The article presents information about the main results of the eleventh International Scientific and Practical Conference in Memory of M.Yu. Kondratiev “Social Psychology: Issues of Theory and Practice” held on May 14-15, 2026, at the Moscow State University of Psychology and Education. This work outlines promising directions in socio‑psychological research and highlights their practical significance.
Context and relevance. Currently, adolescent socialization is characterized by the blurring of boundaries between online and offline experiences. While substantial evidence highlights the associated risks, the systemic interconnections and cumulative impact of these risks on mental health remain poorly understood.Objective. The study aims to develop an integrative model illustrating how digital socialization affects adolescent mental health, delineating the mechanisms through which key risks are mediated, as well as the role of individual vulnerability and personal resilience factors. Hypothesis. The process of adolescent digital socialization can be described by a model in which convergent reality provides the systemic context, socialization risks exert their influence through a set of mediators, and the strength of this influence is moderated by individual and social factors. Methods. The research utilized theoretical modeling based on the analysis and synthesis of contemporary empirical data through the lenses of the social-cognitive concept of digital socialization and the ecological systems theory. Results. We developed an integrative model organized around the concept of “convergent reality” as the systemic context. This model features a “risk circuit”—a dynamic system wherein key online socialization risks (e.g., cyberbullying, upward social comparison, exposure to harmful content) influence mental health through a set of interrelated mediators, including digital stress, body image disturbance, and impaired sleep. Within the model, a critical role in sustaining this circuit is assigned to a feedback mechanism, driven by problematic social media use. Individual and social factors of vulnerability and personal resilience are considered to moderate the overall impact on mental health.Conclusion. The proposed model constitutes a theoretical framework describing the impact of digital socialization on adolescent mental health as a dynamic, self-sustaining process. The findings of this theoretical study can serve as a basis for empirical testing and the development of interventions targeted at disrupting the “risk circuit” and activating personal resilience factors.
Context and relevance. The digitalization of labor is changing not only forms of employment but also the socio-psychological conditions of young people's professional development, increasing uncertainty, a multiplicity of career scenarios, and the role of digital recognition. Objective. To analyze the socio-psychological mechanisms of young people's professional identity formation in the context of the digitalization of labor and propose a conceptual model. Hypothesis. The digitalization of labor does not abolish the basic mechanisms of professional identity formation but modifies their modes of action through new modes of inclusion, recognition, and control. Methods and materials. A theoretical analysis of domestic and international studies on professional and social identity, professional self-determination, digital socialization, and the digitalization of labor is used; conceptual, comparative, and synthetic methods are used. Results. The key mechanisms of young people's professional identity formation are identified: identification, internalization of norms, social comparison, digital self-presentation, reflexive construction of the professional self, and adaptation to uncertainty. It is shown that in the digital work environment, these are combined into three circuits: belonging, subjectivity, and the reputational-performative dimension. Conclusions. Young people's professional identity in the context of digitalized work is a dynamic and multicomponent system formed at the intersection of belonging, autonomy, and public reputation.
Context and relevance. The decision-making process among younger generations is becoming increasingly complex under the influence of the digital environment, which is changing cognitive, emotional and behavioral selection mechanisms and intensifying intergenerational differences. Of particular interest is the comparison of representatives of generations Y and Z, who were formed in different sociohistorical conditions and have different experiences of digital socialization, which is important for understanding their behavior in education, work, consumption and online communications. Objective. To identify and describe the features of decision-making among representatives of generations Y and Z, taking into account cognitive styles, emotional regulation strategies, risk-taking propensity and the nature of interaction with the digital environment in the Russian socio-cultural context. Hypothesis. 1) representatives of generation Z are characterized by a more impulsive and emotionally determined decisionmaking style compared to generation Y; 2) representatives of generation Y are more inclined to rational analysis and decision planning; 3) the digital environment is a significant factor that enhances the emotional impact on the decision-making process and structures this process differently among representatives of generations Y and Z. Methods and materials. The study involved 186 people aged 18 to 44 years, assigned to generations Y (N = 95) and Z (N = 91), with approximately equal gender distribution. The following methods were used: the Melbourne Decision-making Questionnaire to evaluate styles (vigilance, avoidance, procrastination, over-vigilance), the questionnaire of emotional regulation by J. Gross (cognitive reappraisal, suppression of expression), A.G. Shmelev's risk-taking propensity scale and the author's questionnaire on interaction with the digital environment (digital dependence in decisions, digital emotional regulation, digital self-control, preference for digital social interaction, digital trust and literacy). Results. Generation Y demonstrated higher rates of vigilance and cognitive reappraisal, as well as more pronounced digital self-control and digital literacy, indicating a rational and analytical decision-making style. Generation Z showed significantly higher levels of procrastination, avoidance, hyper-vigilance, risk-taking, digital dependence in decision-making and the use of digital means for emotional regulation, as well as a preference for digital social interaction, reflecting a more impulsive and emotionally intense decision-making style in conditions of high reliance on the digital environment. Conclusions. It has been confirmed that representatives of generations Y and Z differ in cognitive styles, emotional regulation, risk-taking propensity, and ways to integrate the digital environment into the decision-making process, which makes it necessary to take into account generational characteristics in the practice of education, personnel management, and the development of digital services. When designing educational and organizational programs, it is recommended to rely on the more pronounced rationality and self-control of generation Y and at the same time take into account impulsivity, digital inclusion and the need for emotional support from the digital environment of generation Z.
Context and relevance. Early identification of problems to prevent a crisis in a group, which is traditionally included in the list of tasks of crisis management, is now becoming an important socio-psychological quality of a flexible leadership style for various types of groups. This responsiveness of an organizational leader is determined by their attention to the group as the ability to notice "weak signals" and individual contradictions in the group's functioning. Objective. Description of the stages of development and psychometric testing of the author's tool aimed at measuring the parameters of an individual's responsiveness to a group. Hypothesis. The author's "Method for Assessing the Quality of Personality Responsiveness" is characterized by a high level of content validity, reliability, and internal consistency. Methods and materials. The responses of 70 heads of modern organizations regarding the understanding of the phenomenon of the leader's responsiveness allowed the development of the methodology's items, which served as the basis for the formulation of the aspects of the group members' responsiveness: the group's joint activities, interpersonal relations in the group, and oneself as a group member. To identify the content validity, a survey of 16 experts was conducted. The psychometric assessment involved 762 respondents aged 19 to 70, including 226 men and 536 women. The one-factor structure of the model was determined. The "Methodology for Assessing Mindful Presence" and "Group Mindfulness in an Organization" were used to determine construct validity. Results. The assessment of factor structure, content and construct validity, internal consistency, and retest reliability indicates the validity and reliability of the created questionnaire and provides empirical evidence for the theoretical construct of group responsiveness. Conclusions. The use of the general index of responsiveness as an integral characteristic is justified by highlighting its one-factor structure.
The book under review provides a socio-philosophical analysis of the current trend of psychologization of the social, which is characteristic of both scientific and mass consciousness, as well as its political, economic, and social consequences. Using the example of positive psychology, the authors convincingly demonstrate how a specific scientific idea (the study of happiness) becomes an effective tool for various institutions of power, developing into ever greater cooperation with them, penetrating almost every aspect of human life, and ultimately leading to a new normativity of individual existence where the human element no longer has a place. According to the authors, this subtle transition from attention to individual experience to the transformation of the latter into an ideological imperative that totally limits human authenticity is explained by the objective socioeconomic and political mechanisms characteristic of neoliberal society, which are reinforced by the penetration of psychotherapeutic discourse into everyday consciousness. The authors argue that in the challenging times of unpredictability and nonlinearity in social and cultural development, increasing global risks, and multiple destabilization, the dominant ideal of personal psychological well-being not only turns happiness into a commodity, but also limits the possibilities for collective social and political change, social solidarity, and active engagement.
Context and relevance. The modern labor market is characterized by instability, digitalization, and a shift from the lifelong employment model to the paradigm of lifelong employability. In these conditions, changing one’s profession ceases to be an exceptional event driven by external circumstances and becomes a natural stage of professional development. However, a review of the literature reveals the problem of multiple and disparate concepts describing this phenomenon, as well as the absence of a unified theoretical approach to its explanation. This hinders further scientific inquiry and the development of practical tools for psychological support. Objective. A theoretical analysis and systematization of psychological approaches to the phenomenon of career change as developed in Russian and international scholarship, aimed at drawing the scientific community's attention to the need for constructing an integrative model of career change and its underlying mechanisms.Methodology. Analysis, systematization, and synthesis of classical and contemporary Russian and international approaches to career development and career change. Conclusions. The phenomenon of career change is transforming from a singular crisis event into a conscious, value-driven choice that requires the development of specific metacompetencies in an individual. The systematization of existing approaches confirms the need to develop a unified theoretical model of career change. This would improve the practices of career counseling and professional training focused on multiple career transitions throughout an individual’s life.
Context and relevance. In the context of global transformation, public administration faces the challenge of unlocking employee potential, making the role of a human-centric approach to leadership particularly significant.Objective. To identify civil servants' social representations of the qualities that are key for a human-centric leader and positively influence the unlocking of employees' potential. Hypothesis. Social representations of a human-centric leader in public administration and of a leader who facilitates the unlocking of employees' potential are closely aligned and exhibit a stable structure. Methods and materials. The study was conducted in two stages: the interview stage involved semi-structured interviews with 54 top-level managers of public authorities, followed by thematic analysis and coding of leader qualities. The online survey stage included 16095 mid-level civil servants from federal and regional authorities, who formulated their representations of the qualities of a leader that contribute to unlocking employees' potential. Results. Based on the interviews, respondents' representations of a wide range of characteristics of a human-centric leader were identified, grouped into thematic blocks. Two key groups were highlighted — warmth and competence. The survey stage revealed that participants' opinions on the qualities necessary for unlocking employees' potential also reflect these key groups. Conclusions. According to civil servants' social representations, a human-centric leader in public administration simultaneously creates a warm, respectful environment and demonstrates high professionalism and effectiveness. Representations of a human-centric leader and the qualities necessary for unlocking employees' potential correlate with each other and include a synthesis of warmth and competence.
Context and relevance. The use of artificial intelligence (hereinafter referred to as AI) in the negotiation process creates a fundamentally new hybrid anthropotechnical reality, in which interpersonal communication is supplemented by the mandatory use of AI as an intellectual mediator-assistant, critically important for enhancing negotiation effectiveness. This presents the negotiation leader with new challenges, as a result of which the traditional functions of the leader undergo systemic transformation. There is a need to define a new structure of the negotiation leader's functions, reflecting their central role in the process. Objective. To analyze the transformation of the leader's functions in the negotiation process under the influence of AI technologies. Hypothesis. With the introduction of AI technologies into the negotiation process, the value of a leader increases and their functions are transformed. Methods and materials. The study involved 60 subjects – senior students of the Moscow Aviation Institute (National Research University). The age of the participants is 22-23 years old. The methods of laboratory experiment and observation were used in the work, during which the effectiveness of the negotiation process was assessed according to the developed assessment scale. Results. The results showed that teams in which the leader critically evaluates the recommendations of AI achieved better results during the negotiation process. The most significant advantages were shown in the quality of the relationship between the parties and the ethical validity of the decisions. At the same time, teams relying solely on AI were more likely to demonstrate formally optimal but socially immature arrangements. The study confirmed that the control of a human leader remains an indispensable element for achieving comprehensively effective and sustainable negotiation results. Conclusions. The data obtained confirm that the presence of a leader in the negotiation process who critically evaluates the recommendations of AI through a system of five functions (strategist, interpreter, controller, emotional integrator, moral arbiter) increases the overall effectiveness of negotiations by strengthening the socio-psychological and ethical aspects of interaction.
Context and relevance. Family resilience is a significant factor in adolescents’ psychological well-being. The theoretical framework of the study is based on F. Walsh’s concept of family resilience, which conceptualizes family functioning across three core dimensions: belief systems, organizational patterns, and communication processes. Objective. To examine the psychometric properties of the short version of the Family Resilience Assessment Scale for Adolescents (FRAS20-RIIA) in a sample of adolescents aged 13–18 years. Hypothesis. The short version of the Family Resilience Assessment Scale for Adolescents (FRAS20-RIIA) demonstrates adequate internal consistency and validity. Methods and materials. The study involved 616 adolescents aged 13–18 years (mean age = 16,2 ± 1,0 years; median = 17), of whom 84,7% were female. Participants completed the adult version of the Family Resilience Assessment Scale (FRAS-RII; 40 items, five subscales). External validity was assessed using the Multidimensional Life Satisfaction Scale (MSLSS), which measures satisfaction across five life domains: family, school, teachers, self, and friends. Results. The five-factor structure of the abbreviated FRAS20-RIIA was confirmed, along with its reliability and validity. Higher levels of family resilience were reported by male adolescents, adolescents from intact families, and adolescents who reported no adverse family events or only non-interpersonal adverse events (e.g., illness, loss, financial difficulties). Conclusions. The short FRAS20-RIIA retains the original five-factor structure, with four items per subscale, and demonstrates satisfactory internal consistency, reliability, and validity. The scale can be effectively used in both large-scale surveys and individual assessments of adolescents.
Context and relevance. The rapid integration of chatbots into everyday practices poses a challenge for psychology to conceptualize a new format of communication whose socio-psychological nature and consequences for personality development remain insufficiently studied. This issue becomes especially significant in adolescence, when communication serves as a leading activity and a condition for the development of self-consciousness, empathy, moral norms, agency, and the ability to build deep relationships. The lack of empirical and theoretical models of adolescent chatbot-mediated communication determines the relevance of the study and creates risks of insufficiently grounded pedagogical and technological decisions. Objective. A theoretical understanding of adolescents’ communication with chatbots as a new sociopsychological phenomenon: conceptualization of this type of interaction, its differentiation from real and virtual “human–human” communication, classification of existing bot systems, and hypothetical modeling of risks for personality development and positive socialization of adolescents. Methods. Theoretical analysis, extrapolation of basic theories of personality development (leading activity, socialization, development of agency) to botmediated communication; method of analogies using data obtained from the study of related phenomena (communication with robots, virtual communication, Internet addiction); comparative analysis and classification.Results. The ontological differences between real, virtual, and botmediated communication are identified. A classification of chatbots in the communicative space of adolescents is proposed. Data on the prevalence of chatbot use among adolescents in the United States, Great Britain, and Russia are presented. Probable risks under the dominance of botmediated practices are substantiated: distortions in selfawareness, deficits in empathy development, weakening of communication skills, reduced cognitive autonomy, simplification of valuemeaning regulation, and diminished subjectness. Conclusions. Communication with chatbots represents an independent type of subject–object interaction that is fundamentally different from real and virtual human–human communication. Despite its superficial resemblance to dialogue, it lacks intentionality, reciprocity, and personal responsibility, which creates risks of anthropological simplification and deficient conditions for adolescent personality development. Chatbots can serve as a useful supportive resource in educational and assisting practices, but they should not replace live interpersonal communication as the key environment for adolescent socialization. The results confirm the need for empirical verification of the proposed risk model, especially in the Russian cultural context, as well as the development of psychological and pedagogical recommendations for the safe and developmentally supportive use of chatbots.
Context and relevance. Situations of group success (winning) and defeat (losing) significantly affect group identification; however, empirical evidence remains inconsistent. Some studies report increased group commitment following failure (as a defensive mechanism), while others find distancing from the group. Moreover, the role of an individual's basic social identity structure (multiple, hierarchical, diffuse, or egocentric) in moderating this dynamic remains largely unexplored, particularly in situational, ad-hoc groups. The present study fills this gap by analyzing the interaction between group outcome and identity type.Objective. To determine the dynamics of group identification in conditions of group winning and losing, and to establish the nature of the influence of basic social identity type on these dynamics. Hypothesis. Group loss will lead to increased group identification. It is assumed that the interaction between game outcome and identity type determines the dynamics of identification. Methods and materials. Sample: 264 undergraduate students (M = 18,96, SD = 1,12; 74,2% female). Social identity type (multiple, hierarchical, diffuse, egocentric) was assessed using the Group Identity Test (GIT) by Gudzovskaya and Myshkina. In the experiment, participants played a team-based game "Shipwreck" and were randomly assigned to win or loss conditions. Group identification was measured before and after the game using Leach's scale, adapted by E.R. Agadullina and A.V. Lovakov. A mixed ANOVA was conducted with between-subjects factors "Game Outcome" (3 levels) and "Identity Type" (4 levels), and a within-subjects factor "Time of Measurement" (pre- and post-intervention). Results. Group identification increased both after loss and after win compared to the control group (as reflected in increased self-stereotyping, self-categorization, and involvement). No three-way interaction (Time × Outcome × Type) was found (p = 0,942): the effect of success/failure does not depend on identity type. However, participants with a diffuse identity type showed significantly greater gains in satisfaction, self-categorization, and involvement compared to those with a hierarchical type (p ≤ 0,010), confirming an independent contribution of identity type. Conclusions. Loss activates defensive mechanisms that increase group identification; this effect is independent of identity type. The diffuse type is the most plastic and demonstrates the greatest increase in involvement and cognitive components of identification compared to the hierarchical type.
This article discusses the activities of the journal "Social Psychology and Society" in the 21st century, particularly in the last decade. The journal is viewed as a "mirror" reflecting the transformations of both Russian (primarily) society and social psychology as a branch of psychological science. The popularity of the journal's articles in databases such as the Russian Science Citation Index (RSCI), PsyJournal, and OpenAlex is analyzed.
Context and relevance. Children growing up in intact families with two biological parents typically demonstrate somewhat higher rates of well-being and success compared to children from single-parent and blended families. However, little is known about the psychological causes and mechanisms of this relationship and ways to compensate for this social developmental situation. Objective. To examine the role of satisfaction with family relationships as a mediator of the influence of family structure on various components of well-being. Hypothesis. 1) Satisfaction with family relationships, life, self, and indicators of school well-being is higher among adolescents from intact families, compared with adolescents from single-parent families and blended families, 2) satisfaction with family relationships mediates the influence of family structure on the subjective well-being of adolescents. Methods and materials. Moscow schools’ students in grades 5–11 (N = 2844, M = 13,31; SD = 2,06). To assess well-being, we used Multidimensional Students’ Life Satisfaction Scale and a non-verbal scale for assessing attitudes towards life and school. Results. Using ANOVA, we found that family structure (type) exhibits weak but significant effects on life satisfaction among adolescents, regardless of their gender and age. Furthermore, adolescents from intact families are significantly more satisfied with their families and relationships than those from single-parent and blended families. Structural modeling demonstrated that adolescent psychological well-being depends not on the family structure per se, but on their satisfaction with it, which in turn predicts attitudes to life, self, friends, and school. Conclusions. Satisfaction with family relationships acts as a mediator, fully mediating the influence of family structure on adolescent psychological well-being. The practical implications of this study are that developing psychological training for parents aimed at improving the quality of relationships with adolescents, taking into account the specific social developmental context inherent to this type of family, can mitigate the risks of adverse development for children growing up in single-parent and blended families.
Context and relevance. The article is devoted to the adaptation of the Career Engagement Scale for the Russian context. The theoretical basis of the study is the concept of person-vocation fit, which represents one of the levels of person-environment fit. Objective. To adapt the Career Engagement scale for Russian representation. Hypothesis. The hypothesis of the best fit of the single-factor approach for the Career Engagement scale of the Russian representation was tested. Methods and materials. The methodology included exploratory and confirmatory factor analysis on two samples: university and college students (n = 481) and employees of organisations (n = 1000). Results. The results revealed a three-factor scale structure (“Career planning”, “Career networking”, “Career self-development”), confirmed in both samples. The obtained scale structure is consistent with the data of preliminary studies but differs from the one-factor approach proposed by the authors of the original questionnaire (A. Hirschi, P.A. Freund, A. Herrmann). The adapted 10-item scale demonstrated high reliability and validity, supported by correlations with positive affect, resilience, self-esteem, and trust. Conclusions. A reliable and valid psychodiagnostics tool has been added to the methodological arsenal of practical psychologists. The adapted questionnaire can become a basis for the design of personnel development programmes aimed at strengthening the proactivity of employees and contribute to the integration of cross-cultural and generational approaches in the research of career strategies.
Context and relevance. Globalization and digitalization affect different forms of social interaction (e.g., social cohesion). Social cohesion is an important factor of social and psychological well-being. However, previous research focused on the specific components of social cohesion (e.g., interpersonal and institutional trust) without detailed analysis of the complex model and its contribution to life satisfaction. The present study is based on a multilevel model of social cohesion that includes micro- (interpersonal trust, social support, frequency of relationships), meso- (openness, social participation) and macro-levels (system justification and institutional legitimacy). Objective. To identify the contribution of social cohesion to life satisfaction. Methods and materials. A total of 955 Russians (45% women, Mage = 36,13, SDage = 11,90) participated in the online survey and completed the questionnaires of social cohesion (e.g., interpersonal trust, social support, frequency of relationships, openness, social participation, system acceptance, and legitimacy of institutions), life satisfaction, and sociodemographic characteristics. Results. Structural equation modeling results showed that the model had excellent fit to the data (χ2 (309) = 1035, p < 0,001; CFI = 0,941, TLI = 0,933, RMSEA = 0,050 [0,046; 0,053], SRMR = 0,065; R2 = 0,40). Micro- and macro-levels of social cohesion contributed positively to life satisfaction without a corresponding effect for the meso-level. Analysis of the socio-demographic factors demonstrated positive contribution to life satisfaction only for subjective socio-economic status. Conclusions. The lack of contribution of the meso-level to life satisfaction indicate a low level of civic participation or alternative ways of realization of social relations at the meso-level (through other levels of social relations). The findings emphasize the need for a multilevel analysis of social cohesion and life satisfaction.
Context and relevance. Prosocial behavior, defined as voluntary behavior in the interests of others, is considered as a key factor of adaptation and survival in conditions of uncertainty, a way of coping with modern social challenges, such as pandemics, natural disasters and military conflicts, as well as a subject of educational activity in the educational environment. Objective. The article describes three dominant typologies of prosocial behavior in the scientific literature, developed by N. Eisenberg and colleagues, G. Carlo and B. Randall, and P. Boxer and colleagues. The foundations of these typologies, research that draws on each typology, and practical applications of these typologies in educational settings are discussed. Conclusions. The theoretical study demonstrates the diversity and complexity of the phenomenon of prosocial behavior, the problems associated with its classification and measurement, the transformation of views on prosocial behavior over time, and the current direction of research on the relationship between prosocial and aggressive behavior. The importance of a reflective professional stance, consideration of the complexity of motives behind prosocial behavior, and distinguishing between institutionalized and spontaneous forms of prosocial behavior in designing interventions to support prosocial behavior among children and adolescents and building a positive and supportive school organizational culture are emphasized.
Context and relevance. The problem of an individual's psychological well-being is of particular importance in the context of human participation in various communities and groups. The relevance of this study is driven by the high dynamism of the modern world, where people increasingly face the need to maintain and strengthen their psychological well-being by seeking out interest-based groups. We hypothesized that a reference group, exemplified by a reading community, can serve as a factor contributing to the improvement of a participant's psychological state. Objective. To study the role of the reference group in the psychological well-being of a reading community participant. Hypothesis. Psychological well-being is associated with satisfaction with one's role performed within the reading community. Methods and Materials. The empirical study involved 92 individuals (M = 35, SD = 8), including 78 females and 14 males, who are participants in 52 Russian-language reading communities from 14 countries. The study employed the following instruments: 1. Ryff’s Psychological Well-Being Scale; V.F. Ryakhovsky’s questionnaire for determining the level of sociability; 2. A modified rapid methodology for studying the psychological climate in a team by O.S. Mikhailyuk and A.Yu. Shalyto; 3. A custom questionnaire. Data processing was performed using SPSS Statistics 22. Results. It was found that a participant's psychological well-being is higher when desired and actual (performed) roles within the reading community coincide (“Observer”, “Listener”, “Active Participant”, “Expert”, “I change my role depending on the book”). The core motivation for choosing a reading community as a reference group is the need for communication. It was revealed that the level of psychological well-being and the assessment of the psychological climate do not differ among respondents with different formats of community participation (offline/online). Questionnaire results show that participants highly value the importance of reading communities in their lives. Conclusion. Communication realized through reference groups, as exemplified by a reading community, allows for the maintenance and enhancement of an individual's psychological well-being, regardless of the meeting format (online/offline). A key factor in this process is the congruence between desired and actually performed roles within the group.
Context and Relevance. Intergenerational studies of discriminatory attitudes and their value predictors contribute to the resolution of psychological problems associated with certain beliefs. Objective. To compare discriminatory attitudes and their value predictors among representatives of the youth and parental generations. Hypothesis. Discriminatory attitudes among youth are less pronounced than those of the older generation (parental generation). Methods and Materials. The study involved 263 participants. Representatives of the younger generation (M = 20,55 years) (n = 170, 97 women, 73 men) and the older generation (M = 42,22 years) (n = 93, 59 women, 38 men) were included. To assess the strength of discriminatory attitudes, questions were used that included discriminatory environments and outgroups. The expression of individual values was assessed using the Schwartz Value Questionnaire. Results. The older generation is more inclined to limit activity, reject, and experience prejudice toward members of socially prominent groups. Among the younger generation, the value of tradition is a significant positive predictor of discriminatory attitudes, while the value of independence of thought is a significant negative predictor. Among the older generation, the value of power as a resource is a significant positive predictor of discriminatory attitudes; the value of hedonism and commitment to an ethnic group are significant negative predictors. Conclusions. The value and sociodemographic predictors of general discriminatory attitudes differ between the younger and older generations. The younger generation's desire for independence and critical thinking helps reduce the intensity of prejudice toward others. Among the older generation, the value of hedonism significantly reduces general discriminatory attitudes. Among the younger generation, the value of traditions increases general discriminatory attitudes.
This article discusses the use of closely related but distinct concepts in Russian psychological discourse. These concepts have entered the scientific vocabulary as Russian translations of “resilience” – “zhiznesposobnost” or as a tracing from English, “resilentnost”. Two established traditions of using these constructs are analyzed, and arguments are presented in favor of the term “zhiznesposobnost” as consistent with both current trends in interpreting the term “resilience” in international research and the traditions of Russian philosophical and psychological thoughts. Methodological and methodical issues related to the questionnaires used in this area are discussed.
