Articles

Relevance. Scientific and scientific-organizational activity of a world-famous psychologist A.N. Leontiev is a constant interest of specialists in the field of humanistics, methodologists and historians of psychology. In connection with the 115th anniversary of this outstanding scientist, it seems relevant to remind readers of the poorly studied aspects of his life creation.

Objective. Description of contribution А.N. Leontiev in the development of engineering-psychological, ergonomic and reflexive-acmeological problems in the 1950-1970's.

Methods. Science-research analysis (from the positions of reflexive psychology and personology), and methodological analysis.

Results. The author analyzes such aspects of the scientific heritage of A.N. Leontiev, as his fundamental research of productive thinking and scientific creativity, as well as applied developments in the field of engineering psychology and ergonomics. The fundamental contribution of the scientist to modern human studies and to the institutional construction of psychological science is shown. 

Conclusions. Scientific creativity of A.N. Leontiev in the field of psychology is interdisciplinary in nature, because it synthesizes the methodological orientations of modern humanities - natural science, technology cybernetic, social and humanitarian. The crown of the enormous scientific and organizational activity of A.N. Leontiev became a large-scale institutionalization of Russian psychology, which demanded from him not less vision and intuition, intelligence and will, diplomacy and energy than his outstanding creative activity in the field of philosophy, psychology, ergonomics and pedagogy.

This year Kokurina Irina Georgievna has her 70th anniversary. Our congratulations for the talented scientist and teacher, PhD in psychology, associate Professor of the Department of Social psychology, Faculty of psychology, Lomonosov Moscow State University

Relevance. Both personality and clinical psychology suppose many empirical examples describing the disengagement from activity and shifting to another one as quite effective: e.g., unfulfilled dreams and regret for them, severe illnesses or disabling conditions, etc. These examples demonstrate the importance of study of refusal from the goal and goal change as special self-regulatory processes that are not reducible to other processes of self-regulation (e.g., planning, modeling, achievement) and can be productive. Such studies require a validated measure.

Objective. The aim of this work was to validate the Russian-language version of the Goal Disengagement and Re-Engagement Scale, proposed in the self-regulation theory by C. Carver and M. Scheier.

Methods. 287 students and 4792 employees of a large production organization filled out the Russian-language version of the Goal Disengagement and Re-Engagement Scale (Wrosch et al., 2003a). The students also filled the Inventory of Styles of Behavior Self-regulation, a modification of the J. Kuhl’s Action Control Scale Test, a Cognitive Emotion Regulation Questionnaire.

Results. Both internal consistency and factor structure of the scale were demonstrated in both samples. The external validity of the scale is confirmed by the expected pattern of correlations with action / state orientation, behavior self-regulation and strategies of cognitive regulation of emotions. The results of the hierarchical regression analysis show that goal disengagement and reengagement differ from other aspects of  self-regulation of behavior not only structurally (at the level of their correlations with each other) but also functionally: after statistical control of the other aspects of self-regulation, goal disengagement and reengagement still predict a number of cognitive strategies regulation of emotions.

Conclusions. The psychometric properties of the Russian-language version of the Goal Disengagement and Re-Engagement Scale are sufficient for its application for research purposes. Further studies could focus on the differentiation of the process of goal change and other self-regulatory processes, especially their effect on the productivity, health, well-being.

Relevance. The relevance of the study of youth representations of parenting is due to a number of socio-economic and psychological changes taking place in modern society, including the emergence of deviant forms of parenthood, the phenomena of mixing family roles and abandonment of parenthood in general.

Objective. The purpose of this study is to study the content features of representations of motherhood and fatherhood in girls and boys and determine the degree of their harmony as a condition of psychological readiness for parenthood.

Method. Content analysis of the respondents' essays on the topic of future parenthood, aimed at identifying the content of the features of representations of parenthood and the degree of their harmony in girls and boys.

The study involved 231 respondents (190 girls and 42 boys), aged 18 to 25 years.

Results.The main characteristics of parenthood as a special social role and activity: child care; creation of necessary conditions for the development of the child; education of the child; emotional support of the child. It is revealed that in the views of girls the most important function of motherhood is to provide emotional support to the child; in the views of young men about fatherhood - education and training of the child. The majority of respondents demonstrated a high degree of discrepancies of perceptions about parental functions related to the idealization of the images of the child and their own parenting and the lack of representations about the methods of implementing maternal and paternal roles.

Conclusions. The data obtained show that the surveyed young people are not ready to realize a parental role and require corrective work aimed at forming realistic, complete and adequate representations of motherhood and fatherhood before their occurrence.

Relevance. The relevance of the research is caused by the need of more detailed studying of the emotional and personal well-being of modern students for the purpose of rendering psychological assistance to them on its optimization.

Objective. The work purpose — the analysis of various aspects of emotional and personal well-being of students. Methods: "Self-assessment of Emotional and Personal Well-being (SEPWB)" of G.A. Glotova and L.V. Karapetyan, "Social and psychological adaptation" of K. Rogers and R. Diamond and "Attributional Style Questionnaire" of M. Seligman.

Samples: the main sample - students (n=430), comparison samples – non-student youth (n=608) and convicts (n=99).

Results. By a method of SEPWB it is shown that students on set of parameters of a self-assessment of emotional and personal well-being occupied an intermediate position between the group of non-student youth where estimates are higher student's and group of convicts where estimates of emotional and personal well-being the lowest; in a number of parameters of a method of SEPWB age distinctions between "younger" (17-20 years) and "senior" (21-25 years) student's groups are received; there were no significant differences between the female and male subgroups of students in direct comparison without taking their age into account, but when divided into two age subgroups (17-20 and 21-25 years old), gender differences were observed; a number of correlations of parameters of the SEPWB method and indicators of  "Social and psychological adaptation" method of C. Rogers and R. Diamond and "Attributional Style Questionnaire" method of M. Seligman were obtained; four types of the students differing with the level of a self-assessment of emotional and personal well-being on the basis of the SEPWB index – two extreme types and two intermediate are allocated: students with the SEPWB high index, with the increased index, with the reduced index and the low index of SEPWB.

Conclusions. The results confirm the possibility of using the "Self-assessment of emotional and personal well-being" method for studying the age and gender differences between students, as well as characteristic types of experience and assessment of their inner well-being.

Relevance.Professional sport has become more complex and risky activity in the last decades. Consequently, scientific and applied multi-disciplinary field of sport trauma attract more and more attention. Together with swift development of sport medicine and rehabilitation theoreticians and practitioners pay attention to the differences of physical and psychological readiness to resuming of sport training and competing activities. 

Objective.The article deals with the problem of psychological rehabilitation after sport trauma. Major types of interventions are discussed. Fear of re-injury is considered to be one of the key difficulties after sport trauma. 

Methods.The article presents the case of a gymnast with a strong fear of re-injury. Characteristics of psychological traumatization are depicted. Consulting scheme is based on the theory and practice of trauma in the works of Pierre Janet. 

Results.Three stages of counseling included 1) stabilization of personality and mitigation of acute psychophysiological stress symptoms; creation of a narration about trauma; 2) re-processing of traumatic memories and desensibilization; 3) reintegration and return to sport and competing activity. A number of methods were used to achieve the goal of each stage: cognitive-behavioral interventions, analytic interventions, art techniques, biological feedback, self-determination interventions. The dynamic of 10 sessions is analyzed. 

Conclusions were made on the necessity of psychological guidance, which should start shortly after trauma and be provided during the whole rehabilitation period in a systematic approach, including a sportsman, a coach and parents.

Relevance. The individualization of education, the rapid expansion of the sphere of digital knowledge and the risks associated with cyber-socialization put the problem of a professional psychological organization and pedagogical “accompaniment” of individual trajectories of education for children and adolescents.

Objective. Identification the invariable elements of activity to support individual learning trajectories.

Methods. Analysis of literature; synthesis of theoretical and empirical (case study) methods.

Results. According to the comparative analysis of the approaches to the mentoring organization, the structures of the activities of the tutor, the curator (facilitator), the coach, as well as the essential and formal limitations of the various approaches in solving the problems of accompanying individual learning paths identified and described. It was founds that the compared approaches have fundamentally different attitudes towards the subject of activity. Academic tutoring is more effective in modern educational environments in comparison with curatorship and coaching. The stages of accompanying the individual trajectory of learning, carried out within the framework of psychological counseling for adults, were determined empirically.

Conclusions. The acts of transformations in the structure of the activity of an academic tutor fully correlate with the stages of tutoring humanistic counseling, and can be transfer to work with children, taking into account the specifics of each particular age and personal characteristics of the pupil. A general orientation of the activity on accompanying the individual training trajectory has been develop, which can become the basis for training mentor specialists and be used in the work of tutors.

Relevance. On the course of the history human development is attended by and is determined by development of sing and symbolic systems, cultural codes of different languages. Modern civilization dictates the necessity of active intercultural exchange.

Objective. Analyzing the problem of exploring the development of symbolic function being achieved as unity of affective (emotional, “personally experienced”) and cognitive (intellectual, “subjective and knowledgeable”).

Methods. Theoretical analysis of cultural typology presented by B.S. Bibler; structural and content analysis of the world image as a generalized construction of the social realm representativity in the human mind; objective and analytical approach to studying artifacts as social interaction mediated results.

Results. We substantiated the symbolic function as an individual mechanism implemented in culturally determined representation systems necessary for the emergence of interaction between individuals and for learning social implications. Studying the symbolic function presupposes analyzing those cultures where sign and symbolic means are created. Sign and symbolic means as cultural codes mediate human development and, at the same time, determine it. Signs and their systems being used in practical activity record achievements of human experience and allow creation of “cultural artifacts”.

Conclusions. The image of the world is represented in the culture, and cultural types indicate different images of the world in people belonging to those cultures. The structure of artifacts implements the function of the world image: representation of the structure, its logical links, and a set of tools for mediation in their symbolic role as well as the possible form of experiencing. Symbolic function is actively developed while learning. The content of polycultureeducation is focused learning of sign and symbolic systems’ principles creation and functioning. Instruments of activity themselves are considered as primary artifacts, and secondary artifacts are the rules of primary artifacts use.

Relevance.The growth of mental health disorders, psychological problems in modern society among different categories of the population, including representatives of different cultures and faiths and the lack of cultural development of specific approaches to understanding mental health and psychological well-being raise the problem of cultural conditionality of representations of mental health and psychological well-being in a number of important interdisciplinary problems, of high scientific and practical importance in such multinational and multicultural countries as Russia.

Objective.To examine the relationship between cultural context and mental health and psychological well-being.

Methods.Review and analysis of current research in the field of cultural conditioning of various aspects of mental health and psychological well-being.

18 March 2018. died Yuri M. Zhukov — the doctor of psychological Sciences, Professor of chair of social psychology of faculty of psychology of Moscow state University named after M. V. Lomonosov, honored Professor of Moscow state University, original-minded scientist, a bright and witty lecturer who generously shared their ideas and research Manager, a passionate teacher, creatively experimenting with teaching methods and development of students.

On January 28, 2018 Tatyana Gavrilovna Stefanenko, a sensitive teacher and outstanding researcher, our colleague, friend and mentor, head of the Department of social psychology of the faculty of psychology of Lomonosov Moscow state University (2006-2017), doctor of psychology, Professor, honored Professor of Moscow University (2009), passed away.

On January 6, 2018 Nina Fyodorovna Talyzina, academician of RAO, Professor of psychology of education and pedagogy Department of psychology of Moscow state University, doctor of psychology, Honored worker of science of the Russian Federation, Honored Professor of Lomonosov Moscow state University, died.

Review of the book S.G. Gellerstein “Methodology of Psychotechnics”

Relevance. The relevance of the work due to the lack of a special method that could to assess the ability of young athletes to represent movements in the Russian psychological tools.

Objective. The aim of the work is to test the method “Movement imagery Questionnaire for Children”, which is developed by Canadian researchers (R. Martini and colleagues), on Russian athletes.

Method. The analysis of studies that demonstrate the importance of using mental images in the training process was described. Empirical study of the mental representation of movements in 112 Russian young athletes from age 7 to 12 years with the help of a pre-adapted technique MIQ-C was conducted.

Results. The main types of mental images that are most often used by young athletes have been revealed: first-person visualization, third-person visualization and visualization of muscle performance. The last one (kinesthetic) is the most difficult for children. The highest rates of use of all three methods were noted in children 9-10 years. In the process of the work it was compared the results obtained for the Russian sample, with the results of Canadian researchers. It was revealed that Russian athletes assess their capabilities for visualization higher than young athletes in Canada.

Conclusions. It is necessary to expand a sample, having picked up athletes of those sports which are not presented at this stage of work, and to carry out check of validity of the Russian version of this method on the expanded sample.

Relevance. The study is devoted to the problem of family relations in adolescence. This problems seems to become very actual in recent times because of significant changes in family relations concerned with adolescents.

Objective. The hypothesis of different levels of awareness (explicit and implicit) representation of family situation in adolescence in connection with the emotional tone of relationships between family members has been tested in this research. We also propose that this fact s related with the follows parameters: adolescent gender and family unity.

Methods. 45 adolescents (22 girls and 23 boys) age of 13-14 took part in the research: 8 of them are from single-parent families (father missing), 37 – from completed families. The following methods were used: Family image test, Color Test of Relations and the questionnaire of parent’s behavior and attitudes of adolescents by E. Shafer).

Results. Results It was demonstrated that in explicit level adolescents evaluate their family situation more positively than in implicit level. Adolescents of different sex differently evaluate the degree of solidarity and emotional relationships in their families: girls consider their families more joined than boys. Both girls and boys perceive their mother and father more positively in explicit level (questionnaire) than in implicit level. Generally, girls and boys realize the estimations of family situation concerned with cohesion and emotional relationships differently. As a hole adolescents implicitly perceive their mother as more positive and important than the father.