Psychology in Russia-State of the Art最新文献

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Background: Facebook* is one of the largest social media platforms in the world. The use of Facebook* can lead to several problems, such as Facebook* addiction. Previous studies have investigated the effects of reinforcing factors on problematic Facebook* use, but negative factors have been little studied.

Objective: The objective of this study was to investigate the relationship between motivation and Facebook* addiction, and examine the influence of positive and negative emotions, which serve as reinforcement and punishment when using Facebook*.

Design: A cross-sectional survey was conducted on 294 university students in Vietnam, with a mean age of 19.93 and a standard deviation of 1.27. The Bergen Facebook* Addiction Scale, the Scale of Positive and Negative Experience, and the Motives for Facebook* Use Scale were used to collect the data. SPSS 22.0 and AMOS 20 software were used for data analysis.

Results: The results indicated that the students' motivations to maintain relationships and pass time were positively associated with Facebook* usage, while motivations for virtual community, entertainment, "coolness," and companionship did not significantly influence Facebook* usage. This use of Facebook* was found to elicit both positive and negative emotions. Both these emotions were associated with an increase in Facebook* addiction among the students.

Conclusion: These results support the view that Facebook* addiction is positively associated with satisfaction with Facebook* use, and that both positive and negative emotions are associated with an increase in Facebook* addiction. Several limitations of the study are clarified.

Background: Self-efficacy refers to students' perceived confidence in their ability to tackle learning tasks. Research shows that self-efficacy serves as an important predictor of academic achievement and relates to students' academic success, self-regulated learning, and motivation. It is therefore important to understand how self-efficacy develops and manifests itself in Russian schoolchildren and relates to their academic achievement.

Objective: To establish evidence of the validity and reliability of domain-specific self-efficacy scales developed for elementary and middle school students.

Design: Messick's unified framework was used to establish validity. The surveys were administered to elementary and middle school students in two regions of Russia.

Results: The pilot testing of the self-efficacy scales for elementary school, using exploratory (n = 972) and confirmatory (n = 972) factor analyses, resulted in a four-factor model, which was later confirmed with a different sample of elementary students (n = 1,392) with good reliability estimates (α = 0.75-0.82). The pilot testing of self-efficacy scales for middle school, using exploratory (n = 583) and confirmatory (n = 584) factor analyses, resulted in a three-factor model, showing excellent reliability estimates (α = 0.88-0.93).

Conclusion: The evidence of construct validity suggests that the domain-specific self-efficacy scales for elementary and middle school students can be recommended for use by researchers and practitioners. The article presents ideas for additional validation studies and future research using domain-specific self-efficacy scales.

Background: Currently, psychological knowledge integrates theories on codependent behavior, advancing our understanding of this phenomenon. However, empirical research is lacking to understand its specific manifestations in relation to different types of addiction.

Objective: To identify the features of self-attitude and reflection in codependent women.

Design: The study included 233 women (ages 18-70), including 102 in relationships with a person addicted to alcohol, drugs, or suffering from a non-chemical addiction). The study was conducted using the following methods: Self-Attitude Questionnaire (Stolin & Panteleev, 1988); Differential Type of Reflection Questionnaire (Leontiev, 2009); and Codependency Self-Inventory Scale (CSIS; Weinhold & Weinhold, 1989; translated by A. G. Cheslavskaya, 2002).

Results: Significant differences were observed in self-attitude and reflection. Women with high codependency have lower self-esteem and tend to underestimate their abilities, compared to the control group. They also exhibit a lower sense of control over their lives, lower self-consistency; they tend to focus on their weaknesses and shortcomings and are more inclined to self-blame. Quasi-reflexivity is more common in codependent women who have relationships with non-chemical addicts or do not identify an addict in their lives.

Conclusion: There are significant differences in self-attitude and reflection between the control group and subgroups of women in relationships with different types of addicts; the same differences were observed in comparison of women with low and high codependency levels. The study contributes to a better understanding of the psychological mechanisms underlying codependent behavior in women and has implications for future research and clinical practice.

Background: Migration intentions are extremely common among modern youth practically all around the globe. They do not always result in actual migration, but they should definitely be considered as an important indicator for the society, since the potential loss of the most valuable human resources entails long-term consequences for the development of a country or region. This study aims to examine the system of psychological factors that determine the desire of young people to stay in their region. It also addresses the previously discovered paradoxical association between migration intentions and subjective well-being.

Objective: To analyze the psychological determinants of the intention not to leave the home region, and its association with relationship satisfaction, personal goals, subjective well-being, and academic achievement of high school students.

Design: The cross-sectional study design was used. A questionnaire-based survey was conducted among Russian high school students from urban and rural schools (N = 5,635).

Results: The study found that the most important psychological predictors of the intention to stay, to study, and work in their home city/region are community contribution goals and psychological factors that characterize the immediate social environment, which include satisfaction with school and teachers, and family support. Controlling for these variables, migration intentions do not correlate with subjective well-being.

Conclusion: These findings suggest that considering the quality of interpersonal relationships allows deepening the understanding of migration intentions sources of high school students. The study also contributes to understanding the complex relationship among migration intentions, subjective well-being, and academic achievement.