Background of the study is related to the problem on the lack of psychodiagnostic tools allowing to operationalize the concept of "interoceptive awareness". The interoceptive awareness is an aspect of body awareness, focused on sensory bodily processes associated with the state of the internal environment of the body, and plays an important role in the regulation of emotional states.

Objective. To operationalize this concept, the Russian-language version of The Multidimensional Assessment of Interoceptive Awareness questionnaire (MAIA) (Mehling et al., 2012) was validated. The purpose of the study is to test the psychometric characteristics of MAIA-R and standardize it.

Methods. The study was conducted on a sample of 1100 people aged 16 to 66 years (M=26.9; SD=10.4); 19.3% men, 80.7% women. To assess the criterion validity, following contrasting groups with different levels of interoceptive awareness were identified: 1) psychotherapists (N=50), 2) professional athletes (N=103), 3) respondents with experience in bodily practices as a hobby (N=81), 4) with no experience in bodily practices (N=123). Processing of the received data was carried out by the methods of mathematical statistics (t-Student, factor analysis, one-factor analysis of variance, correlation analysis, Cronbach's alpha).

Results. The cultural specificity of the MAIA questionnaire was confirmed; the content of the factors, different from the original, is reflected in the titles: «Noticing», «Not-distracting», «Not-worrying», «Attention Regulation», «Awareness of a Negative Emotional State», «Self-regulation Based on Active “Listening” to the Body», «Trusting» and «Awareness of a Positive Emotional State». The orthogonal nature of the structural components of interoceptive awareness and their independence from the gender factor have been established. High rates of internal consistency and retest reliability were obtained.

Conclusion. The questionnaire can be used in psychotherapeutic research and practice, as well as in the work of sports psychologists to assess the level of awareness of bodily processes and the dynamics of self-regulation of athletes.

Funding. This paper has been supported by the Kazan Federal State University Strategic Academic Leadership Program» (Priority-2030).

Background. It is analyzed how the method of eye movement registration can be used to study the learning processes of children with hearing impairment. On the basis of oculomotor activity data, difficulties are identified that impede the learning of children with hearing impairment, which contributes to the discovery of effective ways of learning. A separate research issue is the search for the effective use of different forms of instruction.

Objective. Eye-tracking study of learning difficulties with different forms of instruction (as different forms of multimodal means of establishing joint attention).

Methods. A task was used in the form of a correction test to fill in the figures (according to the Pieron-Ruser method). To understand different forms of instruction in 4 series of the experiment, the combination of the speech form and the use of action in explaining the rule for filling in the figures varied. The main method is the method of eye movement registration using the PLabs portable tracker-the eye tracker.

Sample. The study sample consisted of 15 preschool children with hearing impairment (sensoneural hearing loss, class H90 according to ICD-11), eight girls, seven boys, mean age 5.4±0.8.

Results. The most important criterion for the effectiveness of different forms of instruction is the time from the beginning of the presentation of the instruction to the first fixation on the target object and the duration of attention delay in non-target areas. With multimodal instruction, longer fixations are observed in relevant areas and short fixations in irrelevant areas, fixations are more often and faster in relevant areas. With the transition to independent analysis, tasks at the beginning of fixation in relevant and irrelevant areas become reduced in time and quantity, and then begin to take on an increasingly long character.

Conclusion. A different form of instruction allows you to restructure the perception of a child with a hearing impairment, focusing attention on the elements that are relevant to the task. The most effective is the simultaneous use of multimodal means of explaining instructions to attract and regulate attention. 

Background. Media performs an important role in the social construction of an image of a disability. In its turn, that image influences the reader`s generated value orientation and behavioral attitudes towards the disabled persons. One of the main problems is that in most media articles disabled persons are not differentiated by sex. This raises the question of whether there is a description of the disabled persons` gender features in articles where their sex is specified.

Objective. To conduct a content-analysis of the news articles in order to reveal gender-specific features of the social construction of a disabled person`s image in aspects of behavior, social interaction and personality characteristics.

Sample. 107 media articles published during the period from December 2020 to August 2021 in the RBC, RIA Novosti, Rossiyskaya Gazeta, TASS, Izvestia.

Methods. The media article texts were analyzed using content-analysis. For this purpose, the authors selected 27 categories in a coordinated expert assessment. These categories are related to three parameters: disabled person's actions, interaction with a disabled person and personality characteristics. Contingency tables were constructed and frequency analysis of the categories used in the descriptions of the disabled men and women were conducted based on obtained data.

Results and conclusion. The frequency distribution of the categories used in media articles shows that description of disabled persons corresponds to gender social role stereotypes. At the same time, the ways of social interaction of disabled men and women are different. Disabled men are focused on communication with a principal-agent, while disabled women address those involved in some situation. When disabled women are described there are violations of the readers` expectations regarding their greater vulnerability. In other words disabled women are presented as more persistent compared to disabled men. 

Background. The use of digital devices and the Internet is an integral feature of modern everyday life, making children’s developmental situation “digitalized”. There are not many papers on the specifics, types and content of digital practices of schoolchildren, and questions about what and why children do online are often replaced by questions about how this “something” is related to different characteristics of well-being or cognitive and personality traits.

Objective. To review recent studies that focus on the practices of schoolchildren in different digital environments and to analyze them in terms of both results and approaches.

Methods. Review of the literature on the varieties of digital practices of modern-day schoolchildren. Articles on schoolchildren’ digital and online practices were selected from Scopus database using publication date range (2016 — 2021) and keywords, such as “digital/online behaviour/practices”, “schoolchildren/adolescents” etc. The initial selection was complemented by articles from key psychology and education journals in Russian from the same time span and also by relevant articles cited in the selected literature.

Results. When considering the ratio of online and offline activities in the life of modern schoolchildren, two main ideas stand out: combining online and offline environments into a single hybrid environment, or considering them as complementary and having their own specifics. The idea of hybridity changes the formulation of the question of the well-being of schoolchildren and the possibility of it being negatively impacted by digital technologies: constant involvement in online contexts ceases to be pathologized and can be viewed as primarily associated with “offline needs” and satisfying them in new ways. Methods for characterizing digital practices of schoolchildren are described: based on the kinds of behavior, the type of interaction with the content, the goals of interaction, as well as various ways of managing digital behavior on the part of the school and parents, which can become the basis for the emergence of new forms of digital inequality. Research shows that online environments are well suited to meet the age-related needs of adolescents.

Conclusion. Research in recent years has allowed to rethink a number of questions and to demonstrate the irrelevance of some attitudes regarding the use of digital technologies by children, which emphasizes the importance of conducting empirical research aimed at revealing the meaning and content of digital practices, and not limited to quantitative measurements.

Background. The quality of preschool education is of great importance for the subsequent adaptation and academic success. The ECERS-R methodology is available for Russian psychologists for assessing the quality of the educational environment of a kindergarten with a large array of accumulated data. ECERS-R is aimed at assessing more the material and subject arrangement of a preschool educational institution and the nature of the child's interaction with the environment (including social). At the same time, in our opinion, insufficient attention is paid to assessing the emotional climate of interactions between children and teachers and assessing the extent to which the proposed training is in the zone of proximal development of the child.

Objective. To compensate for the identified deficit, work was carried out to start adapting another tool for assessing the quality of the educational environment — the CLASS methodology, based on the ideas of L.S. Vygotsky about the optimal construction of the educational process.

Methods. The study was conducted in 41 preparatory groups of Moscow kindergartens. In these groups, to assess the quality of the educational environment, the CLASS methodology was used, which includes 10 dimensions combined into 3 main domains: Emotional support, Classroom Organization and Instructional support. Also, on a part of the sample (N=26 groups), the ECERS-R method was additionally used.

Results. Analysis of the internal reliability of the instrumentation showed satisfactory results. Although the scores for all three domains are related, the Instructional Support scores were significantly lower than the Emotional Support and Classroom Organization scores. Comparison of the results of the CLASS and ECERS-R methods showed a small number of relationships between the scores of the scales of the two methods. At the same time, the CLASS parameter Instructional support is more related to ECERS-R.

Conclusion. The data obtained confirm our assumption that the CLASS method provides significant information about the quality of interaction between a teacher and children in a kindergarten group, which complements the results of ECERS-R, which means that this tool will be useful for a full assessment of the quality of the educational environment in a kindergarten.

The paper analyzes the emergence of the concept of motive in Alexey N. Leontiev’s early writings and its correspondence to Kurt Lewin’s ideas and to the distinction of intrinsic versus extrinsic motivation and the concept of the continuum of regulation in the present day self-determination theory of E. Deci and R. Ryan. The distinctions of extrinsic motivation based on reward and punishment versus “natural teleology” in K. Lewin’s works and of (extrinsic) motive versus interest in early A. N. Leontiev’s texts are explicated. The relationships between motive, goal, and personal meaning in the structure of activity regulation are analyzed. The author introduces the concept of quality of motivation referring to the degree of correspondence between motivation and one’s needs and authentic Self at large; the complementarity of activity theory approach and self-determination theory as regards the quality of motivation issue is highlighted.

The paper presents test questionnaire, developed by the author based on methodology K. Yang and allows the quantification of the severity of the degree of enthusiasm of younger teenagers playing computer games — CG). The questionnaire contains 22 questions, defining five 5 major scales: emotional attitude to the CG; self-monitoring in clinical trials; goal orientation on the CG; parental relation to the CG; preference for virtual communication real. A study conducted on a sample of 304 students of Nizhny Novgorod aged 11-12 years, showed that the developed test questionnaire allows to quantify the extent of computer abuse younger teenager; allows mathematical treatment; is relatively expeditious means evaluation of a large number of respondents; contributes to the objectivity of assessments that do not depend on the subjective attitudes of the person conducting the study; ensures comparability of the information obtained by different researchers in different subjects.

The main approaches to moral development in foreign (J. Piage, L. Kohlberg, C. Gilligan, N. Eisenberg, E. Turiel) and domestic psychology (L.I. Bozhovich, S.N. Karpova, E.V. Subbotsky, S.G. Jacobson) are analyzed in the article. The justice and care principles as the foundations for constructing the approaches to moral development are examined. The differences between care and justice principle are revealed. Some results of investigation about the dependence of moral-value development in adolescence and youth from social situation of development are discussed. 

The issue provides the overview of modern approaches to the definition and research of coping with difficult life situations. The article highlights the problems of difference between the concepts of coping and defense mechanisms. Coping as personality dispositions and dynamic process is considered. The issue deals with the controversial issues of questionnaires’ use and other methods of coping strategies’ research. The article covers the prospects of complex approach to the study of coping. 

It is impossible to give English variant of the abstract because English language does not have exact analogy of the Russian notion «самооценка».