RUDN Journal of Psychology and Pedagogics
https://journals.rudn.ru/psychology-pedagogics
<p><strong>Editor-in-Chief</strong>: Viktoria B. Kurilenko, D.Sс. in Education, Professor</p> <p><strong>ISSN: </strong>2313-1683 (Print)<strong> ISSN: </strong>2313-1705 (Online)</p> <p><strong>Founded in</strong> 2003. <span class="tlid-translation translation" lang="en"><strong style="color: #000000;"><strong>Publication frequency</strong></strong>:</span> quarterly</p> <p><strong>PUBLISHER</strong>: <a href="http://eng.rudn.ru/" target="_blank" rel="noopener noreferrer">Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)</a></p> <p><strong style="color: #000000;">Open Access</strong>: <img src="/files/journals/1//OA.png" alt="" width="68" height="25">. <strong>APC</strong>: no article processing charge</p> <p><strong>Peer-Review</strong>: double blind. <strong>Publication language</strong>: Russian, English</p> <p><strong>Indexation</strong>: Russian Index of Science Citation, RSCI, PsycINFO (APA), WJCI, DOAJ, Google Scholar, Ulrich's Periodicals Directory, WorldCat, East View, Cyberleninka, Dimensions, ResearchBib, Lens, Research4Life, JournalTOCs, British Library, Bodleian Libraries (University of Oxford), Ghent University Library</p> <p> </p>Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)ru-RURUDN Journal of Psychology and Pedagogics2313-1683<h4 style="text-align: left;" align="center"><span style="display: inline !important; float: none; background-color: transparent; color: #101010; font-family: Arial; font-size: 14px; font-style: italic; font-variant: normal; font-weight: bold; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">The right of authorship belongs to the authors of articles. The authors transfer the rights to use the article (including the use and distribution of an article in the Open Access) to the publisher of the journal on a non-exclusive license (Publishing Agreement (Public Offer)). At the same time, authors remain full rightsholders.</span></h4> <h3 align="center">Publishing Agreement (Public Offer) to Publish an Article in an Academic Periodical<br>'RUDN Journal of Psychology and Pedagogics'</h3> <p>The Federal State Autonomous Educational Institution of Higher Education "Peoples’ Friendship University of Russia named after Patrice Lumumba” (RUDN University), represented by the Vice-Rector for Scientific Work Andrey Aleksandrovich Kostin, acting under a Power of Attorney No 0036-03/21-163 dated 12.10.2021, hereinafter referred to as the Publisher, on the one hand, hereby offers to the public at large, hereinafter referred to as the Author, on the other hand, hereinafter collectively referred to as the Parties, to enter into this agreement, hereinafter referred to as the Agreement, regarding publication of scholarly materials, hereinafter referred to as the Article, in the Journal named 'RUDN Journal of Psychology and Pedagogics', hereinafter referred to as the Journal, under the following terms.</p> <p><strong>1. General Terms and Conditions</strong></p> <blockquote> <p>1.1. Pursuant to Clause 2 of the Article 437 of the Russian Federation Civil Code, this Agreement shall be recognized as the public offer, hereinafter referred to as the Offer. Subject to Article 438 of the Russian Federation Civil Code, this Offer shall be deemed to have been completely and irrevocably accepted after the Author had submitted his/her materials by uploading those onto the network electronic system of the article acquisition for review available at the respective section of the Journal's site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics/author/submit/1" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1</a></span> on the Information and Communication Network known as the Internet, hereinafter referred to as the Internet.</p> <p>1.2. Pursuant to the Russian Federation effective law as applicable to compliance with the copyright to electronic information resources, no materials from any site, electronic journal or project may be reproduced, in whole or in part, in any form, either in a hard or soft copy, without a prior consent from the Journal's authors and editorial staff, which may be expressed by posting a respective consent (open license <a href="https://creativecommons.org/licenses/by-nc/4.0/" target="_blank" rel="noopener">Creative Commons Attribution International 4.0 CC BY-NC</a>) in the relevant section of the Journal's site on the Internet. <br>Whenever any published materials are used within the context of other documents, a reference to the original source needs to be specified.</p> <p>1.3. The Journal is registered by the Federal Oversight Service for Communications, Information Technologies and Mass Communications (RosKomNadzor).</p> </blockquote> <p><strong>2. Terms Used in This Agreement</strong></p> <blockquote> <p><strong>The Author</strong> is an individual (or individuals) whose creative labor has produced the Article.</p> <p><strong>The Offer Acceptance</strong> means a complete and irrevocable acceptance of the Offer under the terms specified in Clause 3 hereof (the Author accepts the Offer by submitting an application to the Publisher, i.e. by uploading the Article along with support materials onto the network electronic system of the article acquisition for review available at the respective section of the Journal's site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics/author/submit/1" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1</a></span> on the Internet).</p> <p><strong>The Journal</strong> means an academic periodical named 'BULLETIN of Peoples’ Friendship University of Russia. Series Psychology and Pedagogics'.</p> <p><strong>The Application </strong>means an electronic request of the Author addressed to the Publisher for publishing the Article in the Journal by uploading the Article and support materials onto the network electronic system of the article acquisition for review available at the relevant section of the Journal's site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics/author/submit/1" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1</a></span> on the Internet).</p> <p><strong>The Publisher</strong> is the Federal State Autonomous Educational Institution of Higher Education "Peoples’ Friendship University of Russia named after Patrice Lumumba” (RUDN), being the Journal's founder and publisher.</p> <p><strong>The Article's Metadata </strong>means any materials in Russian and English intended to be included into the Science Citation database as per the original version of the Article such as the Article title; authors' details (full last name, first name, patronymic, present employer of each author with indication of the postal code, contact details (e-mail) of each author; abstract; keywords; topical classifications: UDC or any other bibliographic and library classification, and subject indices; bibliography (list of references).</p> <p><strong>The Offer</strong> means this document (offer to the Author) to publish an Article by uploading it onto the site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics/author/submit/1" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1</a></span> on the Internet.</p> <p><strong>The Publication </strong>means the act of publishing the Article in the Journal.</p> <p><strong>The Journal's Editorial Staff</strong> means a creative team engaged in preparing the Journal for publication.</p> <p><strong>The Editorial Board</strong> is an advisory body of the Journal's Editorial Office.</p> <p><strong>The Article</strong> means a result of fundamental and applied scholarly efforts in the form of a scholarly material, scientific review material, scientific message, bibliographical review on specific topics of the scholarly study, and background information on Russian and foreign scientists submitted by the Author for publication in the Journal.</p> <p><strong>The Parties </strong>mean the Author and the Publisher.</p> <p><strong>The Article Requirements </strong>mean requirements to the materials published in the Journal's section named "To Authors" of the Journal's site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics/about/submissions#authorGuidelines"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics/about/submissions#authorGuidelines" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics/about/submissions#authorGuidelines</a></span> on the Internet.</p> <p><strong>The Service </strong>means publication of the Article in the Journal as per the Author's application.</p> </blockquote> <p><strong>3. Subject Matter of the Agreement (Offer)</strong></p> <blockquote> <p>3.1. Subject to this Agreement, the Author shall provide the Publisher at no expense for the copyright duration as stated by the Russian Federation legislation with <strong>a non-exclusive license</strong> for use of the Author-created Article for the purpose of its publication in the Journal.</p> <p>3.2. The rights to use this Article as assigned hereunder shall include but not limited to:</p> <ul> <li>reproduction of the Article or any part thereof, as well as its metadata in Russian and English in any material form whatsoever, including soft and hard copy forms, as an individual work product in periodicals and/or databases (whether local or web-based) owned by the Publisher and/or any other persons at the discretion of the Publisher;</li> <li>dissemination of the Article or any part thereof, as well as its metadata in Russian and English on any media as part of the Journal and/or databases owned by the Publisher or any other persons, at the discretion of the Publisher, or as an individual work product, worldwide via open access or by subscription without payment of any fee to the Author;</li> <li>making public the Article or any part thereof as well as its metadata in Russian and English so that any person could access the Article from any location and at any time of his/her choice (including via the Internet);</li> <li>issuing permissions to use the Article or any part thereof as well as its metadata in Russian and English to any third parties while notifying the Author by publishing the respective information on the Journal's site without payment of any fee to the Author;</li> <li>processing, including translation of the Article (including translation into foreign languages), and use of the processed (translated) Article in any manner specified above;</li> <li>any other rights, not expressly assigned to the Publisher hereunder, including patent rights to any processes, techniques or methods, and other means, described by the Author in the Article, as well as trademark rights, shall be retained by the Author.</li> </ul> <p>3.3. No territorial restrictions will be applied to the use of rights to the Article.</p> <p>3.4. This Agreement shall become effective from the time the Article is submitted to the Journal, i.e. uploaded along with support materials onto the network electronic system of the article acquisition for review available at the relevant section of the Journal's site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics/author/submit/1" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1</a></span> on the Internet, hereinafter referred to as the Article Upload.</p> <p>3.5. The rights shall be assigned by the Author to the Publisher at no expense, and the Article publication in the Journal shall not result in any financial contribution to the Author.</p> <p>3.6. If the Publisher decides to refuse to publish the Article in the Journal, this Agreement shall cease to be in force. A decision to refuse publication shall be sent to the Author via the e-mail address specified in the Application.</p> <p>3.7. The Publisher undertakes, throughout the currency of this Agreement, to provide to the Author the services associated with publication of the Article on the Journal's site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics</a></span> on the Internet.</p> </blockquote> <p><strong>4. General Terms of the Services Provision</strong></p> <blockquote> <p>4.1. The Publisher shall provide the services to the Author only if:</p> <ul> <li>the Author submits all materials compliant with the Offer requirements by way of the Article Upload;</li> <li>the Author Accepts the Offer.</li> </ul> <p>4.2. The services shall be provided to the Author free of charge.</p> <p>4.3. If any materials submitted by the Author are found in breach of rules and requirements of this Offer, the Publisher shall have a right to refuse to publish those.</p> <p>4.4. The Publisher shall not be responsible for any third-party unauthorized use of the data provided by the Author during the currency of this Agreement.</p> </blockquote> <p><strong>5. Rights and Responsibilities of the Parties</strong></p> <blockquote> <p>5.1. The Author warrants that:</p> <ul> <li>he/she is the valid holder of exclusive rights to the Article; rights granted to the Publisher hereunder were not earlier assigned and will not be assigned to any third parties prior to publication of the Article by the Publisher in the Journal;</li> <li>the Article contains all the references to cited authors and/or sources (materials) that are required by the effective copyright law;</li> <li>the Author has obtained all required licenses to results, facts and other borrowed materials used in the Article where the Author is not a copyright holder;</li> <li>the Article does not contain any materials that may not be published in public sources in accordance with the effective Russian Federation statutory instruments, and the Article publication and dissemination will not involve any disclosure of classified (confidential) information, including state secrets;</li> <li>the Author has familiarized himself with the editorial policy and ethical principles published on the Journal website (<a href="/psychology-pedagogics/about/editorialPolicies">http://journals.rudn.ru/psychology-pedagogics/about/editorialPolicies</a>) and the consequences of violating these principles, has advised other Co-authors of the terms of this Agreement and has received consents from all the Co-authors to conclude this Agreement under the terms hereunder.</li> </ul> <p>5.2. The Author undertakes to:</p> <ul> <li>submit a manuscript of the Article as per the Requirements to articles;</li> <li>avoid using the soft copy of the Article produced by the Publisher for commercial purposes and in other periodicals;</li> <li>while preparing the Article for publication, the Author undertakes to: <ol type="a"> <li>make edits specified by readers and approved by the Journal's Editorial Office in the text of the Article and/or revise the Article following the Publisher's request, where necessary;</li> <li>proofread the Article within the timeframes specified in the Journal publication schedule;</li> <li>make only such edits in the proof that are minimally required to correct errors made in the Article original and/or introduce factual and momentary changes.</li> </ol> </li> </ul> <p>5.3. The Author is entitled to:</p> <ul> <li>pass to any third party a soft copy of the published Article provided by the Publisher pursuant to Clause 5.4 hereof for the Article to be incorporated, in whole or in part, into a scientific information database or repository in order to promote academic or scholarly investigations or for informational and educational purposes subject to the Author, Journal and Publisher being properly referenced.</li> </ul> <p>5.4. The Publisher undertakes to:</p> <ul> <li>publish the Author's Article, in soft or hard copy form, in the Journal in accordance with the terms hereof;</li> <li>provide the Author with the proof of the Article and make reasonable edits as requested by the Author, where required, following the Journal's Editorial resolution;</li> <li>provide the Author with the soft copy of the published Article by sending it to the Author's e-mail address within 15 business days of the Journal issue's publication;</li> <li>respect the Author's rights established by the effective law, protect those and use best endeavors to prevent any copyright infringements by third parties.</li> </ul> <p>5.5. The Publisher is entitled to:</p> <ul> <li>carry out technical and literary editing of the Article such that its basic content would remain unchanged;</li> <li>review the Article and suggest appropriate changes to the Author, and elect not to publish the Article if the Author fails to introduce such changes;</li> <li>require from the Author and/or other persons that the Journal, Publisher, Author and any other copyright holder, as well as the title of the Article, Journal issue identification and a year of publication as specified in the Journal be properly referenced whenever the Journal and/or the Article, including any individual part or fragment thereof, are used by any of the above-mentioned individuals thereafter;</li> <li>publish preliminary and/or advertising information on the forthcoming publication of the Article in mass media and any other information sources;</li> <li>establish rules (conditions) for acceptance and publication of materials in the Journal. The Journal's Editorial Board, headed by the Editor-in-Chief, shall enjoy an exclusive right to accept and/or reject any materials submitted to the Journal's Editorial Office for publication purposes. No manuscript (tangible medium) submitted by the Author to the Journal's Editorial Office will be subject to return. The Journal's Editorial Staff will not enter into any correspondence regarding the rejection of the Article by the Journal's Editorial Board;</li> <li>suspend provision of services to the Author hereunder temporarily for technical, technological and other reasons preventing the services from being provided for the duration of remedial activities;</li> <li>suspend services hereunder in accordance with civil procedures if: <ol> <li type="a">the Article does not correspond to the topics covered by the Journal or by any part thereof, or the submitted material is found insufficient for the individual publication, or the Article design is found at variance with the requirements imposed;</li> <li>the Author is in breach of any other obligations assumed under the Offer arrangement;</li> </ol> </li> <li>introduce changes to the Offer as per the procedure established by the Offer.</li> </ul> <p>5.6. Unless otherwise provided or stated herein, the Parties shall refer to the effective legislation of the Russian Federation.</p> </blockquote> <p><strong>6. Offer Acceptance and Conclusion of the Agreement. The Term of the Agreement</strong></p> <blockquote> <p>6.1. This Agreement shall become effective when concluded, i.e. when the Author Accepts the Offer by sending an application to the Publisher, that is, by uploading the Article (Article Upload), and remain in effect for five years.</p> <p>6.2. The Offer Acceptance constitutes an Agreement made in writing (Articles 438 and 1286.1 of the Russian Federation Civil Code) under the Offer terms.</p> <p>6.3. Unless any of the Parties sends to the other Party a written notification of the Agreement termination no later than two months prior to the end of the specified five-year period, the duration of the Publisher's copyright to the Work shall be automatically extended by the similar period. The number of extensions is not limited.</p> <p>6.4. The term of the Agreement may not exceed the duration of exclusive rights to the Article pursuant to the Russian Federation legislation.</p> <p>6.5. Whenever the Author assigns (disposes of) its exclusive rights to the Work to any third party, this Agreement shall remain in effect.</p> </blockquote> <p><strong>7. Agreement Modification and Termination Procedure</strong></p> <blockquote> <p>7.1. The Publisher shall have a right to unilaterally modify the terms of this Agreement by giving a prior notice to the Author, at least ten (10) calendar days before such modifications become effective, to the Author's e-mail address specified in the Author's application or via the Journal's site. These modifications shall become effective from the date specified in the respective notice.</p> <p>7.2. If the Author disagrees with any modification in the terms of this Agreement, the Author shall have a right to submit a written notice of his/her withdrawal from this Agreement by uploading it onto the network electronic system of the article acquisition for review, available at the relevant section of the Journal's site at URL: <span data-sheets-userformat="{"2":513,"3":{"1":0},"12":0}" data-sheets-value="{"1":2,"2":"http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1"}"><a class="in-cell-link" href="/index.php/psychology-pedagogics/author/submit/1" target="_blank" rel="noopener noreferrer">http://journals.rudn.ru/index.php/psychology-pedagogics/author/submit/1</a></span> on the Internet.</p> <p>7.3. This Agreement may be terminated early:</p> <ul> <li>at any time by mutual agreement of the Parties; or</li> <li>otherwise as stipulated herein.</li> </ul> <p>7.4. The Author shall have a right to cancel this Agreement unilaterally by sending the Publisher a respective notice in writing at least sixty (60) calendar days prior to the intended date of the Author's Article publication in the Journal.</p> <p>7.5. The termination of this Agreement for any reasons shall not release the Parties from responsibility for breach of any Agreement terms during the currency hereof.</p> </blockquote> <p><strong>8. Liability</strong></p> <blockquote> <p>8.1. A Party which has failed to perform its obligations under this Agreement, either in full or in part, shall be held liable pursuant to the Russian Federation legislation in force.</p> <p>8.2. All the data provided by the Author shall be trustworthy. The Author shall be responsible for completeness and reliability of the data provided to the Publisher. The use of untrustworthy information obtained from the Author shall not entail any responsibility upon the Publisher for any adverse effects resulting from its actions based on such untrustworthy information.</p> <p>8.3. The Author shall take full personal responsibility for compliance with the requirements of the Russian Federation law on advertising, protection of copyright and related rights, protection of trademarks and service marks, and protection of consumer rights. <br>8.4. The Publisher shall not be held responsible hereunder for:</p> <ol type="a"> <li>any actions resulting directly or indirectly from the actions of the Author;</li> <li>any loss incurred by the Author whether or not the Publisher was in a position to predict such loss.</li> </ol> <p>8.5. The Publisher shall be relieved from any responsibility for non-compliance with the terms of this Agreement if such non-compliance is a result of a force-majeure event such as an act of state authorities, including adoption of legal instruments, fire, flood, earthquake, other natural calamities, loss of power and/or computer network failure, strikes, civil commotions, riots, and any other similar events.</p> </blockquote> <p><strong>9. Dispute Resolution Procedure</strong></p> <blockquote> <p>9.1. Any disputes and disagreements shall be resolved by the Parties by negotiations, and if the Parties fail to reach an agreement, these shall be resolved in accordance with the effective law of the Russian Federation.</p> <p>9.2. If any disagreements remain unresolved, the Parties shall settle those at the location of the Publisher in accordance with the effective law of the Russian Federation.</p> </blockquote> <p><strong>10. Miscellaneous</strong></p> <blockquote> <p>10.1. Any notifications, messages, requests etc., excluding documents which need to be forwarded in original form pursuant to the Russian Federation legislation, shall be deemed to have been received by the Author, if delivered (sent) by the Publisher via the Journal's site, including by publishing those, by fax or e-mail specified in the Application, or using other communication facilities. The Parties acknowledge validity of notifications, messages, requests etc. delivered (sent) using the above-listed methods.</p> <p>10.2. Where the Publisher becomes subject to any claims related to non-compliance with an exclusive copyright or other intellectual property right of any third party during the writing of the Article or in connection with conclusion of this Agreement by the Author, the Author undertakes to:</p> <ul> <li>immediately upon receipt of a Publisher's notification, take measures to settle disputes with such third party, and, where necessary, join the litigation in favor of the Publisher and use its best endeavors to exclude the Publisher from the defendants;</li> <li>reimburse the legal cost, expenses and loss incurred by the Publisher as a result of application of a pre-award relief and measures for execution of a judgment, and damages paid by the Publisher to any third party for the infringement of exclusive copyright and/or other intellectual property rights, as well as other expenditures incurred by the Publisher as a result of infringement by the Author of any warranties provided hereunder.</li> </ul> <p>10.3. Subject to Article 6 of the Federal Law On Personal Data No. 152-FZ dated July 27, 2006, for the period from the conclusion of this Agreement and until the discharge of Parties obligations hereunder, the Author expresses his/her consent to processing of the following personal data by the Publisher: last name, first name, patronymic; taxpayers identification number (TIN); place and date of birth; citizenship details; ID document details; registration and actual location address; e-mail address; mailing address with postal code; contact phone numbers; fax numbers; and details of the employers.</p> <p>10.4. The Publisher is entitled to process the above personal data for the purpose of this Agreement performance, including for provision of information and reference services to the Author. The processing of personal data shall be understood to mean any handing (operations) with personal data, including collection, systematization, accumulation, storage, refinement (update, alteration), use, distribution (including transfer to third parties), depersonalization, blocking and deletion of personal data in accordance with the effective Russian Federation legislation.</p> <p>10.5. Where permitted by the Russian Federation legislation, the Author is entitled to withdraw his/her consent to processing of personal data as listed in Clause 10.3 by forwarding a respective notice to the Publisher. Upon receipt of such notice, the Publisher has a right to suspend services.</p> <p>10.6. The Author will, on a goodwill basis, submit his/her details (and details of each Co-Author subject to their prior consent) to the Journal's Editorial Office consisting of his/her: last name, first name, patronymic, academic rank, academic degree, job title, employer details (name and mailing address), work phone number and e-mail address for the purpose of its general publication in the Journal along with the Article.</p> </blockquote> <p><strong>11. </strong><strong>Registered Address and Particulars of the Publisher</strong></p> <p>Federal State Autonomous Educational Institution of Higher Education "Peoples’ Friendship University of Russia named after Patrice Lumumba” (RUDN University)</p> <p>Address: 6 Mikluho-Maklaya str., Moscow, 117198, Russian Federation</p> <p>TIN 7728073720, CRR 772801001, PSRN 1027739189323.</p> <p>Vice Rector for Scientific Work A.A. Kostin</p>Phenomenology of Childhood in Modern Contexts
https://journals.rudn.ru/psychology-pedagogics/article/view/36956
<p>-</p>Aleksander N. VeraksaViktoria B. KurilenkoIrina A. Novikova
Copyright (c) 2023 Veraksa A.N., Kurilenko V.B., Novikova I.A.
https://creativecommons.org/licenses/by-nc/4.0
2023-12-062023-12-0620341943010.22363/2313-1683-2023-20-3-419-430Pretend Play and Project-Based Learning as Factors in the Development of Preschool Children
https://journals.rudn.ru/psychology-pedagogics/article/view/36957
<p style="text-align: justify;">In psychology, playing is traditionally considered the most developing form of preschool children’s activity. Nowadays, despite the large amount of research demonstrating the significant impact of pretend play on the psychological development of the preschoolers, project-based learning is widespread in kindergartens. Therefore, the purpose of this work is to determine whether it is enough for the successful development of the preschool children to include them in pretend play or whether it is important to use other educational technologies as well. According to the cultural-historical and activity-based approaches in the educational psychology, the key features of play and project-based learning are identified as fundamental for the development of the preschoolers. Based on the identified key features, the authors conduct a comparative analysis of play and project-based learning in order to determine their fundamental differences. The results of the analysis show that these types of activities have their own developmental tools: an imaginary situation (in play) and a space for children’s realization (for project-based activity). It is also demonstrated that inclusion in pretend play involves a process orientation caused by the underdevelopment of the operational sphere in the preschoolers, while project-based learning is result-oriented activity aimed at creating a socially significant product. Finally, an essential point in play and project-based activity is associated with the role of the adult. In play, the child is independent, being the subject of play activity. In project activities, the child is the author of an idea, with the adult being the child’s interpreter. The research shows the fundamental differences between pretend play and project-based activity for the development of the preschoolers, which should be taken into account when working with children of this age.</p>Nikolay E. VeraksaAleksandr N. VeraksaValeria A. Plotnikova
Copyright (c) 2023 Veraksa N.E., Veraksa A.N., Plotnikova V.A.
https://creativecommons.org/licenses/by-nc/4.0
2023-12-062023-12-0620343144510.22363/2313-1683-2023-20-3-431-445Playing with a Doll Family: Key Characteristics of Junior Preschoolers’ Play Behaviour
https://journals.rudn.ru/psychology-pedagogics/article/view/36958
<p style="text-align: justify;">The age of 3-4 years is the initial stage in the development of pretend play, or play involving an imaginary situation. In this process, the leading role belongs to dramatic play with toys, the importance of which for children’s development cannot be underestimated. The qualitative analysis of children’s play presented in this research forms part of a large study aimed at identifying the features of children’s play and the toy preferences throughout the entire preschool age. Ten 3-4-year-old children during five play sessions were asked to play a story with a doll family. Before and after the play sessions, all children were tested to assess the level of development of executive functions, imagination, and the type of attachment was determined for each child using a survey of teachers and mothers. The video recordings of the play sessions were then analyzed. The purpose of the analysis was to identify the characteristics of 3-4-year-old children’s play behavior and to explore the relationship of the play features with the indicators of individual development. The experimental setting with a series of play sessions also made it possible to assess the dynamics in play development for each child. To evaluate the play, the following indicators were used: the theme and content of play, spatial substitution, the extent of elaborateness and stability of the play idea, the level of play actions with a toy, and the elaborateness of role-play interactions. The results showed that the level of development of free play involving an imaginary situation for 3-4-year-old children could be defined as generally low, regardless of the level of individual development indicators. A comparison of the first and the fifth play sessions did not reveal any positive dynamics in the level of play development. These results indicate the important role of adult participation in the support and development of children’s play. They can form the basis for the practical recommendations for teachers and parents how to scaffold the playing process of 3-4 years old children.</p>Vera L. SukhikhNikolai N. VeresovMargarita N. Gavrilova
Copyright (c) 2023 Sukhikh V.L., Veresov N.N., Gavrilova M.N.
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2023-12-062023-12-0620344646310.22363/2313-1683-2023-20-3-446-463The Influence of Various Types of Play on the Development of Coherent Monologue Speech in Children Aged 5-6 Years
https://journals.rudn.ru/psychology-pedagogics/article/view/36959
<p style="text-align: justify;">Coherent monologue speech is one of the main factors determining both school performance and social success of children. Therefore, problems related to methods and techniques for developing coherent monologue speech in children still remain relevant. It is often recommended to use various types of play activities (i.e., games) for this purpose. However, the question remains whether all of them have an equally positive impact on the development of coherent speech in such an aspect as its macrostructure (coherence, cohesion, semantic completeness, narrative structure). For this reason, the purpose of this study is to find out how different types of play affect the speech development in children of senior preschool age. According to our preliminary hypothesis, the development of semantic elements of a story is most influenced by role-playing games. Our study involved 220 preschoolers ( M = 60.84 months; SD = 4.14 months) who were randomly assigned to seven groups in which they either participated in a series of games of a certain type, or listened to additional stories, or were not exposed to experimental treatment at all. Before and after the exposure, the children made up stories based on a series of pictures. The resulting stories were evaluated in terms of their macrostructure. The groups were then compared in terms of the impact that different types of play interaction had on the development of the macrostructure of coherent speech. It was found that the best effect was shown by the role-playing games, and, first of all, ‘directed’ ones. These results allow a more reasonable approach to the use of games for the development of coherent monologue speech in children aged 5-6 years.</p>Ekaterina S. OshchepkovaVera L. SukhikhArina N. Shatskaya
Copyright (c) 2023 Oshchepkova E.S., Sukhikh V.L., Shatskaya A.N.
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2023-12-062023-12-0620346448110.22363/2313-1683-2023-20-3-464-481Features of the Imagination in Preschoolers Playing Various Digital Games
https://journals.rudn.ru/psychology-pedagogics/article/view/36960
<p style="text-align: justify;">Due to the fact that in the life of modern preschoolers the traditional role-playing game with peers is increasingly being replaced by playing on digital devices, many researchers have expressed concern about how well their imagination develops. However, other scientists, on the contrary, see the potential for developing children’s imagination in digital games and applications. For this reason, the study is focused on differences in the productive imagination among preschoolers who prefer different types of games on digital devices. The authors propose a typology of digital games played by the preschoolers. A survey was conducted on the use of digital devices among 450 children aged 5-6 years who attended preparatory groups of kindergartens from four regions of Russia, and their imagination was assessed using the “Completing Figures” technique (by O.M. Dyachenko) and a questionnaire developed as part of the study for educators on behavioral manifestations of imagination in their pupils (42 educators were involved). Based on the results of a survey of the educators, it was found that they evaluated the results of creative productive activity lower in the children who liked games for reaction speed than in those who did not play such games. At the same time, the educators rated this parameter of imagination higher in children playing simulation games compared to those who did not play them. The results of the “Completing Figures” technique showed that the children playing logic games had significantly higher ratings for the elaboration of drawings than those who did not play games of this type, and the parameter of originality of the drawings was lower in the children playing strategic games compared to those who did not play them. The typology of digital games proposed by the authors of the study and the data obtained can be useful in conducting scientific research on the digitalization of modern childhood and in developing recommendations for parents of preschoolers.</p>Daria A. BukhalenkovaElena A. Chichinina
Copyright (c) 2023 Bukhalenkova D.A., Chichinina E.A.
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2023-12-062023-12-0620348250010.22363/2313-1683-2023-20-3-482-500Medical and Socio-Pedagogical Risks of Primary School Children Using Digital Devices: An Empirical Study
https://journals.rudn.ru/psychology-pedagogics/article/view/36961
<p style="text-align: justify;">The study considers the medical and socio-pedagogical risks of primary school children using digital devices and social networks, based on the results of a medical and social study, the purpose of which was to assess and systematize these risks. The digital devices, the Internet and activities on social networks have become an integral part of the lives of modern children. However, their use can negatively affect the neuropsychic status of the child and lead to problems with vision and the musculoskeletal system. For this reason, parental control over the use of gadgets and social networks that is safe for children’s health is very important. The methodological basis of the research was social pedagogy, which explores the processes of interaction of a growing person with various objects of society in the main spheres of his/her life: family, educational and social, performing an integrating function in the study of current social problems of children, families and society by various scientific disciplines. A complex of research methods was used, with the main one being a questionnaire survey of parents with children of primary school age and living in the Borovsky district of the Kaluga region (the research base of the Research Institute of Hygiene and Health Protection of Children and Adolescents, National Medical Research Center for Children’s Health of the Ministry of Health of the Russian Federation). It was found that watching videos is a risk of increased irritability, computer games, searching for information on the Internet, uncontrolled use of digital media - a risk of visual impairment, using social networks - complaints for communication difficulties. More than 50% of parents need help from specialists in improving digital literacy and using digital devices safely for children’s health.</p>Alexander M. KurganskyMarina P. GuryanovaPetr I. Khramtsov
Copyright (c) 2023 Kurgansky A.M., Guryanova M.P., Khramtsov P.I.
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2023-12-062023-12-0620350152510.22363/2313-1683-2023-20-3-501-525Preschoolers’ Executive Function Development and Maternal Birth Experience: The Moderating Role of Depression and the Mode of Delivery
https://journals.rudn.ru/psychology-pedagogics/article/view/36962
<p style="text-align: justify;">Early executive functioning is a crucial precursor to the future cognitive and behavioral development of children. Given that the mother is typically the child’s primary caregiver, her maternal behavior may be an important factor that either facilitates or hinders the child’s cognitive development, especially if the mother suffers from depression. It is important to analyze these effects, taking into consideration the mother’s birth experience. This study focuses on assessing the child’s executive functions, the mother’s concomitant depression and her birth experience, including the mode of delivery. The results obtained have shown no significant relationship between the executive function performance and the mother’s concomitant depression. However, significant relationships have been found between the child’s executive function performance and complications during the mother’s pregnancy, birth and mode of delivery. The regression analysis shows that cesarean birth reduces the child’s overall executive function performance by 1 point, while the data of the moderation analysis including the mode of delivery and mother’s depression are not statistically significant. The total executive performance score is largely related to the mother’s educational level. The mother’s perinatal depression may have a stronger adverse effect on the child’s development than her concomitant depression. A higher level of the mother’s education may be a protective factor that could potentially offset the cesarean birth effect.</p>Vera A. YakupovaAnna D. SuarezLiubov A. Shraibman
Copyright (c) 2023 Yakupova V.A., Suarez A.D., Shraibman L.A.
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2023-12-062023-12-0620352654210.22363/2313-1683-2023-20-3-526-542Development of Executive Functions in Preschoolers with Different Sibling Positions
https://journals.rudn.ru/psychology-pedagogics/article/view/36963
<p style="text-align: justify;">The development of the executive functions in older preschoolers largely determines their subsequent successful adaptation and schooling. The purpose of the research is to identify the developmental features of the executive functions in older preschoolers with different sibling positions. The relevance of the theme is due to the growing number of children with insufficient development of self-regulation. The study involved 393 preschoolers attending senior groups of kindergartens: 153 - single children in the family, 99 - oldest, 21 - middle, 110 - youngest children, 10 - twins). The levels of development of the participants’ executive functions were determined using three subtests of the neuropsychological complex NEPSY II (“Inhibition”, “Sentences Repetition” and “Memory for Design”) as well as the “Dimensional Change Card Sort” technique by F. Zelazo. It was revealed that auditory-speech memory is best developed in the oldest children in the family. The results obtained make it possible to suggest a different structure of connections between different components of executive functions in children with different sibling positions. The level and structure of the developed executive functions in the single and youngest children in the family are more similar to each other than in the oldest and single children or in the oldest and youngest ones.</p>Olga V. AlmazovaKsenia O. Mostinets
Copyright (c) 2023 Almazova O.V., Mostinets K.O.
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2023-12-062023-12-0620354355910.22363/2313-1683-2023-20-3-543-559Conscious Self-Regulation, School Engagement and Academic Performance in Adolescents: Differential Psychological Aspect
https://journals.rudn.ru/psychology-pedagogics/article/view/36964
<p style="text-align: justify;">The problem of the relationship between school engagement and self-regulation of students is a topical area of modern research in the field of educational psychology. The objectives of this study include: 1) identifying individual typological groups of students depending on the rates of the behavioral, cognitive and emotional components of engagement; 2) conducting a comparative analysis of self-regulation and academic performance in the selected groups; 3) revealing regulatory and personal resources for the performance of adolescent students with different profiles of school engagement. The sample consisted of 7-9-grade students of general education schools ( N = 484; boys - 53%; M = 14.11; SD = 0.76). The study was conducted using the questionnaire “Self-Regulation Profile of Learning Activity (by V.I. Morosanova), the Multidimensional Scale of School Engagement, and the Russian-language adaptation of the questionnaire “Big Five - Children’s Version”. Depending on the profile of school engagement, four groups of the participants were identified with significant differences in the levels of conscious self-regulation, particular regulatory components and academic performance. The data analysis revealed the following special resources for academic success in the selected groups: the regulatory competences “modeling of significant conditions” and “evaluation of results” as well as personal disposition “openness to new experience”. The results obtained are discussed in the context of the resource approach and the practical technologies for maintaining academic performance and school engagement in adolescence.</p>Tatiana G. FominaIrina N. BondarenkoVarvara I. Morosanova
Copyright (c) 2023 Fomina T.G., Bondarenko I.N., Morosanova V.I.
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2023-12-062023-12-0620356057710.22363/2313-1683-2023-20-3-560-577A Group Level Analysis of Self-evaluations Associated with Cognitive Load
https://journals.rudn.ru/psychology-pedagogics/article/view/36965
<p style="text-align: justify;">Self-evaluation, or self-rating, is the process by which people evaluate themselves with the purpose of improving several aspects of their personalities or skills and it is closely related to the cognitive function of metacognition. The purpose of the study was to investigate the degree of implication of various brain areas to meta-cognition as it relates to subjective ratings of cognitive effort when performing mathematical problems of different complexity. To achieve this, participants were recruited to solve mathematical problems (addition, subtraction, multiplication, and division) in three levels of difficulty, while inside an fMRI scanner. After solving a given task, they were asked to evaluate the amount of effort they spent to solve it. Brain signal was collected during their answers, which was then analyzed with the aid of computer software. Results of the analysis show that increases in task difficulty activate the frontal lobe, cingulate and insular cortex areas. The parietal lobule, the precuneus and the cingulate gyrus were found to be active as well as during all four mathematical operations.</p>Alexios Kouzalis
Copyright (c) 2023 Kouzalis A.
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2023-12-062023-12-0620357858710.22363/2313-1683-2023-20-3-578-587Social Competence of Adolescents: The Role of Social Cognition and Behavior Control
https://journals.rudn.ru/psychology-pedagogics/article/view/36966
<p style="text-align: justify;">Social competence during adolescence plays a crucial role in socialization and psychological well-being. Available data suggest that social cognition (theory of mind, ToM) and self-regulation (behavioral control) abilities make a significant contribution to social competence at a young age, but research on their role in adolescence is still limited. The purpose of the research is to study the role of behavior control and ToM in the social competence of adolescents. The study involved 106 6-8-grade students (girls - 51), aged 12-15 years ( Me = 13, SD = 0.87). The BRIEF questionnaire was used to assess their behavior control; ToM was assessed using tasks for understanding high-order false beliefs. For external assessment of the social competence of the participants, a questionnaire for teachers and a sociometric method were used. The groups of the adolescents, divided by the median criterion, were compared using the overall BRIEF regulation index and the total score for false-belief understanding. The most salient differences in the teachers’ and peers’ assessments of the social competence were found between the contrasting groups of the participants, i.e., with high levels of ToM and behavior control and with low levels of these abilities. At the same time, differences in the teachers’ assessments were observed for both positive and negative assessments but, in sociometric indices, only for negative ones. The teachers considered the adolescents with high levels of behavior control to be more socially competent, regardless of their level of social cognition. For the peers, the level of behavioral control mattered only when the ability to assess the mental states of other people was weak. The results of our study show the importance of the role of social cognition and behavioral control in the implementation of socially competent behavior in adolescents. At the same time, the data obtained indicate the heterogeneity of the contribution of these abilities to the social competence of adolescents assessed by peers and teachers.</p>Galina A. VilenskayaEvgenia I. LebedevaAnna Yu. Ulanova
Copyright (c) 2023 Vilenskaya G.A., Lebedeva E.I., Ulanova A.Y.
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2023-12-062023-12-0620358860810.22363/2313-1683-2023-20-3-588-608Family Socialization of Adolescents Convicted of Crimes of Varying Severity
https://journals.rudn.ru/psychology-pedagogics/article/view/36967
<p style="text-align: justify;">Features of family functioning and parent-child interaction affect the success of the socialization process, because parental attitudes and habitual ways of behavior are subsequently reproduced by children in further interaction in society. Aspects of family socialization of adolescents who have committed crimes of varying severity have been little studied in Russia. The purpose of the study is to determine the nature of interaction with parents and the features of family socialization of male adolescents convicted of crimes of varying severity. The study involved 280 adolescents, of whom 120 were serving sentences in juvenile correctional facilities, 80 were given and were registered with the penitentiary inspection, 80 were studying in educational institutions in Moscow and had never been held brought before the law for offenses. The average age of the participants was 15.8±0.8 years, all the respondents were male. As main methods the authors used interviews and analysis of personal files as well as a number of psychodiagnostic methods, including: The Scale of Tactics of Behavior in Parent-Child Conflict (adapted by I.A. Furmanova); A Questionnaire on Family Emotional Communications (A.B. Kholmogorova, S.V. Volikova, M.G. Sorokova); Unfinished Sentences Sacks - Sidney Variant (modified by T.A. Zaeko). The results of the study revealed the following reliably significant characteristics of the family socialization of convicted adolescents: living in an incomplete family, dissatisfaction with the financial situation, narcotization and alcoholization of parents, deprivation of parental rights of one of the parents, problems with the law of one of the family members, and fewer children in the family. In the families of adolescents convicted of serious crimes, there was a high level of cruelty and violence against the child on the part of the parents manifested. In the families of probationers, there was a lack of clear rules and methods of discipline, neglect of the child’s needs. The families of all the adolescents with unlawful behavior were characterized by a dysfunctional nature of communication (communication on the part of the parents was dominated by criticism, causing anxiety, prohibiting the expression of emotions, fixating on negative experiences, etc.). The information obtained in the study can be used by employees of the psychological and educational services of the penitentiary system.</p>Albina A. NesterovaLeonid M. Levin
Copyright (c) 2023 Nesterova A.A., Levin L.M.
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2023-12-062023-12-0620360962710.22363/2313-1683-2023-20-3-609-627Teaching Quality as Predictor of Student Engagement, Well-Being and Performance
https://journals.rudn.ru/psychology-pedagogics/article/view/36968
<p style="text-align: justify;">The relevance of the study is due to the need to obtain reliable data on the components of effective teaching that affect important learning outcomes, such as motivation, engagement, academic performance, and well-being of school students. The purpose of the study was to analyze the contribution of three, actively discussed in the literature, psychological and pedagogical indicators of teaching quality, assessed by the school students, to their engagement, psychological well-being and academic performance. The study involved 2028 eighth-grade students (1085 girls, 906 boys and 35 of unspecified gender; mean age - 13.96, SD = 0.46) from 73 schools and 16 regions of the Russian Federation. The analysis of the respondents’ assessments included such indicators of teaching quality as the relevance of the learning content, psychological and instrumental support, as well as school engagement, indifference, academic performance and indicators of their satisfaction (with themselves, their teachers and school). The results of the regression analysis showed that the perceived psychological support from the teacher was the strongest predictor of the growth of all the types of educational engagement of school students and the decrease of all the types of educational indifference; besides, this component of teaching quality was a predictor of well-being in the context of school life (including the respondents’ satisfaction with their school, their teachers and themselves). The teacher’s instrumental support was the next most important predictor of cognitive and emotional engagement of the students and, no less important, was a negative predictor of all the types of learning indifference; it was also a predictor of the students’ satisfaction with their school and relationships with their teachers. Thus, the present study, conducted on a large and representative sample of Russian school students, has shown the positive effects of two components of teaching quality, namely, psychological support and instrumental support provided by the teacher. The effects of actual learning content are less clear, which casts doubt on the importance of teachers emphasizing the connection between the educational material and real life in order to maintain the motivation of school students. The results obtained can be used for training and retraining school teachers and improving teaching quality in Russian schools.</p>Maria V. LunkinaTamara O. GordeevaElena G. DiryuginaDiana V. Pshenichnyuk
Copyright (c) 2023 Lunkina M.V., Gordeeva T.O., Diryugina E.G., Pshenichnyuk D.V.
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2023-12-062023-12-0620362864910.22363/2313-1683-2023-20-3-628-649Characteristics Motivation of Work in the Context of Work Engagement Among Preschool Teachers
https://journals.rudn.ru/psychology-pedagogics/article/view/36969
<p style="text-align: justify;">Being a specific group of educators due to the specifics of the organization as well as the pedagogical and psychological content of their activities, preschool teachers show both similar and different characteristics in comparison with their peers from other educational institutions. At the same time, data on their work engagement, as well as on its connection with autonomous and controlled motivation, are scarce. The purpose of this study was to identify the connection between the professional motivation of the preschool teachers and their work engagement. The research involved 260 female participants ( M = 35.95, SD = 10.08), of whom 131 were preschool teachers and 129 made up a comparison group (the respondents were employed in different fields of activity). Data were collected using the Utrecht Work Engagement Scale (UWES) by W. Schaufeli and A. Bakker (adapted by D.A. Kutuzova) and the Professional Motivation Questionnaire by E.N. Osin et al. The results of the study confirmed the hypothesis of a positive relationship between autonomous professional motivation and work engagement, and a negative relationship between controlled motivation and work engagement. In addition, data were obtained on the significant predictive role of autonomous motivation for the level of work engagement. It was also found that the preschool teachers had higher rates of work engagement, as well as autonomous and controlled professional motivation, than the respondents of the comparison group. At the same time, in the group of the preschool teachers, with pronounced autonomous motivation, the effect of controlled motivation, which is negative for work engagement, disappears, which was not found in the comparison group. The age of the preschool teachers turned out to make a positive impact to their work engagement. As prospects for further research, it is proposed to involve teachers employed at different levels of the educational process (preschool, junior school, etc.), as well as to clarify the role of age and experience of the preschool teachers in their work engagement and professional motivation, since the available data are rather ambiguous.</p>Natalia A. RudnovaElena N. VolkovaDmitry S. Kornienko
Copyright (c) 2023 Rudnova N.A., Volkova E.N., Kornienko D.S.
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2023-12-062023-12-0620365066810.22363/2313-1683-2023-20-3-650-668