SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

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CONTENTS

Theory and Method of Systems Psychology

Romanova E. S., Abushkin B. M. A systemic methodological approach to students’ self-actualization in the formation of image qualities

Nozikova N. V. Principles of modeling in the experimental study of a psychosemantic object: system approach

Psychological Researches

Ryzhov B. N., Kotova O. V. Dynamics of sex and age characteristics of motivation in the epoch of adolescence and youth (with translation into English)

Sheinov V. P., Devitsyn A. S. The development of a reliable and valid social media dependence questionnaire

Korzhova E. Yu., Kormacheva I. N. Role of procrastination in the structure of learning activity: system approach

Ehksakusto T. V., Kibal´chenko I. A. Intellectual and personal prerequisites of success: system analysis and researches prospects

Svilina O. A., Safiullin M. R. Psychology of motivation of an athlete nowadays: system empirical analysis

Veraksa N. E., Airapetyan Z. V., Almazova O. V. Developmental processes understanding among preschool children: the “Cycles” task

Alekseenko M. S. Model of system psychological support of flight activity

History of Psychology and Psychology of History

Ivanov D. V. Systemic ideas in the psychological thought of Russia at the beginning of the XIX century: P. D. Lodiy

Information

Authors of the Journal «Systems Psychology and Sociology», 2021, № 2 (38)

Author Guidelines

  Просмотров: 353

UDC 159.9

DOI 10.25688/2223-6872.2021.38.2.10

SYSTEMIC IDEAS IN THE PSYCHOLOGICAL THOUGHT OF RUSSIA

AT THE BEGINNING OF THE XIX CENTURY:

P. D. LODIY

D. V. Ivanov,

NSPU, Novosibirsk,

ivanovdirkutsk@yandex.ru

 The article examines the systemic ideas of one of the major figures of the Russian enlightenment — P. D. Lodiya, which allow us to speak about his contribution to the development of Russian psychological thought at the beginning of the XIX century, to the formation of a professional scientific thesaurus, a system of psychological concepts in Russia. There are three major stages in the life of this educator. The first, which lasted from 1779 to 1803, included “apprenticeship and the foreign stage of teaching activity”. The second from 1803 to 1819 became a period of “flourishing and scientific rise”, the demand for socio-pedagogical experience of teaching and leadership, a systemic presentation of psychological views. The third stage in life from 1819 to 1829 — is the gradual completion of the creative path against the background of a changing ideological reaction in Russia, the sunset of the ideas themselves, going away with their bearer.

Lodiy’s psychological ideas and views allow us to note his commitment to the psychological principle of improvement, development of the human nature and society. Lodiy considered the nature of man without mythologizing his psychology. The enlightener’s views on the psychic reality of human existence are systematized. He believed that the external world is sensually perceived by man, regardless of “spiritual forces”. In the ideas of the thinker special attention is paid to the issues of individual features and differences identified in people. He notes natural capabilities of a person and the ways of education and interaction with him as conditions for development and improvement. He draws attention to the relationship between a person and the socio-historical environment that acts as a conductor of education. Lodiy’s “struggling man” is a historically and socially conditioned hypostasis of an individual who is ready for active social actions, overcoming and eliminating various obstacles standing in the way of perfection.

The article uses historical and psychological reconstruction, bibliographic technique, psychological interpretation of the ideas and views of the thinker of the Russian Enlightenment, contained in a number of authentic sources at the time of their writing.

Keywords: P. D. Lodiy; systemic ideas; nature; feeling; understanding; temperament; education; instruction; semiotics of the mind; gymnastics of the mind; a struggling person.

For citation: Ivanov D. V. Systemic ideas in the psychological thought of Russia at the beginning of the XIX century: P. D. Lodiy // Systems Psychology and Sociology. 2021. № 2 (38). P. 110–126. DOI: 10.25688/2223-6872.2021.38.2.10

Ivanov Denis Vasilievich, PhD in Pedagogical Sciences. Associate Professor at the Department of General Psychology and History of Psychology of the Novosibirsk State Pedagogical University, Novosibirsk, Russia.

E-mail: ivanovdirkutsk@yandex.ru

ORCID: 0000-0002-2478-1468

  Просмотров: 335

UDC 159.9

DOI 10.25688/2223-6872.2021.38.2.09

MODEL OF SYSTEM PSYCHOLOGICAL SUPPORT OF FLYGHT ACTIVITY

M. S. Alekseenko,

RISRI (AKM and VE), Moscow,

ulitsapesen@gmail.com

The article is devoted to the problem of the system organization of psychological support for the professional activity of civil aviation pilots. Psychological support of flight activity is a set of measures aimed at studying flight activity, maintaining the professional longevity of flight personnel by evaluating the qualities that determine professional suitability and efficiency of the pilot, as well as correcting emerging psychological conditions reducing the reliability of his professional activity. The tasks of psychological support include improving the effectiveness of flight crew training methods, searching for reserves of the human psyche necessary to overcome difficult situations in flight, selecting aviation personnel, evaluating and improving the psychological climate in the structural divisions of the airline, as well as directly in the flight crew itself. The scientific and practical methods of professional support include: analysis, forecasting, training.

The main importance for psychological support is the system of longitudinal professional psychological selection. A longitudinal study of professionally important qualities of flight personnel in the aviation training center for civil aviation, conducted in the period from 2006 to 2020, showed that the success of mastering the flight profession did not so much depend on the absolute values of the development of professionally important qualities, as on the ratio of studied qualities and the dynamics of their development in the process of flight training. In this article the study of professionally important qualities of pilots is considered from the standpoint of operational efficiency and is the continuation of the research of D. V. Gander, G. M. Zarakovsky, D. A. Leontiev, V. A. Ponomarenko, etc.

Prolonged selection of flight personnel should be carried out at every stage of the pilot’s professionalization, including the stage of advanced training and in the process of periodic ground training. This paper presents the analysis of the data obtained at the stage of retraining pilots for a new type of aircraft and commissioning as an aircraft commander.

Keywords: psychological selection of pilots; training of civil aviation pilots; system psychology; professionally important qualities; flight safety; personal potential; medical and flight expert commission (VLEK); professional suitability.

For citation: Alekseenko M. S. Model of system psychological support of flight activity // Systems psychology and sociology. 2021. № 2 (38). P. 97–109. DOI: 10.25688/2223-6872.2021.38.2.09

Alekseenko Maria Sergeevna, PhD in Psychology, Senior Researcher of the Research Institute of the Scientific Research Institute (AKM and VE). Teacher of the Aeroflot School and S7 Training aviation centers. Specialist in professional psychological selection of military pilots and civil aviation pilots, Moscow, Russia.

E-mail: ulitsapesen@gmail.com

ORCID: 0000-0003-0152-7026

  Просмотров: 251

UDC 37.025.7

DOI 10.25688/2223-6872.2021.38.2.08

DEVELOPMENTAL PROCESSES UNDERSTANDING

AMONG PRESCHOOL CHILDREN:

THE “CYCLES” TASK

N. E. Veraksa,

MSU, Moscow,

neveraksa@gmail.com,

Z. V. Airapetyan,

MSU, Moscow,

zlata.a.v@yandex.ru,

O. V. Almazova,

MSU, Moscow,

almaz.arg@gmail.com

 The purpose of this article is, firstly, to describe the diagnostic technique “Cycles”, assessing children’s understanding of developmental processes expressed cyclically; secondly, in highlighting the peculiarities of understanding the developmental processes in girls and boys 5–7 years old; thirdly, in the presentation of norms for the implementation of the “Cycles” methodology for boys and girls 5–7 years old. The article presents the theoretical foundations for the application of the “Cycles” methodology, shows the results of its use and the obtained norms for girls and boys 5–7 years old.

Data were obtained on the understanding of developmental processes by older preschool children and on the differences between boys and girls in the success of solving a dialectical problem aimed at assessing the development process. The article attempts to generalize the results of research about understanding developmental processes in children, and also considers the methodology developed within the framework of the structural-dialectical approach to assess the ability to understand developmental processes.

Keywords: dialectical thinking; cyclical representations; preschoolers’ conception development; preschoolers; the “Cycles” task.

For citation: Veraksa N. E., Airapetyan Z. V., Almazova O. V. Developmental processes understanding among preschool children: the “Cycles” task // Systems Psychology and Sociology. 2021. № 2 (38). P. 87–96. DOI: 10.25688/2223-6872.2021.38.2.08

Veraksa Nikolai Evgenievich, Doctor of Psychology, Professor of the Department of Educational Psychology and Pedagogy at the Faculty of Psychology Lomonosov Moscow State University, Moscow, Russia.

E-mail: neveraksa@gmail.com

ORCID: 0000-0003-3752-7319

Airapetyan Zlata Valerievna, Junior Researcher of Department of Educational Psychology and Pedagogy at the Faculty of Psychology Lomonosov Moscow State University, Moscow, Russia.

E-mail: zlata.a.v@yandex.ru

ORCID: 0000-0002-4466-9799

Almazova Olga Viktorovna, PhD in Psychology, Associate Professor of the Department of Age Psychology at the Faculty of Psychology Lomonosov Moscow State University, Moscow, Russia.

E-mail: almaz.arg@gmail.com

ORCID: 0000-0001-8852-4076

  Просмотров: 290

UDC 159.9

DOI 10.25688/2223-6872. 2021.38.2.07

PSYCHOLOGY OF MOTIVATION OF AN ATHLETE NOWADAYS:

SYSTEM EMPIRICAL ANALYSIS

O. A. Svilina,

KFU, Kazan,

leon316@yandex.ru,

M. R. Safiullin,

KFU, Kazan,

c.p@tatar.ru

The article provides a system empirical analysis of the motivating factors that affect the motivation of an athlete. The field of sports is unique in its nature in terms of tools and methods of motivating athletes. Conducting a comprehensive analysis of the psychological characteristics of the athlete’s motivation settings and effective mechanisms of influence on the psyche, the study of his value orientations - all this is the key to the successful disclosure of the athlete’s potential, as well as its implementation at the highest possible level. This, in turn, ensures the achievement of high results in the sport by the individual himself, the sports school to which he belongs and, finally, will determine the probability of the national sport success at the international level.

The high degree of relevance of the research topic predetermined its choice and implementation mechanisms, including, among other methods of questionnaires and continuous interviews of athletes.

The purpose of the study is to identify the current settings of the motivational framework of the athlete at the present stage of the development of the society (followed by a comparative analysis with similar parameters characteristic of the past historical period) on the basis of the developed mechanisms and tools for quantitative measurement of basic motivational factors.

The results obtained made it possible to identify the value orientations and motivational settings of modern athletes, to identify their changes over time, which served to develop directions for the possible development of the theory and practice of sports psychology.

Keywords: motivational framework of the athlete; motivation index; process-dynamic approach; system analysis; material components of motivation; spiritual components of motivation; psychological impact; psychological adjustment.

For citation: Svilina O. A., Safiullin M. R. Psychology of motivation of an athlete nowadays: system empirical analysis // Systems Psychology and Sociology. 2021. № 2 (38). P. 78–86. DOI: 10.25688/2223- 6872.2021.38.2.07

Svilina Olga Alekseevna, Post-graduate student of the Department of General Psychology of the Kazan Federal University, psychologist at the Sports Training Center of the Republic of Tatarstan, Kazan, Russia.

E-mail: leon316@yandex.ru

ORCID: 0000-0002-4580-7890

Safiullin Marat Rashitovich, Doctor of Economics, Professor, Professor of the Department of Management at the Kazan Federal University, Kazan, Russia.

E-mail: c.p@tatar.ru

ORCID: 0000-0003-3708-8184

  Просмотров: 315

UDC 159.9

DOI 10.25688/2223-6872. 2021.38.2.06

INTELLECTUAL AND PERSONAL PREDICTORS OF SUCCESS:

SYSTEM ANALYSIS AND RESEARCHES PROSPECTS

T. V. Ehksakusto,

SFedU, Taganrog,

etv01@yandex.ru,

I. A. Kibal´chenko,

SFedU, Taganrog,

kibal-irina@mail.ru

The article is devoted to the systematization of scientific data regarding success, based on the identification of the crystallised, core foundation of its actualization in various spheres of life. The system analysis carried out in the research showed that success is based on the complex of intellectual and personal predictors including cognitive structures (such as intelligence, cognitive style, cognitive attitude, etc.) to social and psychological peculiarities (e.g., communication resource, social activity, etc.). At the same time the research figures that a wide range of intellectual and personal predictors and success factors contravene the lack of scientific facts about universal/stable intellectual and personal structure which is studied from the point of view of being a core of real and potential success. We supposed that mental representations can become the basis of this intellectual and personal structure. Thus, hypotheses were put forward: in the diversity of the occurrence of the concept of “success” in different contexts, the tendency of the interrelationships of its intellectual and personal markers will stand out; and that the starting point of modeling the picture of success and the result of integrating the intellectual and personal capabilities of its achievement are mental representations of a person’s success.

To test the suppositions the content analysis of 1043 studies on the subject of intellectual and personal predictors of success was held. Three main groups of publications with significant differences in the frequency of the corresponding success markers, where the subject of the study is differentiated between personal and socio-psychological prerequisites for success, where integrated groups of intellectual and personal prerequisites are described, and where the interrelationships of different signs of mental representations of success with personal and intellectual characteristics are studied, were identified. In the process of content analysis and factorization of its results, the co-directional component of intellectual and personal predictors and mental representations of success in contrast with incoherent/differentiated personal and social and psychological ones was revealed.

Just a few researches (out of the analyzed ones) study mental representations as the crystallizing basis of personal success being closely interrelated with its intellectual and personal predictors. Consequently, the system empirical study of intellectual and personal predictors of success reflected in its mental representations is of great importance and scientifically significant nowadays.

Keywords: success; system analysis; intellectual and personal predictors; mental representations of success; concept characteristics; content analysis.

For citation: Ehksakusto T. V., Kibal´chenko I. A. Intellectual and personal prerequisites of success: system analysis and researches prospects // Systems Psychology and Sociology. 2021. № 2 (38). P. 65–77. DOI: 10.25688/2223-6872.2021.38.2.06

Ehksakusto Tatiana Valentinovna, PhD in Psychology, Associate Professor, Associate Professor at the Department of Psychology and Life Safety at the Institute of Computer Technologies and Information Security of the Southern Federal University, Taganrog, Russia.

E-mail: etv01@yandex.ru

ORCID: 0000-0002-6862-2063

Kibal´chenko Irina Aleksandrovna, Doctor of Psychological Sciences, Associate Professor, Professor at the Department of Psychology and Life Safety at the Institute of Computer Technologies and Information Security of the Southern Federal University, Taganrog, Russia.

E-mail: kibal-irina@mail.ru

ORCID: 0000-0001-7730-7172

  Просмотров: 281

UDC 159.9.07

DOI 10.25688/2223-6872.2021.38.2.05

ROLE OF PROCRASTINATION IN THE STRUCTURE OF LEARNING ACTIVITY:

SYSTEM APPROACH

E. Yu. Korzhova,

Herzen University, St. Petersburg,

elenakorjova@gmail.com,

I. N. Kormacheva,

PC “Iris”, Novosibirsk,

irina@kormacheva.ru

 The article examines the problem of procrastination in the context of activity based on two systemic theories: A. A. Volochkov’s model of educational activity and P. Steele’s theory of temporary motivation, which considers procrastination in the educational and professional sphere. An empirical study, the purpose of which is to determine the role of procrastination in the structure of learning activity is presented. Respondents: 209 students aged 18–36 (M = 23.3). The study uses path analysis. The following methods are used: P. Steele’s procrastination scale, A. A. Volochkov’s students Learning Activity questionnaire. The empirical data were processed using IBM SPSS Statistics 22.0 and the Amos 24.0 application. As a result of the study, a model that reflects the role of procrastination in the structure of educational activity (the share of dispersion of educational activity is 94 %) was built. According to the obtained empirical model, the following independent variables make a statistically significant contribution to learning activity: procrastination (β = –0,163), dynamic component (β = 0,349), activity potential (β = 0,337), effective component (β = 0,524). A negative relationship between procrastination and the components of learning activity: activity potential, effective and dynamic components was found. According to the results of the study, the following conclusions were drawn: procrastination is included in the structure of educational activity as an element negatively interrelated with other elements and “takes the place” of the regulatory component with a “–” sign; procrastination affects the decrease in the potential of educational activity, which includes educational motivation and psychophysiological characteristics of the student; procrastination reduces the indicators of the dynamic component (“speed” characteristics of the performance realization of activity and the dynamics of modification of educational activity); procrastination contributes to a decrease in the indicators of the effective component (weak results of educational activity; inadequate satisfaction with the results of educational activity). The effect of procrastination on this component stops the process of self-reproduction of learning activity.

Keywords: system approach; procrastination; path analysis; educational activity; components of educational activity.

For citation: Korzhova E. Yu., Kormacheva I. N. Role of procrastination in the structure of learning activity: system approach // Systems Psychology and Sociology. 2021. № 2 (38). P. 56–64. DOI: 10.25688/2223- 6872.2021.38.2.05

Korzhova Elena Yurievna, Doctor of Psychological Sciences, Professor. Head of the Department of Human psychology at the Herzen State Pedagogical University of Russia, Saint-Petersburg, Russia.

E-mail: elenakorjova@gmail.com

ORCID: 0000-0002-1128-1421

Kormacheva Irina Nikolaevna, Head of the Psychological Center “Iris”, Novosibirsk, Russia.

E-mail: irina@kormacheva.ru

ORCID: 0000-0001-9208-0922

  Просмотров: 402

UDC 159.9.07

DOI 10.25688/2223-6872.2021.38.2.04

THE DEVELOPMENT OF A RELIABLE AND VALID SOCIAL MEDIA

DEPENDENCE QUESTIONNAIRE

V. P. Sheinov,

NIHE, Minsk,

Republic of Belarus,

sheinov1@mail.ru,

A. S. Devitsyn,

BSU, Minsk,

Republic of Belarus,

a.dziavitsyn@gmail.com

The article touches upon the question of the need to create a reliable and valid questionnaire aimed at identifying dependence on social networks. Nowadays many people prefer online communication to traditional forms of interaction. The use of social media is growing rapidly and has already reached over a third of the world’s population. Social media addiction has become one of the most widespread non-medical addictions. At the same time, in the context of the coronavirus pandemic, people began to spend more time on social networks, which now even more influence on the lifestyle and psychology of people, study and work. All this made it very relevant to system research this phenomenon and its influence on all aspects of modern life.

Numerous experimental results on the dependence on social networks and its relationship with the states and personal qualities of their overactive users have been obtained in a large number of foreign studies (carried out in the USA, Germany, Great Britain, China, the Republic of Korea, Israel, Turkey, Afghanistan, Bangladesh, etc.) using questionnaires that diagnose this addiction. The lack of such a tool among Russian-speaking researchers is a serious factor hindering the conduct of similar research in the Russian society. Therefore, the purpose of this work is to develop a questionnaire for dependence on social networks. The article shows that the developed questionnaire is reliable and valid.

It meets the standard reliability questionnaire requirements, and the key criteria for validity. The proposed questionnaire is standardized: the norms for women and men, which allow us to express the difference between the individual result and the average in units of standard deviation are given. The initial data for the study were obtained by an online survey conducted using an automated system developed by the authors for processing tests and promptly communicating their results to the subjects in an anonymous mode.

The social media addiction diagnosed by the questionnaire is positively correlated with anxiety, depression, loneliness, extraversion, female sex, and negatively correlated with self-esteem, life satisfaction and age. The dependence on social networks among women is highly statistically significantly higher than that of men. A factorial model of dependence on social networks has been built, including 3 factors: «Psychological state», «Communication», «Information».

Keywords: social networks; addiction; system research; questionnaire; reliability; validity; connections; personal qualities and conditions; men; women.

For citation: Sheinov V. P., Devitsyn A. S. The development of a reliable and valid social media dependence questionnaire // Systems Psychology and Sociology. 2021. № 2 (38). P. 41–55. DOI: 10.25688/2223-6872.2021.38.2.04

Sheinov Viktor Pavlovich, Doctor of Sociological Sciences, PhD in Physical and Mathematical Sciences, Professor. Professor at the Department of Psychology and Pedagogical Mastery of the Republican Institute of Higher Education, Minsk, The Republic of Belarus.

E-mail: sheinov1@mail.ru

ORCID: 0000-0002-2191-646X

Devitsyn Anton Sergeevich, Senior Lecturer, Department of Web Technologies and Computer Modeling, Belarusian State University, Minsk, The Republic of Belarus.

Email: a.dziavitsyn@gmail.com

ORCID: 0000-0002-2804-4107

  Просмотров: 265

UDC 159.9.07

DOI 10.25688/2223-6872.2021.38.2.03

DYNAMICS OF SEX AND AGE CHARACTERISTICS OF MOTIVATION

IN THE EPOCH OF ADOLESCENCE AND YOUTH

B. N. Rizhov,

MCU, Moscow,

RyzhovBN@mgpu.ru,

O. V. Kotova,

MCU, Moscow,

KotovaOV@mgpu.ru

The article is devoted to the system-psychological analysis of the dynamics of sex and age characteristics of motivation in the epoch of adolescence and youth. The motivational structure is a relatively stable system, but different age periods are characterized by the predominance of certain types of motivation. At the same time, the dominance of certain tendencies in the motivational profile of an individual has a socio-cultural and sex-and-age conditionality.

The study of the dynamics of sex and age characteristics of motivation structure in the epoch of adolescence and youth was conducted from October 2019 to March 2021 in the Moscow region using the test of the system profile of motivation. The total number of subjects was 385 people aged 17 to 36 years, of which 137 people were men, 248 people were women.

In the course of the conducted research, a number of features of motivational dynamics were identified. In particular, in the general sample, the indices of cognitive motivation reach their peak values in the adolescence epoch (17–24 years), and the indices of reproductive motivation reach their peak in the youth epoch (25–36 years). However, in the youth epoch, in the male sample a statistically significant excess of self-realization motivation indices was revealed. At the same time, in the same period in the female sample a statistically significant excess of self-preservation motivation indices was found. The empirical data obtained generally confirm the results of the population study 2006–2011, permitting at the same time to clarify a number of sex and age features in the development of motivational trends.

Keywords: system psychology; motivation; sex and age characteristics; system periodization of development; system-psychological analysis; the epoch of adolescence; the epoch of youth.

For citation: Ryzhov B. N., Kotova O. V. Dynamics of sex and age characteristics of motivation in the epoch of adolescence and youth // Systems Psychology and Sociology. 2021. № 2 (38). P. 23–40. DOI: 10.25688/2223-6872.2021.38.2.03

Ryzhov Boris Nikolayevich, Doctor of Psychological Sciences, Professor of the Department of General and Practical Psychology at the Institute of Special Education and Psychology of the Moscow City University, Moscow, Russia.

E-mail: RyzhovBN@mgpu.ru

ORCID: 0000-0001-8848-3622

Kotova Olga Viktorovna, Expert in the Laboratory of Social-and-Psychological Researches in Education at the Institute of Special Education and Psychology of the Moscow City University, Moscow, Russia.

E-mail: KotovaOV@mgpu.ru

ORCID: 0000-0002-4399-4274

  Просмотров: 286

UDC 159.9

DOI 10.25688/2223-6872.2021.38.2.02

PRINCIPLES OF MODELING IN THE EXPERIMENTAL STUDY

OF A PSYCHOSEMANTIC OBJECT: SYSTEM APPROACH

N. V. Nozikova,

PNU, Khabarovsk,

nv_nozikova@bk.ru

The article presents the rationale for the application of the methodology of the system approach in modeling the results of the study of a holistic psychosemantic object. Modeling using the procedures of mathematical processing of the results of an experimental study is a universal epistemological form of the research. Main theoretical provisions of the application of modeling methods in a psychological research are summarized. The existing models that reveal the semantic space as a system of signs of a certain reality are considered.

It is proposed to use in a psychosemantic research the epistemological version of the methodology of the system approach — the “algorithm of system research” by A. V. Karpov, which allows us to construct a conceptually complete model of an object in the integrity of its ontological, structural, functional, genetic and integrative plans. The experimental research on the methodological basis of an interdisciplinary and system approach, the psychosemantic paradigm and the theory of similarity will allow us to identify a complex object in the semantic space that is subordinate to a specific goal, perform its analysis, establish its system organization and propose a conceptual model of a complete psychosemantic prototype object. The application of a systematic approach to the cognition of complex psychosemantic objects will allow us to establish and reveal new patterns in human psychology.

Keywords: system approach; system research algorithm; model; psychosemantics; semantic space; psychosemantic system; family purposefulness; family; values.

For citation: Nozikova N. V. Principles of modeling in the experimental study of a psychosemantic object: system approach // Systems Psychology and Sociology. 2021. № 2 (38). P. 14–22. DOI 10.25688/2223- 6872.2021.38.2.02

Nozikova Natalya Valentinovna, PhD in Psychology, associate professor. Associate Professor of the Department of Psychology at the Pacific State University, Khabarovsk, Russia.

E-mail: nv_nozikova@bk.ru

ORCID: 0000-0002-3467-0729