The Big Five Inventory–2 (BFI-2) is a recently published 60-item questionnaire that measures personality traits within the five-factor model framework. An important aspect of the BFI-2 is that it measures the traits at both the domain and facet levels and also controls acquiescence bias via the balanced number of true- and false-keyed items across the domains and facets. The current research evaluates factorial measurement invariance of a Russian version of the BFI-2 across sex and age within samples of 1,024 university students (Study 1) and 1,029 Internet users (Study 2). Across these samples, men scored lower on the domains of negative emotionality and agreeableness and slightly higher on extraversion. Sex differences were also obtained on various facets. In the Internet sample, age correlated modestly with several Big Five domains in accordance with the well-documented maturity principle. The newly developed Russian version of BFI-2 showed good reliability and validity across both samples. Moreover, random intercept exploratory factor analyses showed that the BFI-2 displayed a hierarchical five-domain-15-facet structure that demonstrated strict measurement invariance across sex and age.

Статья посвящена проверке психометрических характеристик русскоязычной версии методики Big Five Inventory-2. Данная методика измеряет пять черт личности, а также три аспекта (фасета) каждой черты. Сбор данных осуществлялся в сети Интернет, итоговая выборка составила 1787 человек (31.9% мужчин) в возрасте от 14 до 54 лет (M = 26.31; SD = 7.76). В ходе исследования было охвачено более десяти субъектов Российской Федерации. Структура опросника изучалась с помощью анализа главных компонент, конфирматорного факторного анализа и эксплораторного факторного анализа со случайным интерсептом (random intercept exploratory factor analysis). В результате была подтверждена структура опросника как на уровне шкал (черт), так и на уровне субшкал (аспектов черт). Оценка межгрупповой инвариантности показала, что можно говорить о строгой эквивалентности моделей в выборках по полу. Это позволяет сравнивать сырые баллы по шкалам и субшкалам опросника при оценке половых различий. Выявленные различия при сравнении по полу согласуются с имеющимися в науке данными о половых различиях в чертах. Надежность, измеренная, в частности, с помощью альфы Кронбаха и омеги Макдональда, продемонстрировала удовлетворительную, хорошую и высокую степень внутренней согласованности. Проверка дискриминативности шкал (коэффициент дельта Фергюсона в адаптации М. Хэнкинса) показала высокую степень способности опросника дифференцировать испытуемых по степени выраженности изучаемых признаков. Таким образом, русскоязычная версия опросника Big Five Inventory-2 может считаться надежным и валидным инструментом для измерения основополагающих черт личности и их аспектов.

Introduction. To develop the measures for improvement of the training in higher education, it is necessary to establish external and internal prerequisites for academic achievements of students. The external prerequisites include structural and functional organisation, educational environment. The internal prerequisites consist of cognitive factors – intelligence, creativity, and non-cognitive factors – self-efficacy, self-control, motivation, expectations and goal setting. However, the internal prerequisites have not yet thoroughly studied yet; the currently available information about them is rather contradictory and fragmented. There is no consistency in the interpretations and criteria of personal learning resources and potentials, and the numerous models are inaccurate in most cases.The aim of the present research is to conceptually harmonise and systematise disjointed scientific data on the internal resources and potentials of students as prerequisites for their academic success in higher education.Methodology and research methods. The resources and potentials are differentiated by personality categories and cognitive processes based on analytical review of psychological research. The system-integrative approach was the key approach to study the individual. Initially, this approach involves the identification (differentiation) of the basic components of the system followed by the reverse process – their commonality (integration) into the system, in which its new qualities and capabilities can be revealed.Results and scientific novelty. The psychological theories and concepts of resources and personality potentials are arranged and reconsidered. The differences in foreign and Russian studies of this topic are highlighted. Their diverse components from the field of general, social and development psychology are mainly due to different traditions. Despite the considerable differences in scientific search and research approaches, the general idea is revealed: the resources are recognised as the space of current, and potentials – the space of possible. This raises the questions about the optimal expression and measurement of data determinants of students’ academic achievements, and whether there are intersections between resources and potentials.The existing models of resources and potentials are critically assessed. The independent importance of these phenomena and the demand for their separate analysis are shown: the clarifications made by the authors, in some cases, contribute to a better understanding of the phenomena under consideration. The authors of the present article propose to classify both resources and potentials into personal and cognitive categories in terms of their future integration in order to fill some gaps in psychological knowledge. The specific actions are outlined to study empirically the resources and potentials of students’ academic achievements with the aim of building a generalised model, converging on the contributions of all internal prerequisites to these achievements.Practical significance. The research materials are of practical significance for specialists in higher education. Moreover, the research outcomes can be included in the training courses in personality psychology and cognitive psychology for students of psychology departments of classical and pedagogical universities.

Соотношение ресурсов, потенциалов и академических достижений студентов. Сообщение 2. От дифференциации к интеграции ресурсов и потенциалов академических достижений студентов

The alienation of the individual's own physical body, which until recently was associated mainly with the sphere of psychiatry, is strongly associated by modern researchers with the practice of using the Internet. The lack of scientific psychological grounds for studying the technological disembodiment of a user causes a deficiency of tools designed to diagnose the corresponding phenomenology. The article presents a revised version of the questionnaire "Unembodiment on the Internet" (2021), the construct of which goes back to the clinical concept of unembodiment, which belongs to the famous British existential psychologist R. Laing. The item base of the methodology has been changed and expanded in order to be more relevant to the subject of study. The reliability and validity of the questionnaire was tested during a psychodiagnostic examination. It involved 200 Internet users (women and men equally). The mean age of the respondents was 20.72 years (SD=5.99). The scale of the previous version of the "Unembodiment on the Internet" questionnaire, “Unembodiment as Virtualization”, was supplemented by a new one, “Preference for Technological Disembodiment”, which specifies the user's attitude towards their special status in the cyberspace, and replaced the “Preference of the Internet” scale, which reflected a more general motivation. The “Vitality of the Embodied Self” scale in the refined questionnaire is divided into two: the scale of the same name, which implies broad manifestations of the embodied self, and the scale of the “Embodied Whole Self”, which implies the embodiment of the mental self in the physical body itself. The empirical construct in general corresponds to the theoretical one. The internal consistency scores of the questionnaire scales range from 0.82–0.91 for different criteria. External convergent validity was confirmed by the Chen Internet Addiction Scale (CIAS).