups of schoolchildren in order to monitor and support strategies aimed at creating favorable conditions for the development of students.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"52 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81719896","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-177-190
A. Zolotareva
During the COVID-19 pandemic, researchers recorded the growth of cyberchondria as a tendency to excessive and repetitive search on the Internet for information about the symptoms of various diseases. The objective of this study was to adapt the Russian version of the Cyberchondria Severity Scale-12 (CSS-12). It measures the structure of cyberchondria: compulsion, i.e. searching online interrupts daily activities; distress, i.e. the negative emotional consequences of the search behavior; excessiveness, i.e. repeated health-related research that may escalate search behavior; reassurance, i.e. desire to consult with a health care provider after searching online (McElroy, Shevlin, 2014). The crosssectional study involved 624 respondents who completed the Russian-language versions of the CSS-12 and the Symptom Check List-90-Revised (SCL90-R). The confirmatory factor analysis revealed the bifactor structure of the Russian CSS-12, suggesting both the general factor of cyberchondria and specific factors of excessiveness, distress, reassurance, and compulsion. The Russian CSS-12 demonstrated high internal reliability with an α-Cronbach coefficient of 0.95 for the total score. The convergent validity of the Russian CSS-12 was confirmed through its positive correlations with the SCL-90-R scores. Results of the sociodemographic analysis showed that cyberchondria was not associated with gender, but excessiveness, distress, reassurance, compulsions, and total CSS-12 score were negatively associated with age. The findings showed that the Russian CSS-12 is a reliable and valid instrument for population-based research of cyberchondria and needs further psychometric examination on various clinical samples.
{"title":"The Russian adaptation of the Cyberchondria Severity Scale","authors":"A. Zolotareva","doi":"10.17323/1813-8918-2023-2-177-190","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-177-190","url":null,"abstract":"During the COVID-19 pandemic, researchers recorded the growth of cyberchondria as a tendency to excessive and repetitive search on the Internet for information about the symptoms of various diseases. The objective of this study was to adapt the Russian version of the Cyberchondria Severity Scale-12 (CSS-12). It measures the structure of cyberchondria: compulsion, i.e. searching online interrupts daily activities; distress, i.e. the negative emotional consequences of the search behavior; excessiveness, i.e. repeated health-related research that may escalate search behavior; reassurance, i.e. desire to consult with a health care provider after searching online (McElroy, Shevlin, 2014). The crosssectional study involved 624 respondents who completed the Russian-language versions of the CSS-12 and the Symptom Check List-90-Revised (SCL90-R). The confirmatory factor analysis revealed the bifactor structure of the Russian CSS-12, suggesting both the general factor of cyberchondria and specific factors of excessiveness, distress, reassurance, and compulsion. The Russian CSS-12 demonstrated high internal reliability with an α-Cronbach coefficient of 0.95 for the total score. The convergent validity of the Russian CSS-12 was confirmed through its positive correlations with the SCL-90-R scores. Results of the sociodemographic analysis showed that cyberchondria was not associated with gender, but excessiveness, distress, reassurance, compulsions, and total CSS-12 score were negatively associated with age. The findings showed that the Russian CSS-12 is a reliable and valid instrument for population-based research of cyberchondria and needs further psychometric examination on various clinical samples.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"213 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76947062","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-320-337
Anzhela N. Pevneva
The –issues of research on rigidity in personality organization – are discussed indepth in this article as the main theoretical and applied aspects of one of the relevant areas of general psychology. In this regard, the reasons for the formulation of the stated problem in its proper psychological aspect are presented and interpreted: the absence of a single categorical and conceptual apparatus; spectral and local organization of scientific rigidity research; “bipolar” character reflecting the convergence process of rigidity and flexibility; the vagueness of the content, boundaries and place of rigidity in the system of psychological concepts, its structural and functional organization, position among other structural components of personality and the relationship with them. As a result of the difficulties associated with the formation of a unified view on the genesis of the concept, justification of the choice of basic definitions, diversification of approaches in the study of rigidity, the allocation of structural components, the concept of rigidity is used and interpreted in various contexts differently. It is shown that the current research on rigidity in the structure of personality aims to solve the important, but narrow issues despite of their high theoretical and practical significance. At the same time, relevant general issues fall out of scientists’ sight and need to be discussed. The rigidity research should be carried out as in the field of general psychology and rigidity should be studied within the section of cognitive processes taking into account its key aspects including dynamics and structural organization. Strate gically, in order to develop theoretical ideas about the psychological concept of rigidity, study its procedural side, analyze key aspects of structural organization and dynamics, it is necessary to make a reasonable choice of both a theoretical and methodological foundation and a theoretical model supplemented by the results of empirical research. Along with this, it is worth drawing attention of the scientific community to the issue of determination the causes of manifestation of personality rigidity. Summarizing the presented materials, the author concludes that rigidity in personality organization should be studied as a general psychology problem.
{"title":"Rigidity in Personality Organization: The Historical Background and Research Issue","authors":"Anzhela N. Pevneva","doi":"10.17323/1813-8918-2023-2-320-337","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-320-337","url":null,"abstract":"The –issues of research on rigidity in personality organization – are discussed indepth in this article as the main theoretical and applied aspects of one of the relevant areas of general psychology. In this regard, the reasons for the formulation of the stated problem in its proper psychological aspect are presented and interpreted: the absence of a single categorical and conceptual apparatus; spectral and local organization of scientific rigidity research; “bipolar” character reflecting the convergence process of rigidity and flexibility; the vagueness of the content, boundaries and place of rigidity in the system of psychological concepts, its structural and functional organization, position among other structural components of personality and the relationship with them. As a result of the difficulties associated with the formation of a unified view on the genesis of the concept, justification of the choice of basic definitions, diversification of approaches in the study of rigidity, the allocation of structural components, the concept of rigidity is used and interpreted in various contexts differently. It is shown that the current research on rigidity in the structure of personality aims to solve the important, but narrow issues despite of their high theoretical and practical significance. At the same time, relevant general issues fall out of scientists’ sight and need to be discussed. The rigidity research should be carried out as in the field of general psychology and rigidity should be studied within the section of cognitive processes taking into account its key aspects including dynamics and structural organization. Strate gically, in order to develop theoretical ideas about the psychological concept of rigidity, study its procedural side, analyze key aspects of structural organization and dynamics, it is necessary to make a reasonable choice of both a theoretical and methodological foundation and a theoretical model supplemented by the results of empirical research. Along with this, it is worth drawing attention of the scientific community to the issue of determination the causes of manifestation of personality rigidity. Summarizing the presented materials, the author concludes that rigidity in personality organization should be studied as a general psychology problem.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83195454","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 : 2023-06-30DOI: 10.17323/1813-8918-2023-2-211-230
Diana S. Shumskaia, A. Trusova, A. Kibitov
Our study is dedicated to the development and the psychometric properties evaluation of the short Russian version of Barratt Impulsiveness Scale (BIS11). The sample included 303 healthy young adults: 116 (38.28%) women and 187 (61.72%) men. The mean age was 23.22 (SD = 3.28) years. Exploratory and confirmatory factor analyses, reliability assessment (McDonald’s omega (ω) and Greatest Lower Bound (GLB)), correlation analysis (between subscales of the inventory), gender differences analysis (U Mann–Whitney) were conducted. Additionally, we proposed normative intervals. The short 3-factor version consisted of 14 items, and the total score as a second-order factor was obtained (2 = 151.647; df = 76; CFI = .914; TLI = = .896; RMSEA = .057; SRMR = .075). According to the factors' items, subscales were named “Motor Impulsive ness”, “Attentional Impulsiveness”, “Non-Planning Impulsiveness”, which is close to the original version. The scales shown satisfactory reliability level (ω/GLB): Total Score — .724/.843; Motor Impulsiveness — .713/.715; Attentional Impulsiveness — .712/.773; Non-Planning Impulsiveness — .636/ .685. Gender differences were found on the Total Score and on the Motor Impulsiveness scale. Hence, we've received the model of the Russian version of Barratt Impulsiveness Scale with good psychometric properties. The text of the questionnaire, scoring, and norms are provided in the appendix. However, to confirm this version, additional research is required.
{"title":"The Short Russian Version of the Barratt Impulsiveness Scale (BIS-11): Development and Validation","authors":"Diana S. Shumskaia, A. Trusova, A. Kibitov","doi":"10.17323/1813-8918-2023-2-211-230","DOIUrl":"https://doi.org/10.17323/1813-8918-2023-2-211-230","url":null,"abstract":"Our study is dedicated to the development and the psychometric properties evaluation of the short Russian version of Barratt Impulsiveness Scale (BIS11). The sample included 303 healthy young adults: 116 (38.28%) women and 187 (61.72%) men. The mean age was 23.22 (SD = 3.28) years. Exploratory and confirmatory factor analyses, reliability assessment (McDonald’s omega (ω) and Greatest Lower Bound (GLB)), correlation analysis (between subscales of the inventory), gender differences analysis (U Mann–Whitney) were conducted. Additionally, we proposed normative intervals. The short 3-factor version consisted of 14 items, and the total score as a second-order factor was obtained (2 = 151.647; df = 76; CFI = .914; TLI = = .896; RMSEA = .057; SRMR = .075). According to the factors' items, subscales were named “Motor Impulsive ness”, “Attentional Impulsiveness”, “Non-Planning Impulsiveness”, which is close to the original version. The scales shown satisfactory reliability level (ω/GLB): Total Score — .724/.843; Motor Impulsiveness — .713/.715; Attentional Impulsiveness — .712/.773; Non-Planning Impulsiveness — .636/ .685. Gender differences were found on the Total Score and on the Motor Impulsiveness scale. Hence, we've received the model of the Russian version of Barratt Impulsiveness Scale with good psychometric properties. The text of the questionnaire, scoring, and norms are provided in the appendix. However, to confirm this version, additional research is required.","PeriodicalId":44468,"journal":{"name":"Psychology-Journal of the Higher School of Economics","volume":"38 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82429847","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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