This study aimed to investigate resting-state neural correlates of math anxiety in high school students using a graph-theoretical approach. Sixty 10th-grade students (35 females; mean age = 16.15 years) participated in the study. Resting-state EEG data were acquired using a 32-channel wireless dry-sensor system (Cognionics Quick-32 series). Math anxiety was assessed using the Abbreviated Math Anxiety Scale. Mean eigenvector centrality was significantly and negatively associated with math anxiety in the alpha band during eyes-closed rest, the theta band during eyes-open rest, and the beta band during eyes-closed rest, with correlation coefficients ranging from r = −0.28 to −0.34. No significant associations were observed between centrality measures and sex. Overall, these findings are consistent with previous research linking reduced functional network integration to elevated math anxiety.

The aim of the present study was to investigate the association between resting-state EEG functional connectivity and spatial working memory (SWM) in adolescents, using a graph-theoretical approach. Sixty-three healthy adolescents (38 females; M = 16.8, SD = 0.47) participated in the study. Resting-state EEG was recorded by a wireless dry-sensor 32-channel headset (Cognionics Quick-32r) configured in a standard 10–20 montage. Graph metrics were calculated in alpha, theta, beta-low and beta-high frequency bands, using connection-strength thresholds of 50 and 80%. SWM performance was measured with the computerized Corsi Block-Tapping Task (CBT). Robust bootstrapped linear regressions revealed significant associations between graph metrics and CBT accuracy only for theta and beta-low frequency bands. Specifically, characteristic path length and modularity correlated negatively with CBT accuracy, while participation coefficient correlated positively, indicating that participants with more integrated resting-state networks performed better on the SWM task. A k-means clustering analysis divided the participants into two groups characterized by either integrated (low CPL and modularity, high participation coefficient) or segregated (high CPL and modularity, low participation coefficient) network organization. Participants with integrated theta-band networks demonstrated significantly higher CBT accuracy than those with segregated networks, whereas no such effect was observed in the beta band. Overall, theta-band networks were more integrated than beta-band networks. These findings highlight the importance of global integration of resting-state functional brain networks, particularly within the theta frequency range, for spatial working memory performance in adolescence.

The long-term psychological consequences of COVID-19 remain insufficiently understood in student populations. This study examined the association between post-COVID-19 consequences and psychological functioning in university students, focusing on the mediating role of trait anxiety. A total of 7482 students aged 17 to 23 years completed an online survey assessing COVID-19 history, post-COVID-19 consequences, psychological well-being (WHO-5), subjective happiness (SHS), life satisfaction (SWLS), and trait anxiety (STAI). Participants were classified into three groups: no history of COVID-19, COVID-19 without post-COVID-19 consequences, and COVID-19 with post-COVID-19 consequences. Group differences were analyzed using ANOVA with Tukey post hoc tests, followed by regression and mediation analyses controlling for age and sex. Students reporting post-COVID-19 consequences showed higher trait anxiety and lower psychological well-being, subjective happiness, and life satisfaction than both comparison groups. Regression analyses indicated that poorer psychological functioning was associated specifically with post-COVID-19 consequences rather than COVID-19 history per se. Mediation analyses among previously infected students showed that trait anxiety statistically mediated these associations, accounting for 61% of the effect on psychological well-being, 84% on subjective happiness, and 68% on life satisfaction. These findings highlight trait anxiety as an important psychological factor statistically accounting for the association between post-COVID-19 consequences and reduced well-being.

Conventional scoring of the Corsi block-tapping task reduces each trial to a span or accuracy, discarding where an error falls and the local geometry that may have produced it. We modelled step-level error with a discrete-time hazard model of the probability that a step is incorrect, given that the participant reached it, in a web-based sample (N = 7,132 aged 7–22; 53,031 trials; 221,895 step-level observations) with layout and sequences fixed and identical across participants. Five geometric predictor families—absolute position, relative position, local kinematics, global path complexity, and chunk structure—were each tested against a baseline of step position, age, sex, and sequence length. Because the five are alternative representations of one geometry, we asked whether geometry predicts error and whether those representations differ. All five predicted step-level error beyond the baseline, but the representations were not interchangeable, dissociating by level: stimulus-side families shaped individual steps—error was higher for central and crowded targets—yet washed out at the trial level, whereas trajectory-side families discriminated whole trials, error rising with sharper turns, more overall turning, and larger chunks. Chunk structure carried the largest effect and added reliable step-level information beyond metric path shape, though it all but vanished at the trial level. The geometric contribution was modest but consistent, alongside a steady age-related decline and a small male advantage. The findings are consistent with a Corsi sequence being held in working memory across several scales at once—configural, transitional, and chunked—rather than as a single capacity; on a fixed board these scales operate jointly.

Daytime sleepiness is a common experience during adolescence and has been linked to decrements in cognitive performance. However, evidence regarding its association with verbal working memory remains limited. The present study examined whether higher daytime sleepiness, as measured by the Pediatric Daytime Sleepiness Scale (PDSS), is related to lower working memory performance in adolescents. A total of 880 adolescents (436 males, 444 females; Mage = 14.5, SD = 1.4) completed the PDSS and a computerized Backward Digit Span (BDS) task assessing verbal working memory. The main outcome measures were the longest correctly recalled sequence and the number of correct responses. Linear regression models were used to test whether PDSS predicted BDS performance while controlling for age and sex. Additional analyses compared participants with Low (PDSS < 16) and High (PDSS ≥ 16) levels of daytime sleepiness. Higher PDSS scores were associated with shorter Backward Digit Span sequences (β = −0.043, p = 0.004) and fewer correct responses (β = −0.035, p = 0.052). Adolescents with high PDSS scores performed significantly worse than their low-PDSS peers (β = −0.43, p = 0.027). Age positively predicted BDS outcomes, and females outperformed males. Daytime sleepiness showed a small but consistent negative relationship with verbal working memory capacity in adolescence. These findings suggest that even moderate increases in daytime sleepiness may reduce the efficiency of cognitive control processes during this developmental period.

Post-COVID symptoms frequently include cognitive complaints, yet evidence on objectively measured cognitive performance in large samples of young adults remains limited. This study examined associations between self-reported post-COVID consequences and objective cognitive performance in university students, with particular attention to acute COVID-19 severity. The sample comprised 7482 students aged 17–23 years: 3945 reported no previous COVID-19, 1676 reported previous COVID-19 without post-COVID consequences, and 1861 reported previous COVID-19 with post-COVID consequences. Visuospatial working memory was assessed using the Corsi Block Tapping Test (CTB), and choice-response performance was assessed using accuracy and mean correct-response latency in a four-choice reaction time task. Analyses accounted for age, sex, and clustering by university; among previously infected participants, models additionally adjusted for perceived acute COVID-19 severity. The primary adjusted analyses included 7117 participants for CTB and 6361 participants for the cleaned choice-response accuracy and latency analyses. In the three-group analysis, students reporting post-COVID consequences had slightly lower CTB scores than those without previous COVID-19 (B = −0.146, 95% CI [−0.277, −0.015], p = 0.029), although the effect was small and was not fully robust in an ordinal sensitivity model (OR = 0.91, 95% CI [0.82, 1.00], p = 0.052). No reduction in choice-response accuracy or robust slowing of response latency was observed in the post-COVID consequence group. Among previously infected participants, post-COVID consequences were not significantly associated with CTB performance (B = −0.149, 95% CI [−0.311, 0.013], p = 0.071), choice-response accuracy (OR = 0.80, 95% CI [0.60, 1.07], p = 0.126), or response latency (−0.79%, 95% CI [−2.06%, 0.49%], p = 0.224) after adjustment for acute severity, age, and sex; none of these associations remained significant after false discovery rate correction. Acute COVID-19 severity was likewise not significantly associated with the cognitive outcomes. Overall, self-reported post-COVID consequences were associated with, at most, small and outcome-dependent differences in objective cognitive performance in this young university sample. The findings do not support a broad objective cognitive deficit associated with self-reported post-COVID consequences after accounting for acute disease severity and demographic factors.

The article presents the results of a study on the features of spatial working memory in students from grades 2 to 11. The aim of the study is to identify the relationship between the age of school entry and spatial working memory performance. A total of 773 students participated in the research. The Corsi Block-Tapping Test was used to assess individual differences in spatial working memory. The results showed that the capacity of spatial working memory increases with age. A negative correlation was found between the starting age of schooling and the level of spatial working memory. It was discovered that the development of spatial working memory in students depends more on educational experience and the learning environment (class) than on the age at which schooling begins. The classroom, as a unique educational environment, significantly influences the level of cognitive abilities development. The findings of the study can be used to develop teaching methods and pedagogical strategies to better adapt the learning process to the individual cognitive characteristics of students

This study aimed to investigate the relationship between sex, educational specialization (science, technology, engineering, and mathematics (STEM) vs. non-STEM), and performance on the Corsi block-tapping task (CBT). Behavioral outcomes included the total number of correct responses, mean reaction time (RT), and mean RT for correct responses. The sample comprised 5,455 first-year Russian university students (mean age = 18.5; 62% female). Data were analyzed using rank-based analysis of variance (ANOVA) and hierarchical linear regression models. On average, male students outperformed female students in terms of both accuracy and response speed, while STEM students achieved higher scores than non-STEM students but did not differ in RT. Notably, sex differences in the number of correct responses disappeared within educational groups, whereas sex differences in RT persisted among educational groups, regardless of educational specialization. Regression analysis revealed that mean RT (correct responses), age, sex, and educational specialization collectively explained approximately 20% of the variance in performance accuracy. The predictive contribution of educational specialization exceeded that of sex, while the interaction between these variables was not significant. These findings suggest that, while both educational specialization and sex contribute to individual differences in visuospatial working memory performance, educational specialization emerges as a slightly more influential predictor of accuracy than sex, particularly in the number of correct responses. In contrast, reaction time appears to be more consistently associated with sex-related differences, irrespective of educational specialization. The results highlight the importance of considering both cognitive and contextual factors in the assessment of spatial working memory.

The aim of this study was to evaluate working memory and eye-movement during reading in children also to compare the network structures of working memory and eye movements parameters using advanced analytical methods: diffusion decision models (DDM) and recurrence quantification analysis (RQA). The study included a total of 60 school children aged between 8 and 17 years. The study involved reading tasks assessed using eye-tracking technology and recurrence quantification analysis (RQA). The Cambridge Neuropsychological Test Automated Battery (CANTAB) has been employed to evaluate working memory using the Drift Diffusion Model (DDM). Network analysis for Comparison of the Structure of Spatial Working Memory with Drift Diffusion Modelling and Reading. Our results have shown that stronger working memory capacity is linked to more organized and predictable gaze behavior, reinforcing the cognitive-motor integration model. RQA parameters reflect a unified dynamic system, capturing the interplay between cognitive control and motor implementation during reading.

Math anxiety can hinder learning and deter students from pursuing STEM fields. The Abbreviated Math Anxiety Scale (AMAS) is a short measure of math anxiety, but its use among Russian university students has not been previously evaluated. We assessed the psychometric properties of the AMAS in a sample of 6,337 Russian first-year university students (mean age 18.6 ± 0.96; 64.4% female). Confirmatory factor analysis indicated that a bifactor model—with a general Math Anxiety factor and two specific factors (Learning Math Anxiety and Math Evaluation Anxiety)—fit the data best (CFI = 0.995, RMSEA = 0.048). The AMAS demonstrated good internal consistency (Cronbach’s α = 0.82–0.86; McDonald’s ω = 0.83–0.86) and convergent validity via moderate correlations with trait anxiety (r = 0.35–0.44, p < 0.001). Measurement invariance across gender and academic profile (STEM vs. non-STEM majors) was supported, suggesting that the scale functions equivalently across these groups. Overall, the Russian version of the AMAS exhibits strong psychometric properties in this population and can be confidently used to assess math anxiety among Russian university students.

Mathematical anxiety (MA) negatively affects all aspects of activities related to manipulating numbers, both in education and in everyday life. MA is negatively associated with mathematical self-efficacy, subjective value of mathematics, attitude, and interest towards mathematics. Individuals with pronounced MA have a lower need for cognitive load and reflective thinking. Among the predictors of MA, cognitive, personality, and social aspects can be identified. The question of the brain mechanisms of MA remains relevant. The review provides an analysis of studies on the neurophysiological correlates of mathematical anxiety using modern psychophysiological methods: electroencephalography, magnetic resonance imaging (MRI). The results of studies using these methods are inconsistent. When studying MA, attention is paid to brain structures associated with the processing of both emotional information and cognitive processes. The analysis of the literature has shown that when implementing corrective measures, it is important to consider the lack of a unified theoretical approach, which raises questions about the causes of MA.

Background. Math anxiety is a state of fear and anxiety that an individual experiences when interacting with mathematical problems. Currently, there is a lack of questionnaires to measure mathematical anxiety for Russian-speaking schoolchildren.The aim. The study analyzed the factor structure and psychometric properties of the Abbreviated Math Anxiety Scale (AMAS).Materials and methods. The study involved 1,198 schoolchildren in grades 10–11. The psychometric properties of the AMAS were analyzed.Results. AMAS demonstrated bifactor structure: subscales of Learning Math Anxiety (LMA) and Math Evaluation Anxiety (MEA) and general scale of Math Anxiety. The bifactor model demonstrated the best fit indices. Analysis confirmed reliable internal consistency (Cronbach’s alphas for LMA = 0.82, MEA = 0.75, total AMAS = 0.95). External validity of AMAS has been confirmed. LMA showed lower scores than MEA. The distribution of scores on the general AMAS scale was shifted to low values. Girls showed higher scores on all scales of the questionnaire. The analysis also confirmed measurement invariance for both boys and girls.Conclusion. Based on the analysis, we can conclude that the AMAS is a valid tool for assessing mathematical anxiety in high school students.

In modern clinical psychiatry, there is a tendency to introduce the principle of quasi-dimensional assessment, which can be facilitated by the use of specialized diagnostic methods such as neuropsychological examination. The purpose of the study is to clarify the possibilities of neuropsychological examination during forensic psychiatric examination for persons held criminally responsible. As part of the forensic psychiatric examination of persons brought to criminal responsibility on the basis of the Serbsky State Scientific Center for Social and Forensic Psychiatry Ministry of Health of the Russian Federation, 113 men (age 42±13) were examined with established groups of diagnoses, including organic, personality disorders, as well as schizophrenic spectrum disorders, disorders associated with the use of psychoactive substances. Of these, 50 people were declared “insane” and 63 were “sane”. A neuropsychological examination was performed using qualitative syndrome and quantitative analysis. In individuals with organic mental disorders (OMD), there were more pronounced disorders of neurocognitive functioning compared to those surveyed with other mental disorders. In addition, persons with OMD who were recognized as “insane”, compared with persons recognized as “sane”, had more pronounced disorders in such parameters as: programming, regulation and control, neurodynamic characteristics, auditory—speech memory, with primary interest - frontal (p=0.004), temporal (p=0.004), and subcortical structures (p=0.005). The results of a neuropsychological examination can be used to verify an expert decision at the level of both medical and psychological criteria, primarily in the examination of persons suffering from an organic mental disorder.

Network neuroscience explores the brain's connectome, demonstrating that dynamic neural networks support cognitive functions. This study investigates how distinct cognitive abilities—working memory and cognitive inhibitory control—are supported by unique brain network configurations constructed by estimating whole-brain networks using mutual information. The study involved 195 participants who completed the Sternberg Item Recognition task and Flanker tasks while undergoing electroencephalography recording. A mixed-effects linear model analyzed the influence of network metrics on cognitive performance, considering individual differences and task-specific dynamics. The findings indicate that working memory and cognitive inhibitory control are associated with different network attributes, with working memory relying on distributed networks and cognitive inhibitory control on more segregated ones. Our analysis suggests that both strong and weak connections contribute to cognitive processes, with weak connections potentially leading to a more stable and support networks of memory and cognitive inhibitory control. The findings indirectly support the network neuroscience theory of intelligence, suggesting different functional topology of networks inherent to various cognitive functions. Nevertheless, we propose that understanding individual variations in cognitive abilities requires recognizing both shared and unique processes within the brain's network dynamics.

This study involved a psychometric analysis of the 10-item Perceived Stress Scale (PSS-10). To investigate the Russian version of the PSS-10 for adolescents, 3530 adolescents aged 13–17 years were recruited. Confirmatory factor analysis revealed that the data corresponded to the expected two-factor configuration. Psychometric properties and factor structure were evaluated. As expected, the PSS-10 included two factors: perceived helplessness and perceived self-efficacy. Internal consistency demonstrated acceptable values (Cronbach’s alpha was 0.82 for perceived helplessness, 0.77 for perceived self-efficacy, and 0.80 for the overall PSS score). Measurement invariance across sexes was assessed, and configural and metric invariance were confirmed. The developed diagnostic tool can be used both in the school system to alleviate the negative consequences of academic stress in adolescents and, in the future, in other areas, particularly in clinical practice.

Life satisfaction is associated with adolescents’ adaptability, academic achievement, and mental health, and it reflects the profile of a country’s economic development. In this study, we assessed the psychometric properties of the Russian version of the Multidimensional Students’ Life Satisfaction Scale (MSLSS). The initial adaptation of the MSLSS was performed using a sample of primary school students. Validation on a sample of early-to-middle adolescents is necessary to assess its reliability and validity for this age group. The sample comprised 2826 adolescents between ages 10 and 16 (Mage = 12.6, SD = 1.2, 41.3% girls) who completed the Russian version of the MSLSS assessing their perceived life satisfaction across five scales. While the five-factor structure of the MSLSS was confirmed, the psychometric analysis indicated that the statements function more effectively measured life satisfaction as a singular one-factor construct. We also observed a significant age-related decline in overall life satisfaction and satisfaction with family, self, school, friends, and teachers. Boys reported significantly lower satisfaction with school compared to girls. This study confirms the validity and reliability of the Russian version of the MSLSS, thereby augmenting its general applicability. Furthermore, we replicated previously reported age and gender differences in life satisfaction among early-to-middle adolescents.

Nowadays the network approach in neuroscience provides a promising way of analyzing neurophysiological mechanisms that underlie psychological functions and is widely used to study working memory. To date, data obtained in neuroimaging studies links working memory with topological features of brain networks, such as increased connectivity between frontal, parietal, and temporal regions, as well as increased integration in brain networks as a whole. The present study examines the relationship between the topological characteristics of functional brain networks with the performance in the Sternberg item recognition paradigm based on electroencephalographic data. It is shown that the higher performance in Sternberg paradigm, implying a higher efficiency of the processes of encoding, storage, and retrieval of information from working memory, is associated with an increase in the integration of functional networks, expressed in differences in the clustering coefficient, participation coefficient, Wiener index and eigenvector centrality between the groups of high and low working memory task performance (p < .01). In addition, our data suggest the variability in the topological pattern of connectivity, which can be traced through changes in the magnitude of the standard deviation of the values of topological metrics during the task.

Background:The quality of sleep significantly impacts children's day-to-day performance, with at least 20% reporting issues with sleepiness. Valid tools for assessing the quality of sleep are needed.Objective:In this study, we assessed the psychometric properties of the Russian version of the Pediatric Daytime Sleepiness Scale (PDSS). The initial adaptation of the PDSS was conducted on a sample from the Arctic regions of Russia. This location may have influenced the scale's generalizability due to variations in natural daylight across different areas of the country.Design:To rectify this, we gathered a comprehensive, geographically diverse sample from Russia. This combined dataset comprised 3772 participants between 10 to 18 years of age, from nine different regions of Russia.Results:We confirmed the unifactorial structure of the PDSS, which showed no regional effects. The psychometric analysis indicated that one item from the 8item PDSS could be removed, thereby improving the scale's model fit. We also observed gender and age impacts on sleep quality: boys reported fewer sleep-related issues than girls, and younger children reported fewer problems than older children.Conclusion:This study validates the usefulness and reliability of the Russian version of the PDSS, thereby enhancing its general applicability. Furthermore, we replicated previously reported age and sex effects on the sleep quality of school-aged children.

In this paper, the results of a psychometric analysis of a Brief Russian-language version of the COPE-A inventory for adolescents are presented. The inventory was designed for identifying coping strategies used in stressful situations and is comprised of 31 items. The study involved 3530 adolescents aged 13 to 17 years old. Using exploratory factor analysis and confirmatory factor analysis, it was shown that the data correspond to the expected six-factor configuration, but the distribution of items by factors differs from the theoretical structure. To improve the factor structure, two questions were excluded; the final version included 29 items. The resulting inventory’s scales turned out to be highly reliable (Cronbach's alpha values range from 0.72 to 0.89). Additionally, the construct validity of the method was assessed. In conclusion, the adapted version of the Brief COPE-A is suitable for use in the adolescent population.