Социальные сети усилили демонстративное потребление, сделав визуальный контент о путешествиях ключевым инструментом для статусной самопрезентации и утверждения социальной позиции. Настоящее исследование направлено на изучение социально-демографических маркеров демонстративного потребления в социальных сетях, его связи с одиночеством. В исследовании приняли участие 100 респондентов (M = 39.34; SD = 10.31), из них 43% мужчин и 57% женщин, активно путешествующих и размещающих фотографии из поездок в социальных сетях. Использовались шкалы «Постинг фото из путешествий как демонстративное потребление (CCPS) и «Социальное и эмоциональное одиночество для взрослых» (SELSA). Данные анализировались методами конфирматорного факторного анализа, корреляционного и сравнительного анализа. Выявлены четыре фактора туристического снобизма: «чистое демонстративное потребление» — публикация статусных фото, подчеркивающих богатство и принадлежность к высшему классу; «включение в группу» — стремление соответствовать трендам через снимки из популярных мест; «уникальность места» — демонстрация редких локаций для выделения и подчеркивания эксклюзивности опыта; «уникальность личности» — желание показать оригинальность и эстетический вкус через визуальный контент. Половые различия проявляются в том, что женщины чаще используют туристический контент для выражения своей уникальности. С возрастом потребность в демонстративном потреблении снижается, уровень дохода также влияет на характер самопрезентации: респонденты с более высоким достатком реже акцентируют внимание на статусе. Кроме того, результаты показали, что публикация снимков с целью присоединения к группе положительно коррелирует с романтическим и социальным одиночеством, но отрицательно — с семейным. Обнаружена связь социального одиночества с мотивацией демонстрации уникальности посещенного места и собственной личности, что указывает на стремление компенсировать нехватку социальных связей через самопрезентацию в цифровой среде. В целом, демонстративное потребление в социальных сетях можно рассматривать как динамический феномен, находящийся на пересечении социальных сравнений, самопрезентации и одиночества.
В области творчества остро стоит проблема неосознанного плагиата, когда кто-то уверен, что создал новый авторский продукт, однако в нем обнаруживаются заимствования из более ранних источников. При этом неизученным остается вопрос о том, как связаны феномены неосознанного плагиата и инсайта и может ли ага-переживание сопровождать генерацию идеи, которая на самом деле является припоминанием когда-то воспринятой информации, т.е. отражать ошибку мониторинга источника. В работе представлено экспериментальное исследование, направленное на проверку предположения о том, что в процессе самостоятельной генерации идей при создании вербальных головоломок участники будут заимствовать идеи из головоломок, решенных ими ранее, демонстрируя феномен неосознанного плагиата, а также что генерация идей с заимствованиями будет чаще происходить с инсайтом и сопровождаться ага-переживанием из-за более высокой беглости их извлечения из памяти. В исследовании приняли участие 48 добровольцев. Процедура включала два этапа: на первом участники знакомились с задачами на поиск отдаленных ассоциаций и пробовали их решать, на втором этапе через неделю участникам было предложено придумать собственные новые задачи на предъявленные слова-ответы (половина из которых была им знакома по первому этапу, а половина была новой). Результаты показали, что доля заимствований при генерации задач к знакомым словам-ответам превышала уровень случайных совпадений, что свидетельствует о неосознанном плагиате. Однако при этом доля отчетов об инсайте и оценка ага-переживания не различались значимо при генерации задач с заимствованиями и при генерации новых задач. Полученные результаты позволяют дополнить существующие теории неосознанного плагиата и наметить пути сближения исследований инсайта, плагиата и креативности.
The present study focused on the basic level advantage effect in hybrid search. Basic level advantage effect refers to preferable categorization at the basic level as compared to the subordinate or superordinate levels. The goal of the study was to reveal the guidance process if multiple target templates are held in memory. An eye‑tracking method was used to separate the entire search process into a guidance and a verification. Classical hybrid search procedure was used: participants had to search for 1, 2, 3 or 4 targets among 8, 12 or 16 stimuli on the screen. Targets were defined verbally at the beginning of the block by the names of category – basic or superordinate. Images of photorealistic objects were used as stimuli; pictures were generated by Stable Diffusion neural network. Category levels affected the guidance duration (basic level targets were found faster as compared to superordinate) in conditions with the visual set size 16 and the memory set size 1, but not in other conditions. For verification, however, there was no effect of category level, revealing different ways in which representations are stored. The results are consistent with Guided Search 6.0 theory and reveal the existence of the basic level advantage for the classical visual search, but not for the hybrid search.
This review of research synthesizes how large language models (LLMs) are being used to teach Russian as a foreign language (RFL) across three research traditions – in Russia, English-language contexts, and China – covering January 2023 to October 2025. The article draws on 55 peer-reviewed and practitioner sources to identify recurring themes, benefits, risks, and implementation conditions. Across settings, the literature reports five recurring benefits: (1) expanded out-of-class practice via chatbots and conversational agents; (2) personalization that supports learner autonomy and differentiation; (3) development of all four skills and cultural competence through multimodal, task-based activities; (4) faster formative feedback on writing and grammar through exemplars and targeted drills; and (5) access to authentic, level-adaptable materials. Reported risks are comprised of factual and grammatical errors, weak pragmatic or cultural fit, over-reliance that may erode independent strategies, unequal access and data-privacy constraints, and unsettled assessment practices in AI-rich classrooms. Regional emphases differ: Russian studies foreground linguodidactic integration and teacher oversight; English-language scholarship brings into focus ethics, critical AI literacy, and customized tutoring; Chinese research advances human–AI co-teaching and “virtual + real” classroom models. Practical guidance follows: design AI-mediated tasks with explicit objectives and boundaries, train verification habits (cross-checking, source attribution, corpus-based checks), and pair AI feedback with human review. Research priorities include Russian-specific models and prompting resources, longitudinal evidence on learning outcomes, validated rubrics for AI-assisted work, and teacher professional development. Overall, LLMs can enhance RFL when their use is deliberately orchestrated and educators remain the cultural and pedagogical anchor.
Профессиональная идентичность (ПИ) — сложный содержательно-процессуальный феномен, контекст, детерминированный готовностью к восприятию и перцептивными установками. Современные требования актуализируют проблему изучения функциональной роли ПИ педагога как контекста. Креативность рассматривается как содержательный компонент ПИ и фактор эффективности преподавания. Цель работы — экспериментальная оценка влияния контекстуального прайминга профессиональной успешности на динамику показателей профессиональной идентичности и креативности педагогов. Выборка составила 220 человек в возрасте 22–59 лет (M = 40.60), 88% женщин, 12% мужчин. Участники были разделены на две профессиональные группы: «педагоги» (n = 98) и «другие специалисты» (n = 122), которые затем были случайным образом распределены по экспериментальным условиям (прайминг «успешный»/«начинающий»). Методики исследования: «Тест двадцати высказываний» (ТДВ), методика исследования профессиональной идентичности (МИПИ) Л.Б. Шнейдер, адаптированный вариант методики диагностики вербальной креативности Р. Бекхата. В качестве экспериментального воздействия использовался прайминг с текстовыми установками, усиленный визуальным контекстом. Результаты исследования показали, что прайминг установки на профессиональную успешность значимо повышает общий уровень ПИ, но приводит к увеличению количества участников со статусом «псевдоидентичность». Зрелый статус ПИ («достигнутая идентичность»), напротив, проявил устойчивость к кратковременному экспериментальному воздействию. ПИ педагогов является вариативным контекстом для развития их креативности. Выявлен положительный эффект интеграции контекста установки на успешность и степени согласия с ней, способствующий увеличению беглости и гибкости у представителей непедагогических специальностей. У педагогов интеграция контекстов установки на успешность и ПИ сдерживает спонтанную гибкость вербальной креативности и квалифицируется как специфический для них конфликт контекстов (функциональная ригидность). Практическая значимость результатов состоит в понимании того, что на проявление креативности педагогов можно влиять, задавая адекватные контексты профессиональной успешности и интегрируя их с контекстом ПИ для профилактики ригидности и выгорания.
The perception of voice plays an important role in auditory learning, as it is associated with cognitive load, emotional involvement, as well as memory-related processes. The study examines the types of narrating voice (natural human or AI-generated) as psychological mediators of learning activity. Within the cultural-historical and activity-based frameworks, listening is considered an internally structured cognitive–affective process influenced by mediational means. In our experimental design, undergraduate MIPT and MSLU students listened to an educational audio text presented in one of three voice conditions: professional female (natural), native male (natural), or synthetic. Immediate recall was assessed using a standardized comprehension test. The results demonstrated significantly higher retention under both natural voice conditions compared to the synthetic voice, regardless of the students’ disciplinary backgrounds. These findings suggest that natural prosody and emotional expressiveness may reduce extraneous cognitive load and facilitate deeper encoding of auditory information. From a psychological standpoint, voice quality can be seen as a mediating tool that promotes psychological comfort and sustained attention, resulting in reduced learning anxiety and improved subjective satisfaction with learning. These results can be used in recommendations for selecting and adapting auditory and hybrid learning formats. Specifically, when using AI voiceover in educational courses, its potential impact on learners’ emotional states and risks of cognitive and emotional strain should be considered. The study contributes to the substantiation of psychological approaches to the implementation of AI technologies in higher education pursuing psychological well-being and preventing emotional burnout.
Статья посвящена анализу современной благотворительности как формы солидарности россиян. Благотворительность рассматривается как деятельность, обладающая специфической мотивацией (положительной и отрицательной), целями и набором стереотипных действий. Исследуется влияние межличностных отношений (эмпатии, симпатии, социофобий), тревожных ожиданий и медиа-предпочтений на благотворительные установки (интериоризированные действия). Теоретической основой послужили современные модели и результаты предыдущих наших исследований солидарности в период пандемии, показавшие, что эмпатия не является ведущим предиктором просоциального поведения, а значимую роль играют мотивация и экзистенциальные страхи. Гипотезы проверялись на выборке из 181 респондента (январь 2024 — май 2025). Опросник был разработан на основе полевых исследований (включенное наблюдение, экспертные интервью, анализ документов) и включал шкалы когнитивной и аффективной эмпатии (QCAE, адаптация Белоусовой и Гейвандовой, 2021), семантический дифференциал Ч. Осгуда для измерения симпатии, шкалы положительной и отрицательной мотивации, а также показатели тревожных ожиданий и медиапредпочтений. Анализ данных проводился методом структурного моделирования. Результаты исследования показали, что благотворительная активность в большей степени определяется положительной мотивацией, чем межличностными отношениями. Симпатия оказалась не связана с опытом благотворительности, однако эмпатия может усиливать отдельные виды помощи в отношении конкретных групп нуждающихся. Тревожные ожидания связаны прежде всего с отрицательной мотивацией. Из всех типов медиа только пресса обладает устойчивой положительной связью с благотворительностью и положительными мотивами, что может быть обусловлено авторитетом печатного слова в культуре России. Результаты исследования позволяют разработать рекомендации для медиа, благотворительных организаций, образовательных учреждений разного уровня.
Метакогнитивный мониторинг играет ключевую роль в процессе решения задач, позволяя оценивать прогресс в решении и при необходимости корректировать используемые стратегии. Одним из универсальных показателей метакогнитивных переживаний признается уверенность, на основе которой формируются решения о завершении, продолжении или прекращении работы над задачей. Ключевым теоретическим основанием исследования стала модель снижения критерия (DCM; Ackerman, 2014), согласно которой уровень уверенности, достаточный для принятия ответа, со временем снижается. Это позволяет оптимизировать соотношение когнитивных усилий и качества решения. Мы предполагали, что при возможности обратиться за помощью линия критерия изменит параметры: уменьшится ее наклон, что будет отражать более высокие требования к качеству ответа. В эксперименте участвовали 40 студентов (18–44 лет), которые решали задачи на отдаленные ассоциации (CRA). На первом этапе эксперимента помощь была недоступна, на втором — можно было запросить дополнительное слово-подсказку. В каждом случае измерялись время ответа и субъективная уверенность в момент обращения за помощью и после окончания решения. Моделирование показало различие в наклонах линий критерия: при возможности помощи снижение требований к уверенности происходило медленнее. Интерсепты, соответствующие уверенности при выскакивающих ответах, при этом не различались. Кластерный анализ позволил выявить несколько стратегий обращений за помощью. Согласно полученным данным, возможность обратиться за помощью повышает требования к уровню уверенности при принятии ответа, даже если помощь не используется, что подтверждает роль доступности помощи как дополнительного внешнего ресурса, учитываемого при метакогнитивных оценках.
The demand for developmental diagnostics in personalized education reveals a fundamental crisis in classical psychometrics. This paper presents a conceptual blueprint for a new generation of LLM-based diagnostic systems engineered to ensure methodological validity in high-stakes educational contexts. The project rests on five interconnected principles: methodological grounding in evidence-centered design (ECD), a hybrid 'centaur' architecture, echeloned quality control, role-oriented utility, and data sovereignty. Its core innovation is an 'emulated expertise architecture' that emulates not the expert's consciousness but their idealized professional workflow, decomposing the act of judgment into a network of verifiable procedures – systematic falsification, independent peer review (supervision), and dialectical synthesis – executed by a multi-agent system of functionally specialized “prompt archetypes” (“researcher”, “auditor”, “communicator”). The entire pipeline is governed by the 'human-over-the-loop' (HOTL) ethical imperative, positioning the system as a tool for expert augmentation rather than replacement. This approach facilitates a paradigm shift from a “psychometrics of measurement” to a “psychometrics of understanding”, generating not merely a score but a dynamic, contextualized model of the learner's cognitive processes. Supplementary materials detail the five-phase methodology for translating psychometric instruments into behavioral analysis protocols and the complete microarchitectures of all agent archetypes. By integrating computational psychometrics with educational psychology, the proposed architecture opens a pathway toward valid, reliable, and interpretable tools, marks a shift from static measurement to a dynamic understanding of students' educational preferences and outcomes, and offers a practical instrument for advancing student-centered university education.
This study investigates how explicit authorship labels — particularly those involving artificial intelligence (AI) — affect readers’ comprehension, trust, and intention to use scientific information. In a between-subjects online experiment (N = 183), university students read the same AI-generated science text about superconductors, with one of three authorship cues: (1) no label (control), (2) “AI-generated,” or (3) “AI-generated, human-edited.” All participants completed a five-item multiple-choice comprehension quiz (MCQ), a semantic differential scale assessing trust, and a self-report measure of behavioral intention to use or share the text. Results showed no statistically significant differences in comprehension scores across conditions, confirming that the inclusion of authorship labels did not impact factual understanding. However, the “AI-generated” label sharply reduced both trust and intended use compared to the control group (Hedges’ g > 1.1), indicating an aversion effect. Importantly, appending the phrase “human-edited” to the AI label eliminated this trust penalty: responses in the “AI+Human” condition were statistically indistinguishable from the control group. These findings align with prior cognitive and communication research, which suggests that while source cues rarely alter comprehension, they substantially influence user trust and perceived credibility. The study highlights the importance of carefully framing AI involvement in educational or scientific content. It suggests that emphasizing human oversight – through transparent labeling – can mitigate skepticism and foster appropriate trust, even when the content is AI-generated. Implications for ethical AI disclosure policies in higher education are discussed.
The relevance of this study is determined by the growing use of artificial intelligence in education and research, including tasks related to the interpretation of values and the formation of value orientations among young people. The aim of the article is to compare the semantic content of the value “dignity” represented in Russian linguoculture with the interpretation of this concept generated by artificial intelligence. The research material consisted of lexicographic and encyclopedic definitions of the Russian word dostoinstvo (“dignity”) and texts generated by ChatGPT 3.5 and 4.0. The methodological framework combined psycholinguistic and value-semantic approaches. The study employed definitional analysis, comparative analysis, and a specialized semantic differential technique; 30 respondents aged 18–24 participated in the experiment. The data matrix was processed using principal component analysis followed by Equamax rotation with Kaiser normalization. Six factors in the understanding of dignity were identified: inner self-worth, a humanistic understanding of dignity, personal autonomy and freedom, honesty, rejection of superiority over others, and interpersonal respect. The findings show that artificial intelligence represents dignity mainly as a rational moral and legal category, whereas dictionary and encyclopedic sources demonstrate the emotional-evaluative, cultural, and behavioral saturation of this concept. The results may be applied in educational psychology when developing practices for the critical use of AI in educational and value-oriented work. The study concludes that hybrid models are needed: AI may function as a cognitive and analytical tool, but the interpretation and transmission of value-laden meanings require human participation.
The article discusses current issues of the history of psychology. The link between the solution of the issue of the emergence of scientific psychology with the accepted type of rationality (classical, nonclassical, post-nonclassical) and the criteria of scientific knowledge is considered. The changes in views on the scientific method in the history of psychology are traced. The methodological foundations of modern research on the history of psychology are the object of special attention. The question about the relation of the history of psychology to historical and psychological disciplines is raised. Different understandings of the relation between the disciplines of general psychology and the history of psychology, the relation of the subject of the history of psychology to the subject of psychology as a whole are presented in A.N. Zhdan's and V.A. Koltsova's approaches. The concepts of the history of science existing in Russian psychology -A.N. Zhdan's history of psychology as the formation of its subject and M.G. Yaroshev sky's categorical approach - and their accordance with views of modern psychological methodologists are analyzed. The polemic of monists and pluralists on the subject of psychology as well as various monistic solutions of this issue (E.E. Sokolova, V.D. Shadrikov, V.A. Mazilov) are discussed. The possibility of understanding the inner world of a person as the subject of psychology (V.D. Shadrikov, V.A. Mazilov) is problematized as inconsistent with modern tendencies in the development of the psyche, which are characterized by close intertwining with external technical means (digital technologies). The author suggests her own understanding of the subject of psychology, taking into account, on the one hand, the unity of psychological science, and on the other, the multiplicity of mental phenomena and research subjects. It is the concept of being of the psychic. The integrative nature of the conceptual apparatus of modern psychology in comparison to the basic categories by M.G. Yaroshevsky is stated. The problem of units of analysis of the history of psychology at different stages of its development as well as the transformation of the concept of a scientific school during the "closed fracture" (D.A. Leontiev) are considered. The possibilities and limitations of using artificial intelligence in research in the history of psychology are discussed. The importance of the development of comprehending thinking in the history of psychology as distinct from calculating thinking is emphasized.
The human-city relationship phenomenon is currently a focus of research interest, driven by the relevance of local patriotism studies. Its heterogeneous conceptualization demands novel constructs and measurement approaches for improved citizen behavior prediction. The article substantiates the need to study commitment to the city, proposes a questionnaire of the same name, verifies it, and determines normative values for different age groups. The study sample consisted of 1,760 Omsk residents: 1,184 women (67.3%) and 576 men (32.7%): 414 people aged 14-17 (23.5%), 1,145-18-24 years old (65.1%), and 201 (11.4%) 25 years and older. Data processing methods: descriptive statistics, exploratory and confirmatory factor analysis, Pearson, Cronbach, Welch, Fornell-Larcker criteria. A large-scale sample was used to confirm the three-factor structure of the questionnaire, which reveals the structure of commitment to the city through its components - loyalty, involvement, identification. The internal consistency of the methodology as a whole and its individual scales was proven, and the levels of commitment to the city (low, medium, high and very high) were determined taking into account the structure and identified age specificity. The created tool, which has passed all the necessary psychometric tests, can be used for prompt assessment of the attitude of residents to their city, identification of migration risk groups, development of programs to enhance local patriotism of young people. The prospects for studying commitment to the city are associated with the inclusion of residents of other territories of Russia, studying the relationship with various psychological variables and socio-demographic factors.
Intolerance of Uncertainty (IU) is a tendency to respond to uncertain situations with a set of emotional, behavioral and cognitive reactions. Studies have shown that IU may play a key role in emerging and maintenance of a wide range of emotional disorders, especially anxiety. The short version of Intolerance of Uncertainty Scale-12 (IUS-12) is widely used all over the world, however it has not yet been validated for Russian-speaking samples. Given this, the aim of this study was to investigate psychometric properties of the Russian version of the IUS-12. The total sample consisted of 951 non-clinical subjects, aged 18 to 63 (M = 22.9; SD = 7.6), 698 females and 253 males. The results indicate that the IUS-12 demonstrates high test-retest reliability (N = 50) and strong internal consistency (N = 951). The results of the correlational analysis revealed positive associations between the IUS-12 scales and measures of intolerance of ambiguity and interpersonal intolerance of ambiguity from the NTA questionnaire, as well as with the anxiety, depression, and stress scales of the DASS-21. A negative correlation was observed with the tolerance to ambiguity scale (NTA). These findings provide robust evidence for the convergent validity of the IUS-12. Furthermore, the analysis of the internal structure of the IUS-12 demonstrated superior fit for the bifactor model, which includes one general factor and two specific factors (Inhibitory and Prospective Intolerance to Uncertainty). Based on these findings, it can be concluded that the IUS-12 is suitable for assessing intolerance of uncertainty in Russian-speaking populations.
One of the most effective forms of parental involvement in children's education is when parents actively communicate the value of schooling and a positive attitude toward it. For this to happen, they need to be satisfied with the quality of schooling, which depends on how well the school meets their expectations, among which well-being at school holds a central place. Most tools for measuring parental satisfaction are based on marketing models, which may not fully reflect the specific features of the educational context. This article presents a methodology for developing an instrument to assess parental expectations and satisfaction with schools, grounded in Self-Determination Theory relevant in education. The Well-being Expectations and Satisfaction Questionnaire (WESQ) was specifically developed for this study. The article provides analysis of data obtained from a sample of 1,568 parents in Russia. WESQ includes two reliable scales: the Expectations Scale (omega = .96) and the Satisfaction Scale (omega = .96). Each scale consists of 20 items; parents are asked to rate their satisfaction only for expectations they previously endorsed. IRTree modeling revealed that parents were most likely to endorse expectations related to relatedness, and were least likely to endorse those related to autonomy. A similar pattern was observed in satisfaction ratings. Hierarchical cluster analysis identified four distinct clusters of parents. This is the first study to apply Self-Determination Theory to operationalize parental expectations regarding school and to assess parental satisfaction in this context. The study introduces and validates a novel measurement instrument.
The study was conducted to identify the links between maladaptive personality subordination in virtual environment, and individual and personality traits in young people. It involved 646 people aged 14 to 40. The psychodiagnostic toolkit consisted of a questionnaire "The level and types of maladaptive subordination of personality in virtual environment" by T.V. Belykh, E.B. Knyazev, A.A. Sharov, V.V. Belykh; a questionnaire of youth confidence in the virtual environment by T.V. Belykh, E.B. Knyazev, A.A. Sharov, V.V. Belykh; a test to determine the degree of suggestibility by E. Merz-lyakova; questionnaire "Study of the psychological structure of temperament" by B.N. Smirnov; a measure of the level of impulsivity by V.A. Losenkov; questionnaire "Index of virtualization of personality of an Internet user of social services" by E.O. Rasina; Questionnaire for the diagnosis of irrational attitudes by A. Ellis; questionnaire "Diagnosis of subjectivity" by E.N. Volkova. Statistical analysis of the data was performed using the R programming language (ver. 4.3.3) in the RStudio IDE (2025.05.0 + 496). Multivariate unidimensional and multidimensional PER-MANOVA analyses were performed. Pointbiserial correlation, Spearman rank correlation, and the Wilcoxon-Mann-Whitney test were used for independent samples (with Holm-Bonferroni correction for pvalues), and nonparametric multidimensional scaling (NMDS) was performed. Maladaptive subordination in a virtual environment has specific connections with both individual characteristics (gender, age, and temperament) and personality traits that reflect the qualitative features of subjectivity, irrational attitudes, the degree of involvement in virtual interactions, and trust in information, its source, and the process of virtual communication. The obtained data reveal the presence of linear and probabilistic, non-linear connections in the structure of individual and personal properties in young people who are prone to displaying maladaptive submissiveness in situations of virtual interpersonal interaction, as well as the nature of these connections depending on gender and the type of maladaptive submissiveness formed.
Ambiguity intolerance is a relatively new psychological phenomenon, which manifests its relevance in the conditions of in-stability of the modern world. Intolerance to ambiguity that is often not distinguished with the intolerance to uncertainty, refers to an individual's predisposition to react aversely to ambiguous situations. This tendency manifests across three domains: cognitively, through dichotomous (black-and-white) thinking; affectively, through experiences of anxiety and discomfort; and behaviorally, through the avoidance of ambiguous scenarios. This study aims to fill the existing gap in methodological development of this phenomenon in the Russian context. The aim was to identify psychometric characteristics and adapt the Short Ambiguity Intolerance Scale (SAIS-7) on a Russian sample. The study involved 2,709 respondents aged between 18 and 87 years (M = 34.27, r = 14.73) with different sociodemographic characteristics. Confirmatory factor analysis found the final (ex post) model of the scale, having a single-factor structure in which the indices of consent best meet the original data after adding links between errors of variables: CMIN = 100.909; df = 12; p = .000; GFI = .974; CFI = .990; RMSEA = .052; Pclose = .325. The results of the study allow us to establish acceptable indicators of the internal reliability and convergence. The identified patterns support that the Short Ambiguity Intolerance Scale (SAIS-7) is a reliable and robust tool, extending the scope for empirical studies on the intolerance to ambiguity, including cross-cultural design.
Despite the fact that there is a wide range of studies in the foreign scientific literature that demonstrate the relationship between individual psychological characteristics and museum visiting practices, the contribution of these personality traits is typically studied in isolation. This approach limits our understanding of the role of the holistic organization of personality, which is manifested in specific combinations of traits. This leads to the main research question: What are the features of latent personality profiles among young people who frequently and rarely engage with new media art in museums? The study sample consisted of students N = 342 aged 16 to 25 years. The following variables were measured using psychodiagnostic tools: art interest, engagement with beauty, aesthetic experience, empathy, attitude towards technology, moral and ethical responsibility of the personality. The data was processed using latent profile analysis, robust variance analysis, and multivariate logistic regression. As a result of the analysis, 4 personality profiles were identified in a sample of young people who often and rarely visit museums: "Indifferent", "Responsive and receptive", "Emotionally engaged seekers of transcendent experiences", "Experts and analysts" and the key socio-demographic predictor determining belonging to a particular profile turned out to be the respondents' professional involvement in the field of art. The results obtained can be used by museum and gallery managers, curators, and marketers to create targeted communication strategies and cultural products that appeal to new audiences and retain the loyalty of existing visitors. This is possible by taking into account the psychological profiles of visitors.
Despite the ongoing urgency of the problem of child-parent relations and their impact on the development of a child's personality, there is a notable lack of valid and reliable Russian-language instrument for assessing parenting styles. The objective of this study is to develop a Russian-language adaptation of the P-PASS questionnaire, which measures perceived autonomy support and parental control (Mageau et al., 2015), and is based on the self-determination theory. Participants included university students (N = 728, M M-age = 20.03, SD = 2.03, 82% female) and high school students (N = 251, M M-age = 16.38, SD = 0.66, 53% female). Test-retest reliability was assessed with 92 additional university students. A correlation design was used with a survey of participants using the Russian version of the P-PASS questionnaire and questionnaires assessing subjective well-being, satisfaction of basic psychological needs and academic motivation. The Russian version of P-PASS demonstrated strong internal consistency (Cronbach's alpha values exceeded .79) and confirmed the expected factor structure. The validity of the scales is evidenced by the associations of autonomy-supportive and controlling parental styles with the indicators of well-being, satisfaction of basic psychological needs in the family, intrinsic motivation and various types of extrinsic motivation. University students and high school students who rate their parents as autonomy-supportive are more satisfied with their family relationships and their lives, they are happier and have a higher intrinsic academic motivation with a lower external motivation and amotivation. The developed Russian version of P-PASS questionnaire is a valid and reliable measure for assessing autonomy-supportive and controlling parenting. It can be used both by researchers and practitioners to measure perceived parenting styles.
The article addresses a key theoretical gap between the rich empirical field of financial behavior research, focused on establishing correlations, and personality theories capable of uncovering their underlying psychological mechanisms. Its objective is to develop and theoretically substantiate a model explaining the determination of financial behavior through the concept of personality adaptations within transactional analysis. The methodological foundation is a synthesis of the model of six personality adaptations (Ware, Kahler) with their script origins (Stewart, Joines), which allows moving beyond trait description to the analysis of dynamic patterns. This synthesis is integrated with the classical three-component model of attitude (cognitive, affective, behavioral components). The method of theoretical reconstruction enabled the deduction of the financial manifestations of the adaptations. The main results are as follows: 1) an explanatory pattern is developed: "personality adaptation-basic belief / key need-configuration of financial attitude (symbolic meaning of money, racket feelings, behavioral strategies) -> financial behavior"; 2) a detailed typology is presented. For each of the six adaptations ("Creative Dreamer", "Brilliant Skeptic", "Charming Manipu-lator", "Playful Rebel", "Responsible Workaholic", "Overreacting Enthusiast"), the specific symbolic meaning of money, the dominant affective background, and stable patterns in the areas of saving, spending, investment, planning, and attitude towards debt are described. The scientific novelty of the work lies in the systematic application of transactional analysis framework to build an explanatory model in economic psychology, offering a script-based, rather than correlational, understanding of financial choices. Thus, the model sets a new perspective for re-search, shifting the question from "what is related?" to "why is it related?". The work opens prospects for the empirical verification of the model and its practical application in differentiated psychological and financial counseling.
