Articles

Background. The article covers the classification development of psychological resources in specialists whose professional activity is related to work in emergency and extreme situations. The significance of the work lies in the comprehensive study of the resources of extreme profile specialists, since previously only individual components were considered.

Objective. The scope is to highlight resources that are important for extreme profile specialists.

Study Participants. The study involved 240 extreme specialists.

Methods. The "Method of Structured Description of the Situation" and the "Image of Resource" drawing method were used, allowing us to obtain qualitative data; as well as standardised questionnaires: "Types of Orientations in Difficult Situations", self-efficacy and vitality scales. Qualitative data were processed using content analysis. Quantitative data were processed using descriptive statistics and Student's one-sample t-test.

Results. Internal and external resources of extreme profile specialists are distinguished. Internal resources include experience, knowledge, systematic coping, self-regulation, optimism, self-efficacy, internal locus of control, responsibility, religious values, physical training and meaning-forming resources. External resources include social resources, technical support, information and time.

Conclusions. A classification that combines psychological resources significant for extreme profile specialists has been created. The results of the study can be used in the process of training specialists for professional activities in extreme and emergency situations.

Background. The concept of G. Ammon, which proposes a model of personality organisation as a hierarchical system with a behavior regulation component consisting of interrelated ego functions, is widely used to describe types of deviant, criminal, psychosomatic personalities, and personality disorders. However, the relationship between the constructs of this model and other key components of emotional self-regulation, such as emotional intelligence, remains largely unexplored.

Objective. This study aims to identify the interrelations between various types of ego functions (according to G. Ammon) and the components of emotional intelligence (viewed as a combination of abilities and personality traits).

Study Participants. The study involved 236 women aged 18 to 63 years.

Methods. The Emotional Intelligence Questionnaire by K. Barchard, adapted by G.G. Knyazev et al., and the method of G. Ammon "I-structural personality test", adapted by M.M. Kabanov et al., were used.

Results. Constructive ego functions are associated with a high level of emotional intelligence and its individual components; the maximum number of bonds was observed for positive expressiveness. Non-constructive ego functions are associated with a decrease in components of emotional intelligence. A positive relationship between emotional intelligence and the characteristics of adaptations, reflecting general vital activity and prevalence of constructive forms of behaviour over psychopathological symptoms, was demonstrated.

Conclusions. The relationship of emotional intelligence and a number of its components with various types of ego functions is shown, which makes it possible to make an assumption about the need for further research of emotional intelligence as a component of the hierarchical structure of the organisation of personality, connecting self-functions and their specific realisation in behaviour.

Background. Comparative studies of the relationship between socio-psychological support and well-being of adolescents with the identification of the leading source of support in various difficult life situations and in cases of impaired socialisation have not been conducted previously. However, the current socio-historical and geopolitical context (COVID-19 pandemic, Special Military Operation) necessitates the search for methods to improve the psychological well-being of the young generation, which is highly vulnerable to negative environmental influences.

Objective. The aim was to reveal features of socio-psychological support from various sources and its connection with the psychological well-being of adolescents in cases of negative change in socialisation route and in difficult life situations (COVID-19, military operations, juvenile correctional facilities and pre-trial detention centers, dysfunctional families and boarding schools).

Methods. Comparative analysis of current theoretical and empirical research into psychological well-being of adolescents in various difficult situations was applied.

Results. The perceived support from family and friends makes the greatest contribution to adolescents' well-being in everyday and difficult life situations, but in the case of dysfunctional families and the absence of parental figures, correctional facilities, living in a zone of military operations, psychological and pedagogical support from a competent adult plays a crucial role and performs a substitutive function.

Conclusions. The results of the theoretical analysis revealed significant relationships between the aspects of adolescents' psychological well-being and various sources of socio-psychological support (family, friends, teachers, and caregivers), especially in the cases of sudden changes in the social situation of development during crisis and critical situations.

Background. Numerous experimental studies indicate high accuracy in recognising familiar faces, which is commonly attributed to the formation of generalised face representations. However, it remains unclear what specific information is generalised in these representations and which factors influence their formation.

Objective. The scope of the article is to review and systematise findings from modern research on the factors affecting the formation of face representations.

Methods. A theoretical review and analysis of studies published between 2015 and 2025 was conducted. Literature search was performed in the Web of Science, Scopus, PubMed, and eLibrary databases using the following keywords: "face recognition", "face representation", "face learning", "perceptual learning", "variability", "social learning", "familiar faces", "familiarity".

Results. The analysis of the literature reveals two main approaches to studying the formation of face representations, each emphasising different factors. Within the first approach, perceptual information — specifically, the idiosyncratic within-person variability of a face — constitutes the core content of its representation. The primary factor shaping this representation is the perceptual variability in the observed stimuli. Experimental evidence supports the positive impact of variability in photographs of memorised faces on subsequent recognition — provided certain conditions are met, particularly the availability of cues for the correct interpretation of variability as a within-person change. According to the second approach, the content of face representations is not limited to within-person variability: supplementary knowledge about a person (e.g., name, profession, behaviour) also contributes to generalised representations and may be integrated into their content.

Conclusions. Research findings suggest that the form and content of face representations evolve with familiarity, transforming from a "percept" into a "concept". This perspective challenges traditional stage-based models of face processing, prompting a shift toward levels-of-processing frameworks. This approach enables a more comprehensive investigation of face perception within the context of human social cognition. In this regard, unexplored factors — such as the perceiver's active engagement and their interpersonal attitudes — appear particularly promising for future research.

Background. Anxiety is one of the main factors that have a negative impact on competitive results in athletes. The specifics of sports activities require to apply diagnostic methods that, on the one hand, are compact, and on the other hand, provide high psychometric indicators in assessing psychological characteristics, including anxiety. In this regard, the development of a modern and reliable method for testing sports anxiety seems necessary and relevant.

Objective. The aim is to test of the questionnaire "Sports Anxiety Scale" on a Russian-speaking audience of athletes of various sports and age categories.

Study Participants. The study involved 297 athletes, including 188 men and 109 women, age ranging from 18 to 63 years (M = 23 years, SD = 5.19).

Methods. The research had a survey design. The following questionnaires were used: Sport Anxiety Scale, A. Beck Anxiety Scale, W. Zung Self-Rating Anxiety Scale, Anxiety Scale from the DASS-21 questionnaire, a short version of the Dark Triad questionnaire. To process quantitative data, we used confirmatory factor analysis, correlation analysis and Cronbach's α coefficient.

Results. The adaptation results confirmed the factorial validity, internal reliability, convergent and divergent validity of the Russian version of the "Sports Anxiety Scale". The Scale has a three-factor structure and consists of the following subscales: "Cognitive Anxiety", "Physiological Anxiety", "Concentration Difficulties". The Sports Anxiety Scale is reliable due to the high α-Cronbach coefficient (α = 0.84).

Conclusions. As a result of testing the "Sports Anxiety Scale" on a sample of athletes of various sports, high structural validity and internal reliability of the method were demonstrated. In this regard, the "Sports Anxiety Scale" can be used for practical purposes to solve diagnostic and psychotherapeutic tasks in professional sports.

Background. The study stems from the need to find new tools for developing teachers' psychological and legal competence, which is becoming a key factor in their professional resilience and effective self-defense in the face of increasing communication risks and conflict situations in the educational environment. The digitalisation of education opens up opportunities for creating personalised support tools for teachers. However, the Russian market lacks mobile solutions that comprehensively combine psychological support and legal counseling adapted to the national context. The development of a prototype of such an app aims at filling in this gap and responding to the educational community's demand for accessible digital services.

Objective. The aim was to develop and test the prototype of a mobile application to promote psychological and legal competence of teachers in order to identify the main conditions for managing the elaboration of apps like this as an innovative component of an educational project.

Methods. The basis of the study is the data obtained by the authors through information monitoring, competitive analysis, sociological survey (questionnaire) and UX analytics collected while designing an express prototype of a mobile application for teachers.

Results. A survey of the teaching community was conducted and showed the teachers' interest in digital tools for developing competencies and receiving psychological and legal information support, in particular in the format of a mobile application. Based on the results of the study of the target audience and its needs, the research team developed a prototype of a mobile application as an "online assistant for teachers". In this article, the authors decompose the management process of prototyping an application, dividing a complex project into specific, manageable, measurable components - from concept and naming to visual identity and navigation structure of a digital product. A step-by-step analysis of all stages of development is accumulated in a "cascade" algorithm for creating a mobile application using the example of the EduCare project.

Conclusions. The illustrative results of the project implementation confirm the effectiveness of the choice of the "cascade" approach to the management in the context of a consistent, step-by-step strategy for developing the application. The proposed approach to the preparation of a prototype can be used by managers of educational projects and developers of mobile educational applications, which will reduce the time and resources spent, as well as improve the quality of the final digital products.

Background. Subjective perception and attitudes towards digital technologies can both contribute to and hinder the optimal use of these technologies in the educational process, which determines the relevance of studying various factors of university teachers' attitudes towards digital educational technologies (DETs).

Objective. The purpose of the research is to identify the features of the attitudes towards the DETs, considered on the basis of the Tripartite Model of Attitudes, and its personality and motivational factors among university teachers with different work experience.

Study Participants. The study involved 184 teachers (78.3% females) of Russian universities aged 22 to 83 years: 53 teachers had the teaching experience of a span from 0.5 to 5 years, the teaching experience of 60 teachers ranged from 6 to 19 years, 71 teachers were with teaching experience from 20 to 60 years.

Methods. The author's "Attitudes towards DETs Scale for University Teachers"; Work Motivation Questionnaire (WMQ) adapted by E.N. Osin et al., and the Russian version of the "Five-Factor Inventory (FFI)", adapted by M.V. Bodunov and S.D. Biryukov were applied.

Results. The majority of the studied university teachers have fairly positive attitudes towards the DETs regardless of their work experience. The DETs' emotional component is the most pronounced and the behavioural component is the least pronounced in all groups; and significant differences between the groups are recorded only for the cognitive component. The most significant positive predictors of attitudes towards the DETs in the total sample are intrinsic work motivation and conscientiousness; in the group with teaching experience from 0.5 to 5 years, integrated motivation was the most significant positive predictor; in the group with experience from 6 to 19 years, intrinsic motivation was the key predictor; in the group with experience from 20 to 60 years, emotional stability and extraversion were the main predictors.

Conclusions. The features of the attitudes towards the DETs among university teachers with different teaching experience are manifested not in the expression of the emotional, cognitive and behavioural components of these attitudes, but rather in their relations with types of work motivation and personality traits. This fact must be taken into account in the development of programmes for psychological support and advanced training for university teachers in the digital era.

Background. Oncological diseases, particularly gynecological cancers, significantly affect the physical and psychological well-being of women, reducing their quality of life and exacerbating psychological distress. The study of savoring — the process of experiencing and enhancing positive moments — remains an underexplored yet important topic, especially in the context of maintaining psychological well-being in oncology patients.

Objective. The goal of the research is to conduct a comparative study of psychological well-being and the ability to savor positive moments among women with gynecological cancer and women without an oncological diagnosis.

Study Participants. The study included 203 women, 88 of whom were undergoing treatment for gynecological cancer, while 115 had no history of oncological diagnoses. The mean age of the participants was 49.9 years (SD = 8.6) and 45.7 years (SD = 10.0), respectively.

Methods. An online quasi-experiment was conducted, incorporating the Satisfaction with Life Scale, the Positive and Negative Affect Schedule (PANAS), and the Savoring Beliefs Inventory (SBI). Statistical analysis included the Mann — Whitney U-test, Student’s t-test, and methods of descriptive statistics.

Results. Women with gynecological oncological diseases demonstrated lower levels of life satisfaction, positive and negative explicit affects, and the ability to savor as compared to conditionally healthy women. The ability to savor the present and the past plays a compensatory role in oncological patients. This ability is significantly higher in conditionally healthy women as a whole, whereas in the sample of respondents with high levels of savoring, no differences in life satisfaction between oncological patients and conditionally healthy women were revealed.

Conclusions. The ability to savor positive events is an important resource for maintaining life satisfaction, particularly in the context of oncological disease. Enhancing the ability to savor the present may be an effective psychological support strategy for oncological patients, while fostering positive expectations and future planning appears to be more relevant for conditionally healthy women.

Background. There is a lack of research in the scientific literature regarding the functional reorganisation of spatial perception in individuals with lower limb amputations, while most attention has been focused on upper limb amputees. However, the characteristics of spatial perception restructuring differ between upper and lower limb amputations, which highlights the need for further research to better understand the changes taking place and develop methods to compensate for them.

Objective. The aim of this study is to identify the features of spatial perception in patients with lower limb amputations as compared to subjects with severe injuries but without complete amputation, as well as to healthy volunteers.

Study Participants. A total of 90 participants were divided into four groups: right (20 individuals) and left (12 individuals) lower limb amputees, patients with combat wounds, but without amputations (22 individuals), and a control group of healthy participants (36 individuals).

Methods. Spatial perception was modeled in virtual reality (VR) conditions, including 3 test series with measuring reaction times to the appearance of a stimulus (1 session), to the beginning of the stimulus movement (2 session), to determining the direction of the stimulus movement to the left or right (3 session). The subject completed each series in turn using a special keyboard. Stimuli appeared in each series in random order at a distance of either 9 or 18 meters with equal probability.

Results. The showed that the reaction time did not significantly differ between the groups of patients with amputation of the left and right lower limbs. The group with amputation of the left lower limb, in comparison with the control group, showed a slower reaction time, which was maximally expressed in the task of determining the direction of stimulus movement, especially to the left.

Conclusions. The study highlights the importance of considering the type of amputation when analysing visual and spatial perception in patients. Despite the absence of significant differences between the groups with amputations of the left and right lower limbs, the results indicate that amputation of the left limb has a more significant effect on reaction time and perception of space than amputation of the right one.

Background. The issue of formalism in science education, which refers to the substitution of concept assimilation with the reproduction of scientific terms regardless of their actual functions as a thinking tool, continues to impact the effectiveness of secondary schooling. As an educational outcome, formalism is a significant obstacle to the development of functional scientific literacy.

Objective. The aim of the study was to assess the ability of seventh-grade students to consider the application of familiar household devices, based on the explanations of lever mechanics from the prior physics lesson.

Study Participants. A sample of 133 seventh graders (13–14 years old, 68 boys, 65 girls) from four Moscow schools who had begun learning physics but were unfamiliar with the topic “Lever” took part in the research.

Methods. For research purposes, we modeled a physics lesson. It included familiarizing students with an instructional video and the textbook material on the topic. The written work consisted of 9 tasks with the images of simple everyday devices. Students were required to write their reasoning about whether the operation of these devices could be explained using the principle of leverage. The results of the expert evaluation of these reasons were analyzed.

Results. The study allowed us to outline the “picture” of formalism, expressed in the predominance of everyday considerations in explanations of the work of the devices alongside a formalistic mentioning of particular attributes of a lever, often without taking those attributes into account in their decision. Only 14.7% of responses contained an attempt to interpret the educational material meaningfully.

Conclusions. The predominance of seventh graders’ “formalistic” explanations using textbook terms about the functions of well-known devices omitting the “conceptual” understanding of the “law of the lever” upon the initial exposure to the topic will undoubtedly have a significant impact on their future mastery of physics. Identification of these phenomena allows us to focus on the relevant educational design to improve scientific literacy among students.

Background. Children of primary school age with a high level of intellectual development (gifted) develop their intellectual creative potential primarily in educational activities. Therefore, it is fundamentally important to establish intrinsic motivation within the framework of the system of academic motives — cognition and self-development, but there is lack of information about the academic motivation of modern younger schoolchildren in the psychological literature devoted to the problems of giftedness and the factors of its development.

Objective. The goal is to determine the specifics of the academic motivation of children with a high level of intellectual development, studying at a school with an enriched curriculum.

Study Participants. 155 students, 3–4 graders, participated in the study: 75 children (35 boys, 40 girls, average age 8.7 years) with a high level of intellectual development (measured using Raven’s SPM in terms of IQ, the average IQ score is ≥130, the range is 115–150); 80 children (40 boys, 40 girls, average age 8.8 years) with normative intellectual development.

Methods. The questionnaire of academic motivation SRQ-A by T.O. Gordeeva, O.A. Sychev, M.F. Lynch, the methodology for assessing social and emotional skills by E.A. Orel and A.A. Kulikova, the questionnaire of life satisfaction of schoolchildren by T.N. Kanonir, I.L. Uglanova, D.A. Federyakina were used. The Mann-Whitney U criteria, Spearman correlation coefficient p, and Fisher’s Z-transformation were applied.

Results. The differences in the motivational profiles of younger schoolchildren with different levels of intellectual development are shown. At a high level of intellectual development, self-development motivation is more expressed; external and related types of motivation are less pronounced. Reverse connection is revealed between external motivation and goal achievement skills as well as with school satisfaction.

Conclusions. In the second phase of primary school age, external motivation weakens in children with a high level of intellectual development, studying according to an enriched programme. Internal academic motivation develops intensively, which plays a leading role in ensuring subjective well-being and the formation of goal achievement skills. The main direction of further research is to compare the motivational indicators of younger schoolchildren with a high level of intellectual development, studying in different conditions and at different levels of schooling.

Background. Creativity in human self-consciousness is represented in the form of self-esteem of creativity, and at a deeper level of implicit theories (or mindsets). It is relevant to establish the interrelationship of these levels. The first level includes domain-specific self-esteems of creativity and general self-esteem of creativity. The second reflects the individual's perceptions of people's creativity formed in individual experience.

Objective. The aim of the study was to establish relationships of direct self-esteem of creativity, domain-specific self-esteem of creativity and scales of implicit theories of creativity.

Study Participants. 434 university students aged 17 to 32 years. M = 19.75, SD = 2.24.

Methods. Domain-specific self-esteem of creativity questionnaire K-DOCS, Direct Self-Esteem of Creativity (SEC), and Questionnaire CIT for implicit theories of creativity were used.

Results. Positive correlations of domain-specific self-esteem of creativity and implicit theories of creativity, general self-esteem of creativity and domain-specific self-esteem of creativity, as well as positive correlations of general self-esteem of creativity and implicit theories of creativity were found. Convergent validity of direct self-assessment of creativity measurement in relation to the method of measuring domain-specific self-assessment of creativity was confirmed.

Conclusions. The generalization of a person's ideas about their creativity and differentiated connections between the general direct self-assessment of creativity and different types of its representation at the levels of implicit theories and self-reports of domain-specific creativity are demonstrated.