Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology

.The relevance of the study is due to the objective necessity to generalize the main trends of scientifi c research that have been developed earlier with the intergenerational communication and development of modern scientifi c schools of the Faculty of Psychological, Pedagogical and Special Needs Education of the Saratov State University, which is celebrating its 45th anniversary in November 2023. The purpose of the study is to generalize the experience of formation and development of scientifi c schools of the Faculty of Psychological, Pedagogical and Special Needs Education of Saratov State University from the diachronic perspective. Methods (tools): retrospective and comparative analysis of the data from scientifi c and bibliographic sources. Results. The contemporary psychological school is presented through the prism of the scientifi c interests of Professor I. V. Strakhov, the pedagogical one is represented through the works of academician N. F. Posnansky, the defectological school is analyzed through the works of the founder of Russian typhlopedagogics (methods of teaching the blind) A. A. Krogius. The study analyzes the works of V. I. Balayeva, K. F. Sedov, G. K. Parinova, E. A. Alexandrova, R. M. Shamionov, M. V. Grigorieva, Yu. V. Selivanova and other methodologists in a retrospective and perspective aspects. For the fi rst time, an attempt has been made to outline the origins of the methodological school of the faculty. The study also presents the experience of several generations of the faculty teachers connected with their participation in the creation of federal and regional textbooks for schools and workbooks for students, which was predetermined by the series of publications “Pedagogical Institute for the School”. The range of modern scientifi c and methodological interests of the faculty stuff is systematized: grant projects, initiative research topics of the faculty chairs, the agenda of the dissertation boards. Moreover, the study presents the faculty research cluster: it has specifi ed the existing laboratories, centers, and equipment for collecting empirical data. Conclusion. The study has summarized the experience of the formation and development of scientifi c and methodological schools of the faculty. It has identifi ed traditional research issues that are characteristic of all the stages of diachronic development and the transformed research topics and/or the issues that re-emerged under the infl uence of the public demand of the modern world and the current socio-cultural situation.

The relevance of the study is due to the fact that the technology of unmanned transport is being tested more and more actively and is gradually introduced into our lives promising various advantages. Meanwhile, it is stated that an unmanned vehicle causes distrust, unlike a driver-driven vehicle. The purpose of the study is to conduct a theoretical review of Russian and foreign literature in the fi eld of studying people’s attitudes to innovative technologies and to identify the social and psychological determinants of the individual’s attitude to unmanned vehicles. The research methods: theoretical analysis of domestic and foreign literature studying attitudes to innovative technologies, artifi cial intelligence, as well as unmanned motor transport. Results. The study has considered the formation of the concept of diff usion of innovations. Modern models of technology adoption have been studied. The article highlights a number of social and psychological determinants of a person’s attitude to an unmanned vehicle. The main conclusions. The conducted theoretical research allows us to conclude that the attitude of an individual to the unmanned transport technologies is a multifactorial phenomenon that is formed under the infl uence of various psychosocial factors. It is concluded that it is necessary to structure the process of introducing the unmanned vehicle technology from the standpoint of the socio-psychological attitude of an individual to such a technology.

The relevance of the research is due to the fact thatmethods of coping with stress are an important predictor of professional burnout. However, previous studies have focused on the assessment of two-dimensional correlations, and did not take into account the complex structure of connections of coping methods both with each other and with the symptoms of professional burnout. The use of a network approach allows us to overcome this limitation. The purpose of the study is to reconstruct the network of correlations between the ways of coping with stressful situations and professional burnout and also to describe this network. The research hypothesis that ways of coping with stressful situations form clusters of nodes which are connected with each other and with burnout symptoms, contributing to the manifestation of nurses’ burnout. Participants: 97 nurses (Udmurt Republic) aged from 24 to 71 years old (M = 46.58; SD = 9.54) with work experience from 2 to 53 years (M = 24.95; SD = 9.92). Methods: “Dealing with Diffi cult Life Situations Questionnaire” (by W. Janke, G. Erdmann), which allows to evaluate 20 dispositional ways to overcome stressful situations, and “Maslach Burnout Inventory for Medical Personnel” (by C. Maslach, S. Jackson), aimed at studying the symptoms of burnout; network analysis. Results: the study has revealed that ways of coping with stressful situations form intercorrelated clusters. The nodes of the fi rst cluster are aimed at reducing stress and are associated with professionalism as a symptom of burnout, and the nodes of the second cluster contribute to stress growing and are associated with emotional exhaustion and cynicism. The central node of the fi rst cluster is the desire to successfully solve the problem, and the central node of the second cluster is the inability to distract from the problem. Conclusion: the results obtained are consistent with the previous studies, but clarify them. The study describes the activation specifi cs of the identifi ed patterns based on the structure of correlations, which makes it possible to predict the response of the network under study to psychological infl uences. Practical significance: the research results can be useful for identifying indicators of professional burnout based on the observed patterns of stress management. The study is the fi rst one carried out in this area on the basis of a network approach. 

The relevance of the research is determined by the increasing role of a teaching and learning psychologist in the educational process, as well as the need for a teaching and learning psychologist to meet the requirements of the modern education system. The purpose of the research is to study the types of personal and professional self-realization of teaching and learning psychologists, as well as the psychological predictors of such self-realization. The article puts forward the hypothesis that there are characteristic types of personal and professional self-realization of teaching and learning psychologists, whose predictors are the parameters of the motivational and semantic sphere, and instrumental and stylistic characteristics of the personality, as well as indicators of self-regulation and emotional stability. Participants: teaching and learning psychologists (N=164) of educational institutions in Yekaterinburg and the Sverdlovsk region, including women (N = 150) and men (N = 14), aged 25 to 60 years; 32.4% have job experience of more than 10 years, 23.2% – from 5 to 10 years, 44.4% – less than 5 years. Methods (tools): Multidimensional Questionnaire of Personality Self-realization (S. I. Kudinov) was used to identify the features of self-realization of teaching and learning psychologists, Life Orientations Test (D. A. Leontiev) was used to identify the parameters of the motivational and semantic sphere, Resilience Test (E. N. Osin, E. I. Rasskazova) and Questionnaire of Volitional Self-control (A. G. Zverkov, E. V. Eidman) were used to study instrumental and stylistic characteristics and indicators of emotional stability, the technique of professional identity analysis (L. B. Schneider) was used to assess the parameters of professional development. Life Satisfaction Scale (E. Dinner adapted by D. A. Leontiev, E. N. Osin) and diagnostic methods of subjective well-being of the individual (R. M. Shamionov, T. V. Beskova) were used to assess the success of personal and professional self-realization. Results: the research has identifi ed the characteristic types of personal and professional self-realization of teaching and learning psychologists diff ering in the degrees of manifestation of its structural components: “positive”, “negative”, “imaginary” and “prospective”. Based on the three general factors: “life awareness”, “active life position” and “crisis of professional development”, the author has suggested the empirically confi rmed models of how psychological characteristics and types of personal and professional self-realization of teaching and learning psychologists are interrelated. The article also describes the predictors of personal and professional self-realization of teaching and learning psychologists. Main conclusions: the article has clarifi ed the features of personal and professional self-realization of teaching and learning psychologists as subjects of educational relations; additionally, the study has identifi ed the role of personal characteristics (motivational-semantic, instrumental-stylistic, emotional, resource) in achieving personal and professional self-realization, when the latter is the foundation of the subjective well-being and life satisfaction of teaching and learning psychologists in the conditions of modern transformations in the education system. The results of the study can be used to develop programs for personal and professional development, prevention of crises of professional development, psychological support of teaching and learning psychologist at diff erent stages of their professional paths and personal growth.