Relevance. It is traditional for socio-psychological research to study a large social group as a subject of social representations, rather than experiences — in other words, in existing studies, attention is paid mainly to the cognitive component of the “group response” to certain social events. T.G. Stefanenko argued that the socio-psychological approach to the study of changes in society should include an analysis of not only the processes of social cognition regarding newly emerged or transformed social objects, but also emotional reactions, unconscious expectations, and fears caused by changes, general feelings and experiences. This position involves the inclusion of new categories in the conceptual apparatus of psychological knowledge, as well as clarifying the content of existing categories. In this case, we are talking about such a category as collective experiences.

Objective. Description of the theoretical and empirical problems that T.G. Stefanenko was directly involved with in the research project “Perezhivanie (experiencing) Social Problems with Representatives of Various Social Groups of Modern Russian Society” (Russian Humanitarian Science Foundation, 2012-2014).

Methods. Review and analysis of research on the study of perezhivanie, collective perezhivanie,and social emotions.

Results. The basic approaches to the study of perezhivanie, collective perezhivanie,and social emotions in Russian and Western psychological literature are considered. The concept of “collective perezhivanie” is compared with the category of “perezhivanie” developed in Russian general psychology, as well as the construct “collective (social) emotions” developed in Western social psychology. The results of an international cross-cultural study of social emotions (guilt, shame, regret, embarrassment, etc.) in which T.G. Stefanenko took part are briefly described.

Conclusion. Despite methodological difficulties and the lack of unity in the conceptualization of collective perezhivanie,the study of social perezhivanieand emotions seems to be a fruitful approach to empirical socio-psychological studies of the characteristics of perception and interpretation of various social processes at the level of everyday consciousness

Relevance. The quality of motivation characterizes the nature of urges. It is manifested in how much the motivation of a particular activity is connected with its process (intrinsic motivation) or with an alienated result (extrinsic motivation), or with intermediate types between them (E. Deci, R. Ryan). In the present study we examine how the quality of motivation of students' learning activity is associated with the experiences of pleasure, meaning, effort and void as their absence (in light of D. Leontiev’s three-dimensional model of activity-related experiences).

Objective. We aim to reveal relationships between the quality of motivation of learning activity and experiences related to this activity.

Methods.We used Activity-related Experiences Assessment inventory (AREA) to measure experiences in leisure and study, and Universal Perceived Locus of Causality Scale (UPLOC) to assess the quality of motivation. The correlation study was conducted on students sample of 17-24 years (M=18.35; SD=1.00).(N = 357).

Results. The connection of the pleasure experience in learning activity with its motivation increases monotonously when moving from controlled (external) to autonomous types of motivation, changing the minus sign to a plus; the void experience demonstrates reverse pattern. The meaning experience in general reveals similar dynamics to pleasure, but with some differences. The effort experience is insignificantly related to the most autonomous and least autonomous types of motivation, showing a significant positive relationship with the intermediate types of motivation in the middle of the autonomy continuum.

Conclusion. Significant correlations were observed between different types of motivation and experiences related to the same activity and nonsignificant and/or weak correlations between types of motivation and experiences related to different activities.

Excerpts from the book S.V. Kravkov “Self-observation” (Moscow: Russkiy knizhnik, 1922. 176 p.). In his study, S.V. Kravkov presents arguments in favor of the need for introspection, psychology, introspection separates from reflection, analyzes the mental processes that provide the opportunity to introspection introspective discusses ways of organizing research and other theoretical methodological issues arising in connection with introspection.

The article analyzes the psychological and socio-demographic factors that affect the understanding and experience of the terrorist threat. In empirical studies, held at the 698 residents of Saransk and Smolensk, shows: 1) women and young subjects, the indexes of experience a terrorist threat is higher than men and adults, and 2) predictors of the overall index are experiencing personal anxiety, machiavellianism and the ability to control the situation and 3) understanding the terrorist threat, disturbing the subjects focused on the emotional and irrational aspects of the attacks, and 4) Machiavellian people understand the attacks as universal manipulative ways to solve problems, achieve goals, 5) subjects with high ability to control behavior stress of planning the attacks and targeted actions of people involved in them.