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51 | The associations found in studies between smartphone addiction and numerous manifestations of subjective unhappiness (anxiety, depression, stress, procrastination, decreased self-control and self-esteem, dissatisfaction with life, and family problems) have led to the introduction of the construct ”problematic smartphone use” and the study of its content. The study aims to test the hypothesis that there are associations between problematic smartphone use and personality orientation, Machiavellianism, and communication skills in Russian-speaking society. Data for the empirical study were collected through online testing with 713 respondents in Belarus and Russia, including 361 women aged 15–77 (M = 26.6, SD = 10.9) and 350 men aged 12–82. The working hypothesis was confirmed: The study showed that men’s and women’s problematic smartphone use is positively correlated with self-orientation, Machiavellianism, dependent and aggressive behavior, and dependence on social networks, and negatively correlated with task orientation, assertive behavior, and age. At the same time, Machiavellianism is positively related to self-orientation, negatively related to interaction with others, and unrelated to the person’s task orientation. The results on the associations between problematic smartphone use and Machiavellianism and behaviors complement similar international findings. The relationship between problematic smartphone use and personality orientation has not been studied. The practical significance of the obtained results includes their possible use in prevention work to prevent students from becoming addicted to smartphones. Keywords: problematic smartphone use, subjective stress, personality orientation, Machiavellianism, communication skills, women, men | 75 | |||||
52 | The question of non-complementarity in the system of training and evaluation of the work of educational psychologists is examined. Through an analysis and comparison of various texts, ranging from legal and regulatory documents to specialized research, the author presents his view on the origins of this type of contradiction between psychological training in Russia and the system of evaluation of educational psychologists in the field of education. The results of this analysis offer insights into possible ways to solve the existing problem. This position is based on the identified contradictions between the following elements within the training of educational psychologists and the assessment of their professional activities: 1) legal and regulatory, 2) methodological, 3) educational, and 4) personal (personal-professional). The possibilities for resolving these contradictions are described in detail: Defining the basic characteristics of educational psychologists’ activities in the Federal State Educational Standards (FSES) and professional performance standards, as well as in the legal and methodological documents related to the work of school psychologists. Eliminate “methodological chaos” by creating a professional and scientifically accurate understanding of the content of educational psychology and its major areas of work in education. Legal clarification of the position and role of the psychologist in the education system and evaluation of the work of the educational psychologist. Keywords: non-complementarity in the system of education and assessment, practical educational psychology, ways to overcome non-complementarity, personal qualities of a proficient and effective educational psychologist | 70 | |||||
53 | This article presents the results of the XIXth International Scientific and Practical Conference, “The Teacher of the Future in Dialog between Science and Pedagogical Practice,” on July 4 and 5, 2023, as part of the Year of the Teacher in the Russian Federation. The Federal State-Funded Educational Institution “Psychological Institute of the Russian Academy of Education” organized the conference in Moscow. The conference aimed to address a key theoretical and practical challenge: creating optimal psycho-pedagogical conditions for future teachers’ personal and professional development. This development is seen as a convergence of national traditions in Russian education, contemporary scientific knowledge, and innovative technologies. Such teachers can lead students to selfdiscovery and self-realization. Keywords: future-oriented teachers, systemic personal and developmental approach, resource-oriented and prognostic approach, educational strategies, personal and professional resources, competencies, shaping the future of students | 51 | |||||
54 | In the digitalization of the modern educational system, psychological development and changes in the students’ personalities occur. Issues related to the digitalization of Russian education are actively discussed in the modern psychological and pedagogical community. The digital environment is a factor influencing the students’ personality development process. Thanks to global digitalization, many new opportunities are being introduced into the modern educational process, but the consequences also raise serious social and psychological issues. Parallel to the general digitalization in the digital society, a child’s personality, immersed in the digital space almost from the first moment of his birth and experiences a digital childhood, is formed. The digitalization of education, the use of the latest digital educational technologies, and the students’ stay in a virtual environment significantly impact the students’ psychological development, leading to changes in their behavior and the formation of a specific digital personality. The article presents the results of an empirical study investigating how teachers perceive modern students’ personalities and behavioral characteristics of contemporary students in the digital space. It shows that modern students have psychological characteristics and traits that are characteristic of representatives of the digital generation. Keywords: digital educational environment, personality psychology, student personality, digital space, digital generation, digitalization of society, digital personality | 49 | |||||
55 | The article describes the relationship between irrational attitudes in thinking and indicators of emotional burnout in mothers. The importance of the study arises from the need to provide psychological help to mothers facing the problem of parental burnout, the inability to fulfill their parental responsibilities in the upbringing and development of children, and coping with stressful situations associated with the peculiarities of irrational attitudes in thinking. The lack of a study on how mothers’ emotional burnout is related to their irrational thinking attitudes was a problematic area of the study. The survey results of 108 mothers aged 20 to 36 raising children under seven are presented. The study used the following methods: A test for diagnosing irrational attitudes by A. llis, a Test for parental burnout by I.N. Efimova, and a Scale of subjective well-being by A. Perue-Badu, adapted by M.V. Sokolova). Associations were found between mothers’ emotional burnout indicators and irrational attitudes, such as ‘catastrophizing,’ ‘commitment to others,’ ‘commitment to oneself,’ ‘frustration intolerance,’ and ‘judgmental attitude.’ The most significant associations for irrational attitudes are ‘frustration intolerance’ and ‘judgmental attitude.’ They reflect the mothers’ intolerance of various frustrating situations and the tendency to evaluate their personalities based on their traits or actions. In practical terms, the study’s results can be used in a psychologist’s counseling, corrective, and preventive work, especially in preventing maternal burnout syndrome. Keywords: motherhood, emotional burnout, maternal burnout, irrational thinking, cognitive psychotherapy | 47 | |||||
56 | The study focuses on the organization of pedagogical interaction with modern children in the context of ensuring their psychological safety. New challenges and threats related to the digitalization of all areas of life are considered, which must be taken into account in the organization of pedagogical communication and management of interaction with children of Generation Z. The scientific novelty lies in the fact that the question of the psychological safety of children in the educational environment is approached from two angles: age psychological and information-pedagogical. The first approach is based on taking into account the specifics of Generation Z when interacting with it, while the second approach involves the prudent use of digital technologies in education, taking into account the risks and threats that may arise from their use. Traditional teaching methods are being reconsidered due to the new challenges of the digital generation and educational innovations. It is emphasized that teachers should develop pedagogical skills, increase their competence, and develop a value-based attitude toward children’s personal development. The identified risks and threats represent a particular aspect of pedagogical work that ensures children’s psychological safety in the learning process. Keywords: personal development under the conditions of digitalization, new threats and risks, psychological safety for children, the pedagogical authority of adults, pedagogical interaction | 43 | |||||
57 | The widespread use of smartphones and social networks has profoundly affected the quality of communication and led to changes in its characteristics, including those measured by the Self-Monitoring Scale. Examining these changes is crucial, especially in the context of the evolving landscape of digital communication. Although the Self-Monitoring Scale was introduced 40 years ago by M. Snyder, it remains a staple of research, demonstrating its enduring applicability. However, there is a growing consensus in the psychological community, both domestically and internationally, that the established methods need to be updated. The reason for this is the potential discrepancy between the responses of today’s respondents and those of people from decades past for whom these scales were developed initially. The changing communication context requires re-evaluating these tools to ensure that they remain relevant and reflect current societal dynamics. The aim of the study to reduce the number of questions in the Scale is also important, as large questionnaires cause difficulties in collecting material and (as relevant offline and online studies have shown) lead to poorer quality responses. Aims of the research: 1) Development of a reliable and valid short version of the Self-Monitoring Scale by M. Snyder; 2) Construction of meaningful models for the Self-Monitoring Scale. The empirical basis of the study was the results of online tests with 1911 respondents from Belarus and Russia, including 1206 women and 605 men. The study was based on the classic test by M. Snyder Self-Monitoring Scale, questionnaires on smartphone addiction (author – V.P. Sheinov), addiction to social networks (authors – V.P. Sheinov, A.S. Dziavitsyn) and the Academic Motivation Scale questionnaire by Vallerand (adapted to the Russian-speaking society by T.O. Gordeeva, O.A. Sychev and E.N. Osin) was also used. Statistical analysis was performed using the SPSS-22 package and the R-based Jamovi version 2.3.21. As a result of this study, a valid and reliable short version of the Self-Monitoring Scale questionnaire was created, consisting of 8 questions on self-monitoring, with better psychometric properties than the original version created by M. Snyder. A rich two-factor model of the Self-Monitoring Scale was developed. The short Self-Monitoring Scale allows you to collect larger samples with better-quality responses. Keywords: Self-Monitoring Scale, M. Snyder, short version of the Self-Monitoring Scale, reliability, validity, factor structure, psychometric properties, smartphone addiction, social media addiction, academic motivation scales | 42 |