No 1 (2024)

This article presents the results of the XIXth International Scientific and Practical Conference, “The Teacher of the Future in Dialog between Science and Pedagogical Practice,” on July 4 and 5, 2023, as part of the Year of the Teacher in the Russian Federation. The Federal State-Funded Educational Institution “Psychological Institute of the Russian Academy of Education” organized the conference in Moscow. The conference aimed to address a key theoretical and practical challenge: creating optimal psycho-pedagogical conditions for future teachers’ personal and professional development. This development is seen as a convergence of national traditions in Russian education, contemporary scientific knowledge, and innovative technologies. Such teachers can lead students to selfdiscovery and self-realization.

The study focuses on the organization of pedagogical interaction with modern children in the context of ensuring their psychological safety. New challenges and threats related to the digitalization of all areas of life are considered, which must be taken into account in the organization of pedagogical communication and management of interaction with children of Generation Z. The scientific novelty lies in the fact that the question of the psychological safety of children in the educational environment is approached from two angles: age psychological and information-pedagogical. The first approach is based on taking into account the specifics of Generation Z when interacting with it, while the second approach involves the prudent use of digital technologies in education, taking into account the risks and threats that may arise from their use. Traditional teaching methods are being reconsidered due to the new challenges of the digital generation and educational innovations. It is emphasized that teachers should develop pedagogical skills, increase their competence, and develop a value-based attitude toward children’s personal development. The identified risks and threats represent a particular aspect of pedagogical work that ensures children’s psychological safety in the learning process.

The widespread use of smartphones and social networks has profoundly affected the quality of communication and led to changes in its characteristics, including those measured by the Self-Monitoring Scale. Examining these changes is crucial, especially in the context of the evolving landscape of digital communication. Although the Self-Monitoring Scale was introduced 40 years ago by M. Snyder, it remains a staple of research, demonstrating its enduring applicability. However, there is a growing consensus in the psychological community, both domestically and internationally, that the established methods need to be updated. The reason for this is the potential discrepancy between the responses of today’s respondents and those of people from decades past for whom these scales were developed initially. The changing communication context requires re-evaluating these tools to ensure that they remain relevant and reflect current societal dynamics. The aim of the study to reduce the number of questions in the Scale is also important, as large questionnaires cause difficulties in collecting material and (as relevant offline and online studies have shown) lead to poorer quality responses. Aims of the research: 1) Development of a reliable and valid short version of the Self-Monitoring Scale by M. Snyder; 2) Construction of meaningful models for the Self-Monitoring Scale. The empirical basis of the study was the results of online tests with 1911 respondents from Belarus and Russia, including 1206 women and 605 men. The study was based on the classic test by M. Snyder Self-Monitoring Scale, questionnaires on smartphone addiction (author – V.P. Sheinov), addiction to social networks (authors – V.P. Sheinov, A.S. Dziavitsyn) and the Academic Motivation Scale questionnaire by Vallerand (adapted to the Russian-speaking society by T.O. Gordeeva, O.A. Sychev and E.N. Osin) was also used. Statistical analysis was performed using the SPSS-22 package and the R-based Jamovi version 2.3.21. As a result of this study, a valid and reliable short version of the Self-Monitoring Scale questionnaire was created, consisting of 8 questions on self-monitoring, with better psychometric properties than the original version created by M. Snyder. A rich two-factor model of the Self-Monitoring Scale was developed. The short Self-Monitoring Scale allows you to collect larger samples with better-quality responses.