Social Psychology and Society最新文献

Objective of the study is to check the psychometric properties and validity of the questionnaire “Hierarchy of Life Values” (G.V. Rezapkina), which allows to determine the preferences of eight basic values (Health, Welfare, Creativity, Family, Career, Service, Glory, Recreation) for adolescents aged 10-18.
Background. At the moment, the values of a teenager are formed in a situation of social instability and value-normative uncertainty, so the task of adolescents’ values study is of great importance, imposing special requirements on the choice of research tools.
Study design. The survey was conducted online using Google forms. The questionaries “Life Values Hierarchy” (G.V. Rezapkina), “Purpose-In-Life Orientations” (D.A. Leontiev) and “Questionnaire for the study of emotional attitude to learning” (A.M. Prihozhan) were used.
Participants. The study included 1303 adolescents aged 10 to 18 years (mean age = 13,7 ± 1,7 years, median = 13 years); of these, 42% were female, 32% were male, and 26% did not indicate their sex. Measurements. Cronbach's alpha and MacDonald's omega, exploratory and confirmatory factor analyzes were used to test the internal consistency of the questionnaire; Pearson's correlation coefficient was used to check external validity; three-way ANOVA with Duncan's posterior test was used to determine gender and age differences; and multidimensional scaling was used to determine the space of life values.
Results. The results showed a fairly good internal consistency of all scales (Cronbach's α = 0,75-0,84), while exploratory and confirmatory factor analyzes confirm the 8-factor structure of the questionnaire. External validity is confirmed by relationships with purpose-in-life orientations, motivation and emotional attitude to learning. Gender and age differences are small. Girls value creativity and glory more than boys. As adolescents age, the value of a career and material security increases, while the value of service decreases. Conclusions. The questionnaire “Life Values Hierarchy” (G.V. Rezapkina) is simple, effective, reliable and valid and can be used both for research and applied purposes for adolescents aged 10-18.

Objective. Identification of common and specific patterns of digital socialization of Russian adolescents aged 12-17, compared with data from other European countries.
Background. The development of adolescents aged 12-17 is largely taking place in the context of digital socialization. Understanding of this context, especially in comparison with other European countries, is important to identify the opportunities and risks of this socialization, as well as targets for assistance.
Study design. The study was exploratory and comparative.
Participants. 1380 Russian adolescents (648 aged 12-14 and 732 aged 15-17; including 644 boys and 736 girls) from 15 regions of Russia belonging to 8 Federal Districts were compared with data from 16048 teenagers aged 12-17 years from 18 European countries.
Measurements. Adolescents filled scales assessing user activity on weekends and weekdays, the variety of online activities, signs of excessive user activity, digital competence, as well as experience of online risks. Results. The average user activity of adolescents was 4-5 hours on weekdays and 6-8 hours on weekends. Compared to 18 other European countries, Russian adolescents had one of the highest levels of user activity on weekdays in Europe and wide range of the content of activities online, while signs of excessive user activity were rare. However, Russia w­as among the three countries with the lowest rates of digital competence of adolescents. Comparing to other countries, Russian adolescents were more likely to report negative experiences online (49,6% versus an average European frequency of 32,4%), as well as experience of information about ways of causing physical harm to themselves and content that promotes excessive weight loss. As in other European countries, about 50% of Russian adolescents have seen sexual images online and met online acquaintances in person during the past year.
Conclusions. A significant part of the socialization of modern adolescents takes place online and depends on their activities, opportunities and risks on the Internet. Relevant tasks for Russian adolescents are the development of digital competence, as well as the prevention of the most frequent online risks and learning to cope with them.

Objective. To identify the relationship between value-semantic orientations and the ability to empathize among high school students and university students.
Background. The ability to show empathy is an important factor in interpersonal and intergroup interaction. In the context of the total digitalization of society and the consequences of partial deprivation from direct interpersonal interaction during the pandemic years, schoolchildren and students tend to reduce empathy. Understanding the connections between empathic abilities and the value-semantic sphere of the personality is necessary for the development of adequate socio-psychological means of developing the skills of prosocial interaction among students.
Study design. The relationship between value-semantic orientations and empathy abilities among high school students and first-year university students was studied, taking into account their integral intragroup status. The presence and nature of the relationship were checked using correlation, multiple regression and discriminant data analysis.
Participants. Moscow secondary schools (88 (48%) girls and 96 (52%) boys) and 192 (51%) university students in Moscow (109 (57%) girls and 83 (43%) boys). The total sample was 376 people aged 16 to 19. Measurements. To study the value-semantic sphere of the respondents, the method “Value Orientations” by M. Rokeach, the test “Meaningful Orientations” by D.A. Leontiev. Empathy was analyzed using the Interpersonal Reactivity Index questionnaire (M. Davis, adapted by T.D. Karyagina, N.A. Budagovskaya, S.V. Dubrovskaya). To determine the intragroup integral status of the respondents, the proposed by M.Yu. Kondratiev methodological algorithm for determining the integral intra-group status of a member of the contact community.
Results. Positive connections between the empathic ability indicators and the importance of prosocial values of students were revealed. In high school students the index of empathic personal distress is positively connected with the value of friendly relationships. The higher the students’ locus of control – self and locus of control – life scores, the lower the empathic personality distress. Predictors of empathic abilities in high school and college students are developed sense-life orientations and personal values reflecting positive attitude toward people (“sensitivity”, “tolerance”, “happiness of others”, etc.). Personally oriented values (“pleasure”, “self-control” etc.) are blockers of empathy. Predictors of the division of students into status categories in high school students are “empathic empathy” and the values “sensitivity&am

The special issue of the journal «Social Psychology of Childhood, Adolescence and Adulthood» focuses on such an area as age-related social psychology. The issue attempts to formulate the most important features of the social psychology of childhood and adolescence developmental stage, as well as to highlight the fundamental foundations that underlie it and to identify future perspectives.