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.

Тhe paper presents the results of empirical verification of the theoretical model of subjective predictors for the psychological well-being of gifted adolescents, including subjectivity, hardiness, self-efficacy, the general emotional background, represented by the level of personal anxiety, and characteristics of the self-concept of adolescents.It was assumed that the factors moderating the relationship of these variables are the attitude of adolescents to their own giftedness, as well as the specificity of the activity in which adolescents show signs of giftedness, and the level of their achievements in it.The sample consisted of 422 adolescents aged 15–17 years enrolled in specialized educational programs for adolescents who show academic, mathematical, leadership and sports talent.The collection of empirical data was carried out using questionnaires and testing (Scale of psychological well-being; Frankfurt scales of self-assessment; Questionnaire of subjectivity; Test of hardiness; The self-efficacy scale; Test for determining self-efficacy; Integrative test of anxiety).Structural equation modeling was done using the IBM SPSS Statistics ver.23 software package and the AMOS module made it possible to recognize subjectiveness (p<0.001), the psychological well-being of gifted adolescents and the influence subjectivity and hardiness is mediated by the attitude of adolescents to their own giftedness (p<0.01), which, in turn, is determined by the level of their achievements (p<0.01).The characteristics of the self-concept, as well as such factors as "the type of activity in which the signs of giftedness are manifested" and "gender", were not included in the empirical model.The prognostic potential of the model and the possibility of solving on its basis the tasks associated with the psychological support of the personal development of gifted adolescents are discussed.

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).

Introduction. The article presents an adolescent version of the constructive patriotism questionnaire. The theoretical and methodological basis of the study was the approach by R. Schatz et al. developed based on the provisions of the social identity theory by G. Tajfel and J. Turner. Materials and Methods. The tested adolescent version of the constructive patriotism questionnaire included 12 items. The content validity and obvious validity of the items were assessed using focus group methods and cognitive interviews. We also tested the construct validity, internal consistency of the scales, competitive validity, criterion validity and retest reliability. The study involved 17 expert teachers with higher pedagogical education and experience of working with adolescents, and 510 adolescents aged 14–18 years, of which 28 participated in a cognitive interview, and 482 were involved in a written survey to test the psychometric characteristics of the questionnaire. Results. We developed the adolescent version of the constructive patriotism questionnaire which includes 12 items making up two scales: “constructive patriotism” and “blind patriotism”. The content validity and obvious validity of the items were substantiated using the methods of focus groups and cognitive interviews. The items showed satisfactory indicators of construct validity (confirmatory factor analysis: χ²/df = 1.41, p < 0.01, CFI = 0.951, RMSEA = 0.046), competitive validity (correlation analysis: r ≥ 0.53 for both scales of the questionnaire and the indicator “civic identity”, 0.34 ≤ r ≤ 0.48 for the constructive patriotism scale and assessments of various forms of prosocial behavior as elements of patriotism), internal consistency of the scales (α = 0.794 for the constructive patriotism scale and α = 0.816 for the blind patriotism scale) and their retest reliability (r = 0.47 for the constructive patriotism scale and r = 0.51 for the blind patriotism scale). Conclusion. The possibilities of using the questionnaire in psychological and pedagogical work, as well as the prospects for further research of its characteristics are now discussed. Введение. В статье представлены результаты исследования, направленного на разработку подростковой версии опросника конструктивного патриотизма. Теоретико-методологические основания исследования составил подход к трактовке патриотизма и его форм Р. Шатца и соавт., разработанный с опорой на положения теории социальной идентичности Г. Тэджфела и Дж. Тернера. Материалы и методы. Апробируемая версия опросника конструктивного патриотизма, предназначенная для подростков, включала 12 пунктов, оцениваемых по 7-балльной шкале Лайкерта. Содержательная и очевидная валидность пунктов опросника оценивались с помощью методов фокус-групп и когнитивного интервью, конструктная валидность — с помощью эксплораторного и конфирматорного факторного анализа, внутренняя согласованность шкал — с помощью коэффициента Кронбаха, конкурентная валидность (на основе сопоставления с результатами диагностики по методикам «Патриограмма» и «Валентность гражданской идентичности») и ретестовая надежность — с помощью коэффициента корреляции Пирсона. В исследовании приняли участие 17 педагогов-экспертов в возрасте от 24 до 56 лет, в том числе 12 женщин и 5 мужчин, имеющих высшее профессиональное педагогическое образование и опыт работы с подростками от 3 до 24 лет, а также 510 старших подростков в возрасте 14–18 лет, из которых 28 участвовали в когнитивном интервью, а 482 были привлечены к письменному опросу для проверки психометрических характеристик опросника. Результаты. Разработан опросник конструктивного патриотизма, предназначенный для работы с подростками, включающий 10 пунктов, составляющих две шкалы: «конструктивный патриотизм» и «слепой патриотизм». Содержательная и очевидная валидность пунктов опросника обоснованы с помощью методов фокус-групп и когнитивного интервью. Получены удовлетворительные показатели конструктной валидности (конфирматорный факторный анализ: χ²/df = 1,41, p < 0,01, CFI = 0,951, RMSEA = 0,046), конкурентной валидности (r ≥ 0,53 для обеих шкал опросника и показателя гражданской идентичности, 0,34 ≤ r ≤ 0,48 для шкалы конструктивного патриотизма и оценок различных форм...

The article presents the study aimed at reserching the socio-psychological structure of intergenerational relations among students living in different regions of Russia. The study involved 102 students living in Saint-Petersburg and Arkhangelsk, aged 17—24 years. The theoretical and methodological basis of the study was a sociological approach to generation, as well as the socio-psychological interpretation of the generation as a large social group. The results are structured according to three research questions: 1) what is the influence of heterogeneity of sociocultural conditions on the formation of the intergenerational relations? 2) how are the characteristics of generational identification and the intergenerational relations interrelated? 3) how does the experience of real interaction with representatives of different generations mediate the intergenerational relations? The results of the study show that the identification with the post-soviet generation dominates among the respondents (regardless of place of residence), the structure of social contacts is also universal (more than 50% of the post-soviet generation, 17—20% of the transitional and soviet generation, about 5% of the post-war generation). Regression analysis shows that a large number of intragenerational relationships is a predictor of blurred generational identity, which, in turn, mediates the intergenerational relationships, primarily with representatives of “own” generation.