Vol 20, No 4 (2023)

Acculturation expectations of the host society are an integral and important part of the process of mutual acculturation and subsequent adaptation due to intercultural contact. A new approach to acculturation of host society members is examined: the concept of social markers of acceptance, which analyzes socially constructed criteria that indicate immigrants’ inclusion in the larger society. The aim of the study was to understand specific social indicators of national identity that Russians consider important for the inclusion of an immigrant into Russian society. The relationship between these markers and a general attitude toward immigrants were investigated, as well as how perceived immigrant status moderates these relationships. A survey with 1,009 participants, the majority of whom identified as ethnic Russian, was conducted. The results indicated that civic indicators of national identity, especially compliance with laws and regulations, were considered the most important and ease of acquiring for immigrants, while ethnic indicators were considered the least important and ease of acquiring. Additionally, socioeconomic and sociocultural indicators were identified as being of intermediate importance and ease of acquiring, which suggested with the concepts of immigrant status and socioeconomic adaptation, along with immigrant intercultural competence and sociocultural adaptation respectively. Finally, the perceived higher status of immigrants was associated with more permeable intergroup boundaries. Research results suggest that the Russian population is inclined toward a civic conceptualization of national identity, preferring a liberal approach to citizenship over a more restrictive one. The study also underscores the influence of perceived immigrant status in shaping the host population’s acculturation expectations. As a practical implication of the findings, focusing on social and educational programs that promote legal and civic compliance among immigrants before adopting anti-discrimination measures on the part of the host society is recommend.

The purpose of this study is to make a bibliometric and content analysis of publications on the problem of moral conformity. Its relevance is due to the emerging interest in this phenomenon. The materials under study were publications in English extracted from the Scopus and Google Scholar databases as well as Google Ngram data. The data were processed using the VOSviewer program and the bibliometrix R-package. It was shown that for the period from 1800 to 2019 the proportion of texts containing the term ‘moral conformity’ increased significantly in comparison with texts containing the term ‘conformity’. A term map constructed using the Google Scholar database made it possible to identify four clusters, reflecting four areas in which the concept ‘moral conformity’ was found. A bibliometric analysis of the concept ‘moral conformity’ in the field of psychology highlighted four clusters that reflected the main aspects of this phenomenon. A keyword frequency analysis over time showed that since 2007 the frequency of use of the concepts ‘morality’ and ‘conformity’ had noticeably increased. A content analysis of publications revealed 10 sources directly related to the phenomenon of moral conformity. Recent studies have indicated that this phenomenon is quite stable and manifests itself in different samples and in different conditions. On the whole, the problem of moral conformity is quite new and requiring additional examine. One possible direction for further research can be aimed at verifying the results of previous studies on a Russian-speaking sample or studying the phenomenon under conditions of both real and virtual pressure.

The four-component instructional design model (4C/ID) is actively used in the field of education abroad; however, there are only some scientific publications describing the experience of its application in the realities of Russian higher education. An overview of the instructional design using the 4C/ID model and an analysis of the experience of its application in the field of higher education on the example of three cases described in the scientific literature, corresponding to different subject areas (information technology, the humanities, medicine), are provided. General scientific theoretical methods of analysis, synthesis, and classification were applied; international and Russian databases (Scopus, Web of Science, eLibrary) as the base of scientific sources were used. The history of the development of the model has been reconstructed. Constructivism and social constructivism, cognitive apprenticeship, integrated learning, cognitive load theory, and transfer learning ideas are the essential theoretical foundations for 4C/ID. The four main components of the model are described: learning tasks, supportive information, part-task practice, and procedural information. Ten instructional design steps are reconstructed that sequentially develop these constituent elements and their relationships. The advantages, disadvantages, limitations of this model are analyzed and described. Recommendations for designers and teachers related to the model's features are formulated. The results obtained can contribute to developing the practice of learning design and the adaptation of modern models of instructional design in Russian universities.

The results of a study of accepting new conditions in the educational process by students of various forms of university education during the COVID-19 pandemic are presented. The urgency of the problem is due to significant qualitative changes in the educational process associated with the emergency transition to the use of distance learning technology the importance of assessing the dynamics of students’ personal acceptance of the transformations that have occurred. The sample consisted of 1,571 undergraduate and graduate students from universities in 8 federal districts of the Russian Federation, including full-time students (79.2%), part-time students (16.6%) and students of evening classes (4.2%). The main method of analyzing the levels of acceptance of new conditions in the organization of the educational process by among the respondents was a survey. The survey questions were compiled on the basis of focus group interviews with the students of all the three forms of university education ( n = 26). Using Spearman’s rank correlation coefficient, the probable association of the phase of ‘acceptance’ of the learning format using distance learning technology was shown. The results showed that the process of accepting changes among the part-time students was faster than among the full-time students and students of evening classes. A qualitative analysis of signs of acceptance of changes associated with the use of a learning format based on distance learning technology, made it possible to establish that the stages ‘denial’ and ‘aggression’ expressed at the beginning of the pandemic were replaced by the stage ‘acceptance’ for the majority of students. The data obtained can be useful for understanding how university students of various forms of education experience significant qualitative changes in the educational process.

The desire of young people to achieve subjective well-being as a life goal makes a significant contribution to the actualization of their resources, determining various forms of activity. The purpose of the study was to identify differential typological profiles of achieving subjective well-being among Russian young people and to determine the ethno-regional and gender-specific distribution of the resulting profiles. The study sample consisted of 1616 respondents (55% - female) aged 18-35 ( M age = 20.6 ± 3.4 years) from 5 regions, including Karachay-Cherkess Republic, Kabardino-Balkarian Republic, Republic of North Ossetia - Alania, Stavropol Territory, Moscow and the Moscow Region. Seven dominant ethno-regional groups with a total number of 1260 people were identified. Data were collected anonymously using Google-forms. The diagnostic complex included: Self-Regulation Profile Questionnaire, SRPQM-2020 (by V.I. Morosanova); Personal Subjective Well-Being Diagnostics Methodology (by R.M. Shamionov and T.V. Beskova); Tolerance/Intolerance to Uncertainty Questionnaire (by T.V. Kornilova and M.A. Chumakova); Perceived Stress Questionnaire (by T. Yang); The Mini-IPIP Scales by M.B. Donnellan et al. (Short Form of the Goldberg’ International Personality Item Pool-Five-Factor Model measure). To determine the relationship between the indicators of self-regulation, subjective well-being and personal dispositions, an exploratory factor analysis was conducted. Four factors were identified, namely: activity, openness, consistency, and stressority. Through a configuration-frequency analysis, differential typological profiles for achieving subjective well-being were identified: basic, operational, passive, harmonious and directive. It was found that the manifestation of the typological features of subjective well-being was based on certain structural and functional features of conscious self-regulation (planning, programming), as well as personal dispositions (activity, openness, stress resistance, formation of attitudes toward tolerance to uncertainty). The most common profile turned out to be the basic one. The most vulnerable profile, passive, was characterized by low levels of regulatory and personal resources. The young people of the operational profile were close to those of the basic profile in terms of their level of subjective well-being, but were statistically significantly superior to it in terms of the openness factor. For the harmonious and directive profiles, there were no significant differences between the average subjective well-being indicators. At the same time, the representatives of the harmonious profile were distinguished by pronounced openness and low stressority, while those of the directive profile had the lowest indicators of the openness and the highest regulatory indicators of planning and programming in relation to their actions. There was a significant asymmetry in the distribution of the identified profiles depending on the gender and ethno-regional affiliation of the respondents. The males were more likely to have the directive and basic profiles, while the females were more likely to have the harmonious and operational profiles, which appeared to be quite consistent with gender stereotypes. The predominant distribution of profiles in ethno-regional terms was as follows: the basic profile in relatively monocultural regions (Karachay-Cherkess Republic, Kabardino-Balkarian Republic); the operational profile in relatively multicultural regions (Republic of North Ossetia - Alania, Stavropol Territory and Moscow and the Moscow Region); the passive profile in Kabardino-Balkarian Republic; the harmonious profile of girls from the Stavropol Territory, Moscow and the Moscow Region, Republic of North Ossetia - Alania and Karachay-Cherkess Republic; and the directive profile in men from Republic of North Ossetia - Alania. The results of this empirical study clearly demonstrated the possibility of using a differential psychological approach to assessing the structure of the relationship between subjective well-being, personal dispositions and conscious self-regulation to identify the prerequisites for achieving subjective well-being by young people.

From its origin in 1968, one unique mission of Fordham University’s new campus in Lincoln Center for the Performing Arts has been to educate performing artists, including ballet dancers. What is these dancers’ experience with Fordham? This study offers: (a) a concise history of this “marriage of beauty with truth” in Lincoln Center; (b) how the unique educational needs of dancers were addressed by the university; (c) a quantitative assessment using an 80-point student satisfaction survey found 28 NYCB dancers scored significantly higher (mean = 58.5) than 1,365 other Fordham Lincoln Center students (mean = 53.2, t- test, p <. 001); (d) a qualitative assessment revealed different paths that 20 acclaimed NYCB dancers took to apply their Fordham education to second careers in a wide array of specialties: from dance and the arts to management, education, law, psychology, and medicine.

In 2023 year, the world scientific community celebrates the 130th anniversary of the birth of the outstanding Russian scientist Vladimir Nikolayevich Myasishchev (1893-1973). The preservation and integration of his heritage into modern Russian and world science remains a pressing issue. This study allows us to assert that A. Adler’s individual psychology was a common source in the genesis of psychotherapy methods of V.N. Myasishchev and A. Ellis. The material of this research consists of previously unknown correspondence documents of V.N. Myasishchev, stored in the Central State Archive of Scientific and Technical Documentation. V.N. Myasishchev’s works were of great interest to American psychotherapists and psychologists. This fact was confirmed by A. Ellis’s invitation to V.N. Myasishchev in 1964 on a month-long scientific tour to the Ivy League University and leading psychotherapeutic centers of the USA. This clearly indicates a certain contribution made by V.N. Myasishchev to the formation of the second wave of cognitive behavioral therapy methods.