The objective is to study the relationship between students’ online lecture assessment, the quality of learning and academic motivation. Background. Digitalization of education actualizes the problem of the online-learning effectiveness, which might decrease through reducing the social presence of the teacher and students in the educational situation. Due to these conditions, students’ motivation might mean a great deal. Study design. Students evaluated the classroom lecture and its video using the parameters “interest”, “content” and “usefulness”, and then the scores and the volume of the reproduced educational material were compared. Participants. The study involved 112 students (19.55±0.66 years, 83.9% of women). Measurements. Students evaluated lectures on the proposed parameters using a 7-point scale and retold their content. Students’ motivation was measured by “Academic Motivation Scale”. In addition, students reported about their professional plans and professional experience. Results. Students assessed video lectures lower and reproduced their content worse in comparison with classroom lectures. Assessments of the video lecture content were positively correlated with the students’ intrinsic cognitive motivation, and the volume of the reproduced content of the lecture was negatively correlated with extrinsic motivation. The influence of intrinsic cognitive motivation and extrinsic motivation of students on the assessment of the video lecture content and the volume of the reproduced content was confirmed by a variance analysis. Conclusions. In terms of online interaction, the students’ subjective assessments of the classroom lectures are reduced. Intrinsic cognitive motivation prevents the reduction of sub¬jective assessments of the video content. Extrinsic motivation helps to reduce the reproduced content of the video lecture.

Introduction. The article presents a review of psychological studies aimed at analyzing digital academic dishonesty (academic misconduct with the use of the Internet). The socio-psychological specifics of digital academic dishonesty, which distinguishes it from traditional forms of academic dishonesty, have been studied quite fragmentally to date. The purpose of this study is to identify socio-psychological factors that determine the involvement of students in digital academic dishonesty in terms of digitalization of education. Materials and Methods. In order to achieve the research goal, we used the method of systematic review of research articles published in 1995-2021 and indexed in the databases ‘Scopus’ and ‘Web of Science’. According to the criteria (relevant keywords; availability of a detailed description of the research program, empirical results; Russian or English), 55 articles were included in the final array of analysis. Results. We identified individual-psychological and contextual-environmental factors of digital academic dishonesty. Individual psychological factors include: students’ attitudes towards digital academic dishonesty; students’ academic experience; students’ personal characteristics; socio-demographic characteristics of students. Contextual and environmental factors include: students’ attitude to the prevalence of digital academic dishonesty among peers; teachers’ attitude to digital academic dishonesty; institutional policy on digital academic dishonesty. Conclusions. The authors conclude that the socio-psychological risk factors for involving schoolchildren and students in digital academic dishonesty are their previous experience of academic dishonesty, the idea of the acceptability of this form of academic behavior, the lack of educational motivation and self-regulation, insufficient level of knowledge and information competence (individual psychological factors), as well as the prevalence of digital academic dishonesty in an educational institution with the background of the lack of an institutional policy to prevent digital academic dishonesty and relevant actions of teachers (contextual and environmental factors).

The paper focuses on one of the aspects of student behaviour, academic procrastination, in the context of learning activity organization. Since academic procrastination is highly prevalent in student environment, it can be assumed that its manifestations are stable characteristics of the individual’s learning activity style at the stage of university education. We present outcomes of a study that involved 449 students of different universities aged 17—23 and evaluated the indicators of learning activity styles with respect to academic procrastination. In this study we identify the psychological structure of the phenomenon, describing four types of academic procrastination and two ‘protection factors’. We outline the prevalence of different types of academic procrastination and different learning activity styles across the entire sample as well as across the subsamples of students of different universities. Also, we reveal two fundamentally opposite types of correlation between academic procrastination and learning styles (rs, p<0,01) that can be characterized as “Taking the risk of academic procrastination” and “Protecting oneself from academic procrastination”.

Psychological well-being is an important factor for the successful realisation of gifted adolescents’ potential, and therefore research in this subject area has not only theoretical, but also practical significance. The results of contemporary research on gifted adolescents’ well-being are contradictory, and several decades of discussions about the relationship between giftedness and psychological well-being have yielded no consensus. This ambiguity may arguably be explained by the gifted adolescents’ activity type and gender. In this article, a study of the psychological well-being of adolescents (n = 168, age 15–17) gifted in math, humanities and sports who are enrolled in advanced programmes for gifted children is presented. The eudemonic concept of psychological well-being developed by Carol Ryff served as the theoretical framework of the study. Respondents’ psychological well-being was measured using Ryff’s Psychological Well-Being Scales as adapted into Russian by L. V. Zhukovskaya and E. G. Troshikhina. The study aimed to identify and analyse possible differences in the psychological well-being of gifted teenagers depending on their gender and type of giftedness. The results suggest that while the respondents’ general well-being score is not determined by their type of giftedness or gender, specific factors of psychological well-being, such as purpose in life and self-acceptance, do correlate with giftedness type. The highest scores were found in the sample of adolescents who are gifted in humanities. All detected gender differences fall under age-specific trends of personal development in adolescence, and giftedness type might reinforce these trends. The results of current study contribute to better understanding of the relationship between psychological well-being and giftedness in adolescence. Psychological well-being is an important factor for the successful realisation of gifted adolescents’ potential, and therefore research in this subject area has not only theoretical, but also practical significance. The results of contemporary research on gifted adolescents’ well-being are contradictory, and several decades of discussions about the relationship between giftedness and psychological well-being have yielded no consensus. This ambiguity may arguably be explained by the gifted adolescents’ activity type and gender. In this article, a study of the psychological well-being of adolescents (n = 168, age 15–17) gifted in math, humanities and sports who are enrolled in advanced programmes for gifted children is presented. The eudemonic concept of psychological well-being developed by Carol Ryff served as the theoretical framework of the study. Respondents’ psychological well-being was measured using Ryff’s Psychological Well-Being Scales as adapted into Russian by L. V. Zhukovskaya and E. G. Troshikhina. The study aimed to identify and analyse possible differences in the psychological well-being of gifted teenagers depending on their gender and type of giftedness. The results suggest that while the respondents’ general well-being score is not determined by their type of giftedness or gender, specific factors of psychological well-being, such as purpose in life and self-acceptance, do correlate with giftedness type. The highest scores were found in the sample of adolescents who are gifted in humanities. All detected gender differences fall under age-specific trends of personal development in adolescence, and giftedness type might reinforce these trends. The results of current study contribute to better understanding of the relationship between psychological well-being and giftedness in adolescence.

The article describes the algorithm for developing a variant of the polar profile technique, which can be used to investigate students’ view on an individual teacher by comparing it with the reference image. The features of an ideal teacher were identified with due regard for the patterns of social and psychological interpretation of a person that are associated with students’ individual properties, the individual properties of students’ groups and the unique nature of the activities that connect students and teachers. Due to the unique nature of the subject area and the respondents’ language, a particular focus in developing the technique is placed on the principle of content validity. The reference image has been built on the basis of a survey results and descriptions (answers to an open-ended question) from 335 respondents. This resulted in 630 semantic units that students use to describe teachers’ personality and activities. These data were processed with the use of various techniques, including frequency analysis (controlling for the sustainability thresholds of the unit under consideration), cluster analysis and two types of content analysis: teacher’s mental potential and their functional activity structure. The analysis has demonstrated that students’ views on the ideal teacher are both similar and diverse. Student descriptions included moral, motivational, regulatory, communicative, verbal, intellectual, affective, reflexive and creative qualities that are manifested in teacher’s behavior and work style, their attitude to students, to their work and to themselves, as well as the qualities connected with teacher’s knowledge, skills and abilities. The research resulted in the polar profile technique that containing 34 pairs of opposite teacher qualities. It can serve as a tool for investigating students’ views on the types of teachers they prefer in direct and indirect educational settings. В статье описан алгоритм разработки варианта методики полярных профилей, который может быть использован для выяснения представлений студентов о преподавателях на основе их сопоставления с эталонным ролевым образом. При составлении перечня черт «идеального преподавателя» учитывались закономерности социально-психологической интерпретации личности, связанные с индивидуальными особенностями воспринимающего субъекта, особенностями группы, в которую входит субъект, особенностями деятельности, связывающей субъекта с объектом познания. Показана необходимость соблюдения принципа содержательной валидности при разработке методического инструментария с учетом специфики предметного поля и «языка респондентов». Эталонный образ сконструирован на основе опроса и анализа свободных описаний 335 респондентов. В результате было получено 630 семантических единиц, с помощью которых студенты описывают особенности личности и деятельности преподавателей. По результатам частотного анализа (с учетом порогов устойчивости выделяемой единицы), кластерного анализа, контент-анализа описаний студентов по двум основаниям — компонентам психического потенциала и функциональной структуре деятельности преподавателя, — была выявлена, с одной стороны, дифференцированность и, с другой стороны, целостность представлений студентов об «идеальном преподавателе». В описание вошли качества, относящиеся к нравственным, мотивационным, регуляторным, коммуникативно-речевым, интеллектуальным, аффективным, рефлексивным и креативным психическим образованиям, которые проявляются в характеристиках стиля поведения и деятельности преподавателя, его отношения к студентам, работе и самому себе, в характеристиках знаний, умений и способностей преподавателя. Итогом работы стала методика полярных профилей, содержащая 34 характеристики биполярных качеств личности преподавателей. Она может послужить средством выяснения представлений студентов о преподавателях как предпочитаемых исполнителях профессиональной роли в условиях непосредственного и опосредованного взаимодействия.

The article features an empirical study of the attitude of adolescents to coming-of-age with various resiliency in St. Petersburgand Smolensk. The research employed a modified version of the Dembo-Rubinshtein selfevaluation methodology. The actual and ideal self-esteem of the teenagers was measured in terms of «adulthood», «willingness to be an adult» and «desire to grow up»; their resilience was assessed with the help of a screening version of the Resiliency. The characteristics of the regulatory, moral and reflexive spheres were assessed according to the Self-Assessment Scale of Personal Maturity. The research demonstrated that adolescents from Smolenskassessed their desire to grow up significantly higher than those from St. Petersburg, while their level of actual and ideal self esteem of adulthood remained the same. The adolescents from St. Petersburgshowed lower rates of conative, reflexive and moral maturity, as well as resiliency, primarily in terms of involvement and control. Depending on the strategy of growing up, resiliency is a resource (for an internally coordinated strategy of coming-of-age) or a personal condition for exercising control over one's own life (for an internally conflicting strategy of coming-of-age). The data obtained are used in the psychological and pedagogical accompaniment of adolescents growing up in different sociocultural conditions. There is a tendency to further research on the influence of socio-cultural factors on the implementation of a particular coming-of age strategy and teenagers’ attitude.