Abstracts of articles
Volume 1 No. 1 (1)
INTRODUCTORY REMARKS BY THE EDITOR-IN-CHIEF
T.V. Markelova
Abstract. The main principles of scientific publications in the journal "Nizhny Novgorod Psychological Journal" are presented: problematic, controversial and focused on promising research in psychology. The main objectives of the journal's editorial board are emphasized: not simply the publication of scientific texts, but the development of a high culture of psychological research, the support of young scientists, and the provision of a voice for experienced psychologists. It is emphasized that the journal intends to maintain high standards of scientific research and its presentation.
Keywords: introductory remarks by the editor-in-chief
THE FIRST TEACHERS OF PSYCHOLOGY AT NIZHNY NOVGOROD UNIVERSITY
N. Yu. Stoyukhina
Abstract. The aim of the article is to present the first teachers of psychology and philosophy at the Faculty of History and Philology of Nizhny Novgorod State University (1918–1921), contributing to the study of the "provincial" history of psychology, which remains on the periphery of scholarly attention focused mainly on canonical figures. The article examines the biographies and academic work of four teachers: the provincial educator B.V. Lavrov, author of one of the first gymnasium textbooks on psychology, and three Moscow students of G.I. Chelpanov — A.F. Losev, N.V. Petrovsky, and P.S. Popov — who had worked at the Psychological Institute of Moscow University before arriving in Nizhny Novgorod in 1919. It shows how the teaching of psychology, philosophy, and logic was organized at the newly founded university, how a psychological laboratory and library were created, and how educational work was carried out among townspeople and students of various professions. Particular attention is paid to the closure of the Faculty of History and Philology in 1921 and to the subsequent fates of its teachers: Losev's philosophical legacy, Petrovsky's psychotechnical research, Popov's literary studies, and the political repressions of the late 1920s–early 1930s that affected three of the four protagonists. The author concludes that the history of psychology at provincial universities has independent value, allowing science to be seen in its living, rather than canonical, fullness, and calls for further archival research.
Keywords: history of psychology, Nizhny Novgorod University, teaching psychology, students of G.I. Chelpanov, B.V. Lavrov.
SELF-REGULATION OF LEARNING ACTIVITY AS A SUBJECT OF PSYCHOLOGICAL-ACMEOLOGICAL ANALYSIS IN ADOLESCENCE AND YOUTH PERIODS OF AGE DEVELOPMENT
A.V. Zobkov
Abstract. The article presents a theoretical and methodological analysis of the phenomenon of conscious self-regulation of educational activity in the context of age development from adolescence to youth. The necessity of integrating subject-activity, systemic and acmeological approaches for understanding self-regulation as a dynamic hierarchical system is substantiated. The author's three-level model is proposed, including the objective-psychological (behavioral), proper-psychological (personal: motivation and self-esteem) and integrative (subjective) levels. The regularities of self-regulation formation at different age stages are revealed: the dominance of the emotional-volitional component in adolescence, the formation of self-esteem as a "psychological core" during the transition period, and the achievement of the subjective level of self-regulation in youth. Sensitive and crisis periods of self-regulation development are analyzed. It is concluded that conscious self-regulation is not just an educational skill, but a fundamental acmeological quality of the subject, ensuring the transition from learning to self-learning and self-development.
Keywords: self-regulation of learning activity, age development, adolescence, youth, self-esteem, motivation, levels of self-regulation, emotional intelligence, volitional control, semantic reflection.
THE EMOTIONAL STATE OF THE PATIENT WHEN INTERACTING WITH NURSES WITH DIFFERENT PSYCHOLOGICAL QUALITIES
Akimova A.Yu., Talkhina D.M.
Abstract. Purpose of the article was to study the emotional state of patients when interacting with nurses with different psychological conditions. The problem of the patient's emotional state in the treatment process is the subject of the study of medicine, psychology, and other related sciences. The relevance of the problem is determined by the need to understand the psychological factors of the disease, to form an adequate attitude of the patient to the disease and to assist him in successfully adapting to the situation. Methods. The study involved 40 patients: 20 men and 20 women (M=46.9, SD=15.2) and 28 nurses, all women (M=41.1 years, SD=8.8 years). The methods used are: "Differential Emotions Scale" (DES), "Diagnosis of the level of empathic abilities" by Boyko V.V., "Personality questionnaire (Eysenck Personality Inventory, or EPI)" by G. Aizenka. Main results. According to the results of the study, it was found that high empathy and extraversion of nurses contributes to the predominance of positive emotions of the patient, high neuroticism – the predominance of negative emotions. It is shown that the studied psychological qualities of nurses make an uneven contribution to the emotional state of the patient: empathy is more significant in the severity of positive emotions of the patient compared with extraversion; the severity of positive emotions is approximately equally promoted by higher extraversion and less high neuroticism, and the severity of negative emotions is higher neuroticism and less high extraversionThere were no links between the psychological qualities of nurses and the anxiety-depressive emotions of the patient. Conclusions. The results of the study can be used in the practice of medical institutions in the selection of secondary medical personnel.
Keywords: emotional state, positive emotions, negative emotions, anxiety-depressive emotions, patient, nurse, empathy, extraversion, neuroticism
LIFE-PURPOSE ORIENTATIONS OF ADULT FORCED MIGRANTS IN THE CONTEXT OF ADAPTATION TO A NEW SOCIAL ENVIRONMENT
Bucheck A.A., Shchetinina M. V.
The aim of the study was to examine the specific features of the relationship between meaning-of-life orientations and adaptation of forced migrants at different stages of adulthood. The problem of adaptation of forced migrants during adulthood is of acute social significance. The relevance of the study is determined by the key role of the personal meaning-making sphere in situations of coping with various life crises.
Abstract. Methods. The adaptation of forced migrants was assessed using the following instruments: the Brief Psychological Adaptation Scale and the Brief Sociocultural Adaptation Scale by K. Demes and N. Geeraert (adapted by K.A. Ooki and I.V. Vachkov), and the Personality Adaptation to a New Sociocultural Environment Questionnaire by L.V. Yankovsky. Meaning-of-life orientations were examined using the Life-Purpose Orientations test by D.A. Leontiev. The sample comprised 246 adult respondents with the legal status of "forced migrants," including 85 young adults, 82 middle-aged adults, and 79 older adults. Results. The study identified age-specific patterns in the relationships between meaning-of-life orientations and adaptation components among forced migrants. In young adulthood, sociocultural adaptation was associated with meaningfulness of life, the presence of goals, and satisfaction with past experience. Psychological adaptation correlated with an internal locus of control regarding the self, while the effectiveness of adaptive strategies correlated with an internal locus of control regarding life in general. In middle adulthood, meaningfulness of life was related to both psychological and sociocultural adaptation. The presence of goals correlated with psychological adaptation and the effectiveness of coping strategies. In older adulthood, meaningfulness of life was associated with sociocultural adaptation and its effectiveness. The effectiveness of adaptive strategies also correlated with the presence of goals, while sociocultural adaptation correlated with the belief in one's freedom to manage one's own life. Conclusions. In young adulthood, the localization of meanings is centered in the present, accompanied by a belief in one's own agency and freedom to manage one's life. In middle adulthood, meaningfulness of life finds expression in goal-setting and is oriented toward the future. In older adulthood, meanings are represented by the presence of goals and the belief in the possibility of achieving them. These findings substantiate the need to consider age-specific characteristics in the psychological support of forced migrants.
Keywords:life-purpose orientations, adaptation, forced migrants, young adulthood, middle adulthood, late adulthood.
TYPOLOGY OF MOTHER-CHILD EMOTIONAL INTERACTION IN OLDER PRESCHOOL AGE
T.V. Markelova, O.Yu. Reeva
Abstract. The aim of the article is to substantiate the typology of emotional interaction between a mother and a child of senior preschool age. The study involved 99 women aged 28 to 42 years, the average age was 35 ± 7, with children aged 6 to 7 years (including 38 boys, 64 girls), the average age was 6.5 years ± 0.5. The work used empirical methods: questionnaires, psychological testing. Methods of data analysis: quantitative, qualitative and interpretative analysis. Methods of mathematical statistics: nonparametric Mann-Whitney U-test, cluster analysis (K-means method), correlation analysis - Spearman correlation coefficient, χ² - Pearson criterion. The following psychodiagnostic methods were used: "Questionnaire of child-parent emotional interaction (QPEI)" (E.I. Zakharova); Author's questionnaire "Verbal reactions of mothers when interacting with children" (O. Yu. Reeva, T. V. Markelova).Results. Types of maternal-child emotional interactions were substantiated based on the severity of their emotional interaction characteristics: sensitive-supportive, insensitive-pragmatic, and insensitive-contradictory. The psychological characteristics of these types of maternal-child emotional interactions were compared with the results of the author's questionnaire, which allowed for the study of mothers' phrases limiting their children's independence. Conclusions. It was substantiated that mothers prefer different verbal responses that limit their children's independence depending on their emotional type. The obtained data can be used to develop psychological programs for correcting parent-child relationships and in psychological counseling for mothers raising older preschool-age children.
Keywords: senior preschool age, independence, emotional interaction of the mother with the child, emotional acceptance of the child, sensitivity of the mother, verbal reactions.
SUSPICIOUSNESS AS A MEDIATOR OF THE RELATIONSHIP BETWEEN DEMONSTRATIVENESS AND AGGRESSION IN BULLYING
I.A. Sukharev
Abstract. This article is devoted to a study aimed at identifying and analyzing psychological personality traits that mediate the relationship between individual-typological traits and the aggressive behavior of bullies included in bullying structures. The study hypothesis was the existence of specific personality mediators that mediate the relationship between individual-typological predictors and aggression in bullying. The study involved 138 adolescents (students in grades 5–9), identified as bullies based on hierarchical cluster analysis. Statistical processing was performed in jamovi 2.7.18. To test the mediation hypothesis, the bootstrapping confidence interval method for the indirect effect (5000 repeated samples) was used within the framework of the simple mediation model. It was found that demonstrativeness was negatively associated with suspiciousness (β = –0.79; p < 0.001), while suspiciousness positively predicted aggression (β = 0.83; p < 0.001). The indirect effect of demonstrativeness on aggression through suspiciousness was negative and statistically significant (β = –0.66; p < 0.001; 95% CI [–0.89; –0.43]). The direct effect of demonstrativeness on aggression became insignificant after including suspiciousness in the model (β = 0.05; p = 0.525). Thus, demonstrativeness can be viewed as a personal resource that weakens hostile attribution and basic distrust of the world. The obtained results deepen our understanding of the structural and dynamic organization of the personality determinants of bullying and can be used in the development of psychopreventive programs aimed at correcting suspiciousness as a target of intervention.
Keywords: bullying, mediation analysis, hostile attribution, personality traits, demonstrativeness.