RUDN Journal of Psychology and Pedagogics

The research presents development and psychometric characteristics of the questionnaire of constructive and destructive manifestations of subjectivity. The main components of the subject and subjectivity, following A.V. Brushlinsky, are considered to be activity, autonomy, and integrity. Subjectivity is viewed from two perspectives: external and internal. The questionnaire measures the following properties of subjectivity, manifesting in both constructive and/or destructive forms: Social Activity (constructive and destructive), Mental Activity (constructive and destructive), Coherence (constructive and destructive), Independence (constructive and destructive), Harmonious Interpersonal Relationships (constructive and destructive), and Integration of Subject Properties (constructive and destructive). The study sample consisted of 369 respondents aged 14 to 76 years (M = 21.40, SD = 8.47), including 231 females, 131 males, and 7 individuals who did not specify their age and sex. Several alternative confirmatory models were constructed (hierarchical, bifactor, single-factor, correlating, and non-correlating factors), with the correlating model yielding the best results. These results confirm the construct validity of the questionnaire at an acceptable level.  Internal discriminant and convergent validity, external convergent validity (the questionnaire was compared with methods for measuring subjectivity and aggressiveness), internal consistency reliability, and discrimination of the scales were all evaluated; all of them indicated that the questionnaire was of sufficient psychometric quality. The findings indicated that the questionnaire demonstrates sufficient psychometric quality, supporting its use in both scientific research and psychological practice. 

The identification of psychophysiological mechanisms underlying internal pronunciation in healthy individuals may enhance the performance of modern brain–computer interfaces that rely on the recognition of mental commands. Studying the brain mechanisms of internal pronunciation in people with stuttering can contribute to understanding the causes of this speech disorder and to developing new or improving existing methods of stuttering correction. The purpose of the study was to compare the psychophysiological mechanisms of internal speech (internal pronunciation) and word perception in people with normal and speech defects (stuttering). Electroencephalographic (EEG) recordings were obtained from 35 participants (25 with normal speech and 10 with stuttering) using a 19-channel system while they performed a task involving listening to and internally pronouncing four words in Russian (“sakhar”, “shashlyk”, “raketa”, and “r’aketa”). The analysis was carried out using a novel tool – the virtual implanted electrode technique (Patent RU 2,785,268 C1 by A.V. Vartanov), which enables the reconstruction of neural activity across several brain regions, including six areas of interest: Broca’s area, Wernicke’s area and their right-hemisphere homologues, as well as the cerebellum bilaterally. The activity data obtained were compared in control (normal) groups and people with stuttering. The comparison revealed significant differences in reconstructed electrical activity with an emphasis on hyperactivation in stutterers of the Broca’s area, the symmetrical zone on the right, and the cerebellar cortex bilaterally, compared with the control group, when listening and pronouncing words internally. In this way the process of perception and internal pronunciation of words in a group of normals and stutterers is different. The significant differences observed in Broca’s area likely reflect its primary role in speech production, whereas differences in the cerebellar cortex may be related to its supportive function in the motor coordination of speech. The absence of differences in the Wernicke’s zone can be considered as a consequence of the lack of auditory feedback during internal pronunciation.

The issues of students’ professional self-determination cannot be considered today in isolation from challenges of coping with uncertainty, managing stress, and maintaining stable professional development in a rapidly changing world. This study aimed to investigate the relationships between conscious self-regulation, career adaptability, and perceived stress among students. The sample consisted of 1436 students aged 16 to 23 years (Mage = 17.9; SD = 1.35) from educational institutions of the Russian Federation. The following methods were used: “Self-regulation profile questionnaire — SRPQM 2020” by V.I. Morosanova, “Career-Adaptabilities Scale, CAAS” by M. Savickas and E. Porfelli adapted in Russian and “Perceived Stress Scale — PSS 10” by S. Cohen and G. Williamson adapted in Russian. Comparative analysis revealed that students reporting low perceived stress levels demonstrated more developed conscious self-regulation and higher career adaptability compared to those with average or high stress levels. Regression analysis further indicated that perceived stress significantly and negatively predicted career adaptability, whereas conscious self-regulation emerged as a positive predictor. These findings suggest that conscious self-regulation acts as a meta-resource, enabling students to manage stress effectively, maintain their professional development trajectory in conditions of uncertainty, and achieve their educational goals.

This study explores the role of rubric design in enhancing self-assessment practices in English as a Foreign Language (EFL) writing, with a focus on fostering metacognitive awareness and self-regulated learning. Self-assessment has been widely recognised for its potential to improve writing quality, learner autonomy, and critical self-reflection, however, its effectiveness largely depends on how rubrics are designed and implemented as pedagogical tools. Despite this, relatively little research has examined the impact of rubric design on self-assessment processes and writing outcomes in EFL contexts. This exploratory study compares the learning outcomes associated with two types of rubrics used in teaching EFL writing: a genre-oriented rubric, which emphasises structural and content conventions specific to text types, and a pragmatics-oriented rubric, which focuses on clarity of communication and audience engagement. The study involved 15 senior linguistics undergraduate students (aged 21–22) at Higher School of Economics in Moscow. They engaged in iterative cycles of drafting, self-assessment, revision, and publication of blog posts, with rubric criteria introduced progressively. Data were collected through self-, peer-, and teacher assessments. The findings suggest that the pragmatics-oriented rubric promoted greater audience engagement, while the genre-oriented rubric helped students better organize their texts and maintain coherence. Variations in self-assessment outcomes underscored the need for targeted training in rubric use to strengthen metacognitive skills. The study points to the importance of aligning rubric design with broader pedagogical goals to develop transferable writing strategies and self-regulated learning skills. 

The article presents the results of a study on personality factors of moral conformity in solving moral dilemmas under virtual group pressure. The author examined the relationship of personality traits and ethical positions with the solution of moral dilemmas both under virtual group pressure and without it. The study involved 242 university students (females = 74%, males = 26%). At the first stage, 223 respondents were asked to solve a series of ethical dilemmas and fill out personality questionnaires (the Big Five Inventory-2 (BFI-2) adapted by A.Yu. Kalugin et al., the Dirty Dozen Questionnaire adapted by T.V. Kornilova et al., and the Ethical Position Questionnaire (EPQ) adapted by A.A. Fedorov and I.V. Badiev). At the second stage, 66 respondents were asked to solve the same dilemmas, but they were shown how the other participants had solved them at the previous stage. Virtual group pressure was implemented by presenting the participants with pie charts indicating the percentages of “permissible” and “impermissible” responses to a given dilemma. For dilemmas that received the majority of “acceptable” responses at the first stage, it was indicated that the majority of responses were “unacceptable” and vice versa. At this stage, the Solomon four-group design was implemented with two experimental and two control groups. The study yielded data on the relationship of personality characteristics and ethical positions with the nature of moral dilemma decisions. The effect of moral conformity under virtual group pressure was confirmed. Three types of reactions to virtual pressure were identified: conforming, nonconforming, and counterconforming. Conforming responses were observed under virtual pressure both towards deontological and consequentialist decisions. Counterconforming responses showed asymmetry: no counterconforming reactions occurred under consequentialist virtual pressure; however, they were present under deontological virtual pressure. The study has not revealed any significant relationship between moral conformity and the personality traits or ethical positions of the respondents, which suggests that moral conformity is a universal phenomenon depending more on situational factors (such as the content of dilemmas and the form and direction of pressure) than on the respondent’s personality.

On May 15–16, 2025, the International Scientific and Practical Conference “Psychology in a Transforming World: Problems, Solutions, International Experience” was held at the Fergana State University (Fergana, Uzbekistan). The purpose and objectives of the event were to explore innovative technologies for personal development, discuss scientific findings in organizational psychology, management and entrepreneurship psychology, and the psychological and pedagogical problems of general, inclusive, and special education, as well as exchange experiences and establish creative contacts. The conference brought together over 150 participants (heads of scientific, educational, and public organizations, academic staff, graduate and undergraduate university students, and volunteers) from Belarus, Georgia, Kazakhstan, Kyrgyzstan, Russia, Turkmenistan, Uzbekistan, Japan etc. The article briefly presents the content of the main events, which included plenary and breakout sessions, open lectures and master classes, as well as the signing of international cooperation agreements.