Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia最新文献

{"title":"The phenomenon of parenting stress: A review of foreign concepts","authors":"Anna A. Lyubushina, S. Savenysheva","doi":"10.18500/2304-9790-2023-12-2-123-136","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-123-136","url":null,"abstract":"The growing interest in the issue of parenting stress in Russia makes this problem relevant, whereas in foreign psychology this phenomenon has been developed for several decades. The analysis of foreign theoretical constructs of parenting stress allows us to assess the general understanding of this phenomenon, to see the similarities and differences of theories presented by foreign authors, as well as to apply a comprehensive approach to the study of this phenomenon in our country. The objective of the study is to analyze the main foreign theories and approaches to the phenomenon of parenting stress. The results: the research has revealed the two views on the nature, causes and consequences of the phenomenon under study, that harmoniously complement each other. The conclusions: parenting stress is the result of daily demands placed on the parent, of the expected resources, of the subjective perception of situations and children’s behavior, all of which are associated with the process of the child’s upbringing. Broken child-parent relations, behavioral patterns and the inability of the parent to accept the child’s personal characteristics are the consequences of parenting stress. The mental state of both the parent and the child deteriorates. The study has revealed that the interest of foreign researchers is shifting from the factors of parenting stress to its influence.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75478619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modern models of women’s education in Russia and Kazakhstan","authors":"Lyubov V. Gorina, Mariya Tassemenova","doi":"10.18500/2304-9790-2023-12-2-185-191","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-185-191","url":null,"abstract":"The necessity to realize women’s rights in getting higher and postgraduate education and in self-realization in the professional sphere make the study of due relevance. Moreover, the relevance is determined by the necessity to maintain women’s access to high-quality higher and postgraduate education on the basis of the unified educational space of Russia and Kazakhstan. The objective of the study is to identify the advantages and disadvantages of female education models in Kazakhstan and Russia. An attempt is made to partially fill the historiographical gap on the basis of a comparative analysis of educational models for women in Russia and Kazakhstan. The results. Based on the analysis of statistical data, the study has revealed proportions of men and women with university and postgraduate education in Russia and Kazakhstan. It is proposed to consider models of female education in Russia and Kazakhstan as systems that include five main elements: entry into the higher educational system; financial opportunities for getting education; opportunities for getting postgraduate education; the level of education and job integration; the range of opportunities for subsequent employment of women with higher and postgraduate education. A number of obstacles of a non-legal, informal nature have been identified for women to receive higher education in the Republic of Kazakhstan. It has been found that about half of Kazakhstan’s employed women with higher education were trained in Russian universities. The paper considers opportunities for women with higher education in field of employment, professional self-realization and scientific career. The conclusions. The main problems hindering the development of the female education model in Kazakhstan are social stereotypes about gender roles, problems with employment, with career growth for women with higher education in Kazakhstan, as well as competition of Russian universities in the quality of higher education. Practical significance. The study proposes the concept of comparative analysis of educational models of different countries. The materials can serve as a ba sis for the development of a management policy strategy in the field of female education.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86007683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interaction of subjects in the process of pre-professional pedagogical training of schoolchildren","authors":"L. V. Baiborodova","doi":"10.18500/2304-9790-2023-12-2-169-179","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-169-179","url":null,"abstract":"The research is relevant due to the fact that interaction of subjects is one of the most important conditions and mechanisms to improve the quality of pre-professional pedagogical training of schoolchildren. The aim of the study is twofold: to identify and characterize the opportunities for adults and children to interact that are not used in educational organizations; to determine the developmental directions and means of interaction between subjects. Hypothesis: teachers do not fully use the resource of subject interaction which is an important condition for improving the quality of pre-professional pedagogical training in psychological and pedagogical classes. Participants: a study was organized with the participation of teachers, children and parents from 7 regions of Russia (Kostroma region, Yaroslavl region, Arkhangelsk region, Republic of Karelia, Komi Republic, the city of Smolensk, the city of Petropavlovsk-Kamchatsky). The opinion of about 1000 respondents was studied to assess the level of interaction of subjects participating in pre-professional pedagogical training. Methods (tools): questionnaires were compiled based on the characteristics of the five components of interaction (mutual understanding, mutual recognition, relationships, mutual actions, mutual influence) developed by N. N. Obozov. The data of the research conducted earlier with the author’s participation were also taken into account. Results: the research established that in general, the indicators of interaction between teachers and schoolchildren of psychological and pedagogical classes are slightly higher than in other classes, which is due to the general teachers and students’ target settings. At the same time, in general, having established positive relationships, teachers adopt the position that slows down the formation of subjectivity in students. Conclusion: while organizing pre-professional pedagogical training, the resource of interaction between children and parents, teachers and parents, collaboration of schoolchildren of different ages, children and adult communities is not used enough. The findings should be taken into account to improve the effectiveness of psychological and pedagogical classes.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86783752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-assessment of academic achievements in the examination situation and personality traits of students of the youth age period","authors":"A. Baranov, O. Malakhova, Olga A. Zhuchenko","doi":"10.18500/2304-9790-2023-12-2-102-113","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-102-113","url":null,"abstract":"The study presents the results of the correlation between students’ predictive competence and their personal characteristics. The relevance and novelty of the research results are attributed to the specification of the problematic issue connected with predictive competence. The latter is determined through the students’ subjective characteristics which are associated with self-assessment of academic achievements in the examination situation. The developed predictive competence is one of the acmeological invariants of professionalism and a resource that increases stress resistance. The aim of the research is to study the correlation between personality traits of students of the youth age period and the adequacy of their self-assessment of the academic achievements in a stressful examination situation. The study hypothesizes that personal characteristics of students determine the adequacy level of their self-assessment of the academic results and reduce the level of examination stress. The sample of the study comprises 287 first- and second-year students of the youth age period, majoring in natural sciences and socio-economic educational areas and specialties of Udmurt State Agrarian University (Izhevsk) (their average age is 18.5; 45% are girls, 55% are boys). The methods (tools) of the research are as follows: in order to fix the components of self-assessment of academic achievements and the level of mental tension of young people in the examination situation, the authors used the Dembo – Rubinstein technique (in the original modification); to determine the features of predictive skills, the “Anticipatory Consistency Test” developed by V. D. Mendelevich (ACT) was used; to measure the manifestations of anxiety as a personal quality that affects the stress level during examinations, the “The Taylor Manifest Anxiety Scale” was applied (adapted by T. A. Nemchin, V. G. Noskaridze), to measure the level of the control locus the “Rotter’s Locus of Control Scale” (adapted by E. F. Bazhin, E. A. Golynkina, A. M. Etkind) was used. The study results. Positive correlation between the locus of control and personal anxiety and negative correlation between the predictive competence and situational tension are characteristic of students with an adequate self-assessment of academic achievements. Developed predictive competence reduces the exam stress. The conclusion. Adequate self-assessment of academic achievements in a stressful situation contributes to the management of one’s own activities and to a better manifestation of competencies while performing intellectual tests. The obtained results are used to improve the personality-oriented program for the development of adequate self-assessment of academic achievements which serves as a stress resistance resource of students of the youth age period.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79290373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Time perspective of forced migrants with different types of socio-psychological adaptation","authors":"Maria V. Serebryanaya, A. A. Buchek","doi":"10.18500/2304-9790-2023-12-2-149-158","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-149-158","url":null,"abstract":"The study is relevant due to the necessity to increase the efficiency of socio-psychological adaptation in connection with the growing number of migrants from other countries. The aim of the study is to determine the features of the time perspective in the course of sociopsychological adaptation of forced migrants. The article hypothesizes that time perspective of forced migrants will vary depending on the type of socio-psychological adaptation and on different stages of adulthood. The study sample includes 36 forced migrants who are staying in the temporary accommodation facility in the Belgorod region, aged from 34 to 57 (13 men and 23 women), 21 of them are at the age of early adulthood, 15 are in late adulthood. The methods (tools) of the research are as follows: the “Adaptation of a Personality to a New Socio-Cultural Environment Test” (L. V. Yankovsky) was used to determine the type of adaptation to a new socio-cultural environment; the “Time Perspective Questionnaire” (F. Zimbardo) was applied to study the temporal orientation; a questionnaire was used to fix the socio-demographic status. The study results. At the level of statistical trends, the study proves that early adulthood may be more characterized by an interactive type of adaptation to a new environment, whereas late adulthood may be characterized by a more negative perception of one’s past. The results show that beliefs regarding the time perspective, that prevent the development of a sense of acceptance by the new environment and of the confidence in their capabilities, are characteristic of unproductive adaptation types. The study identifies the attitude to one’s past and the tendency to fatalism of the present as the most significant components of the time perspective for the adaptation process. The author clarifies specific adaptation types and the category of the “productive/unproductive” adaptation types as a whole. The conclusions. Negative perception of one’s past and fatalistic perception of the present are characteristic of unproductive adaptation types (depressive and alienated). A positive attitude to one’s past determines the productive course of socio-psychological adaptation. Among the productive adaptation types, a positive attitude characterizes the adaptive type of inclusion in the new socio-cultural environment. Identification of the time perspective features of forced migrants in the course of their socio-psychological adaptation in the context of a short stay in the country determines the novelty of the issue under discussion. The results obtained can be used in the practice of organizing psychological support for the socio-psychological adaptation of forced migrants.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73830237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"On preparing future teachers for personal development training","authors":"Yuri S. Manuilov","doi":"10.18500/2304-9790-2023-12-2-180-184","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-180-184","url":null,"abstract":"The questions of what and how to teach are traditional in education. Since knowledge in modern pedagogical science is concentrated around approaches, familiarity with them should form a meaningful basis for the training of future teachers. Pedagogy in its essence is the science and art of managing the processes of development and formation of an individual’s personality. This prompts us to pay attention primarily to instrumental approaches: personal, situational, activity-based and environmental. Their strength lies in the means to which they “owe” their name. However, while familiarizing themselves with these approaches, students face a number of difficulties. They are caused by the following facts: the place and significance of each approach in the system of pedagogical knowledge is uncertain; the methodology and theory of approaches are detached from technology and techniques; predisposition and willingness of students to study the content of the approaches in a certain order are neglected; departments have a limited capacity for carrying out training in accordance with the approaches themselves. These reasons make it difficult to understand the role of each approach in personal development training. They prevent students from mastering the theory and instrumental base of the approaches. The latter prevents them from starting personal development training. The ideas formulated in this article are the author’s answer to these problems. In addition, the historical precedent given in the article, which later developed and took shape in the doctrine of the environmental approach, is intended to help comprehend the situation with the organization of personal development training in pedagogical universities.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77664932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The correlation between personal creativity and the emotional sphere during adulthood in conditions of the COVID-19 pandemic","authors":"Anna Yu. Shmiganovskaya","doi":"10.18500/2304-9790-2023-12-2-159-168","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-159-168","url":null,"abstract":"The relevance: The COVID-19 pandemic became an unprecedentedly serious test for many Russian people. This negatively affected their psycho-emotional state. Therefore, the search for protective factors that can minimize the negative effects of the pandemic has become an urgent psychological task. The objective is to study the correlation between the individual’s creativity and the indicators of the emotional sphere of an adult in conditions of the COVID-19 pandemic. The study hypothesizes that personality creativity is connected with the manifestation degree of the stress experienced, of depression and anxiety manifestation in mentally healthy adult respondents in conditions of the COVID-19 pandemic. Participants: 200 respondents aged 19 to 55 (M = 35.83, SD = ±13.16), 55% are men, 45% are women. The study methods (tools). To study the intensity and specific features of the respondents’ experiences during the COVID-19 pandemic, the questionnaire “Psychological Experiences in a Pandemic” (by O. V. Rychkova, A. Y. Shmiganovskaya) was used; to determine the level characteristics of anxiety, depression and stress, the “DASS-21” questionnaire (by S. Lovibond and P. Lovibond) was used; to measure the creativity level of the respondents’ personality, the “Creativity Questionnaire” (by D. Johnson) was used. The results. The study allowed us to discover, statistically prove and describe the correlation between the personality creativity and emotional maladjustment indicators (expressed as the symptoms of depression, anxiety, and stress experienced) which were observed in the conditions of the negative impact of the COVID-19 pandemic on mentally healthy individuals: adults with a higher level of personality creativity are less susceptible to the negative psychological impact of such a crisis situation as a pandemic. The conclusions. The results obtained made it possible to substantiate the correlation between the personality creativity and the adults’ emotional sphere indicators. More creative people have lower levels of worries, stress, anxiety and depression in the context of the COVID-19 pandemic. It proves the necessity and relevance to search for and test psychological practices that contribute to the development of the personal creativity during a crisis and periods of high psycho-emotional load. In particular, it is recommended to conduct art therapy in a distance format when working with adults.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86502865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploiting the potential of artificial intelligence techniques in FLT","authors":"E. A. Maksimova, Galina А. Nikitina, S. Shilova","doi":"10.18500/2304-9790-2023-12-2-114-122","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-2-114-122","url":null,"abstract":"The relevance of using artificial intelligence (AI) techniques in education has increased significantly during the pandemic and the forced transition to distance learning technologies. It was during this period that there was a breakthrough in the development of digital educational resources based on AI, but methodological support for their effective use was not prepared. The mechanisms of leveling the risks associated with possible effects of AI on education have not been identified. The objective: to identify the risks and potential of AI techniques in their impact on the organization and outcome of the educational process. Research methods: theoretical analysis and qualitative description of practical examples of the exploiting AI techniques in foreign language teaching. The research is based on the general literature review related to the key concepts of the study: artificial intelligence, digital educational resources, foreign language teaching. The results: the most widely used AI techniques are mobile applications and platforms with educational courses; the use of highly intelligent products, such as smart classrooms, is not sufficiently developed; the risks of implementing AI methods are associated with the quality of technology, with the methodological proficiency of a teacher, and with individual learning strategies. The conclusions: at the current level of technology development, AI techniques are a supplementary educational component. It is advisable to involve teachers of particular subjects in the further improvement of these technologies. The practical significance of the results obtained is determined by the assessment of the AI technologies impact on the process of FLT and by the proposed methods of effective use of AI in teaching.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73570749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Subjective well-being in its relation to various forms of activity of the student youth","authors":"R. Shamionov","doi":"10.18500/2304-9790-2023-12-1-34-39","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-34-39","url":null,"abstract":"Social activity is the sphere of students’ personal socialization and fulfillment. The study of interconnection between adherence to various forms of social activity and characteristics of subjective well-being allows unveiling the most general parameters of student activity’s consistence and personal orientation. The purpose of the study is to carry our analysis of the interconnection between subjective well-being characteristics and social activity forms. It is assumed that various forms of activity have the potential for satisfying students’ psychological needs and creating a balance between the desired and the real situation. Participants. 215 university students of Russia (aged from 17 to 27; the mean age was М = 20,2; SD = 2.44 (42.3% males). Measurements. The following techniques were used: questionnaire for defining major demographic characteristics and adherence to various forms of activity that were classified as follows: civil-political, protest-subcultural, spiritual-educational, and leisure activity, to define subjective well-being characteristics we used the Basic Needs Satisfaction in General Scale (M. M. Johnston, S. Finney); Subjective well-being scale (S. Lyubomirsky, H. Lepper); Life satisfaction scale (E. Diener); Social frustration technique (L. I. Wasserman). Results. The cognitive component of subjective well-being in students is coupled with their desire for civil and political participation, volunteerism, potential development, and education. Emotional component is positively correlated with implementation of spiritual search, educational activity, self-development; it is negatively correlated with protest forms of activity and participation in sub-cultural movements. It has been found out that leisure forms of activity are correlated with satisfaction of basic needs for autonomy, competence and pertinence; protest-subcultural forms of activity do not fully promote satisfaction of the need for autonomy and competence; students’ adherence to civil-political and spiritual-educational activity is linked with satisfaction of their need for competence. Conclusions. The most psychologically-tense forms of students’ social activity are the protest ones, as well as participation in subcultural movements; they are related to basic needs’ frustration and social frustration.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84842885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mechanisms of psychological defense and its dominant communication strategies in high school students and first-year students","authors":"Natalya V. Matyash, Tatyana Alexandrovna Pavlova, Georgy V. Pozdnyakov","doi":"10.18500/2304-9790-2023-12-1-49-57","DOIUrl":"https://doi.org/10.18500/2304-9790-2023-12-1-49-57","url":null,"abstract":"The study of psychological defense mechanisms is relevant due to their significance in the development of personality self-regulation as well as their importance in teaching and personal development of high school students and university students. The objective of the study is to identify and compare the features of psychological defense and its dominant communication strategies in high school students and first-year students. The theoretical analysis of the problem showed that it is insufficiently studied. The research hypothesizes that psychological defense of high school students and university students has a similar character, since they can be attributed to the same age group. The study involved high school students of comprehensive schools (n=50, aged 16-17, 30 of them were boys and 20 were girls) and first-year university students (n=100, aged 17-19, 65 of them were boys and 35 were girls) living in the city of Bryansk. To identify the most common types of psychological defense, the “Life Style Index” methodology was used (R. Plutchik, G. Kellerman, H. R. Conte); the study of psychological defense strategies was conducted using the questionnaire “Diagnosis of the dominant strategy of psychological defense in communication” (V. V. Boyko). The obtained data indicate that the manifestation of different types of psychological defense and their dominant communication strategies in the two groups of subjects has a similar character. Statistically significant differences between the indicators (according to the F-test) were not found either, which emphasizes that the subjects belong to the same psychological age – youth. Indeed, the mechanisms of regression and displacement are the center of psychological defense in high school students, and displacement is dominant in university students. The data also show that such psychological defense strategies as placidity and withdrawal (avoidance) prevail in adolescence. The research has revealed significant correlation between non-constructive defense communication strategies and immature, non-adaptive types of psychological defense in high school students and university students. The gathered data contribute to a more complete understanding of the patterns of behavior self-regulation in senior schoolchildren and first-year students. The results can be used in counseling and psychocorrective work of a psychologist, as well as in the process of teaching and personal development of high school students and university students.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78582406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}