Need for cognition and attitudes toward immigrants among Russian students
The author examined how need for cognition may contribute to the attitudes toward immigrants
among Russian students. It was shown that although need for cognition may not correlate with attitude
toward immigrants directly it might either interact with other factors or influence several relations of at-
titudes. Specifically, low need for cognition may facilitate the application of immigrants’ ethnicity as a
cue for the attitudes toward immigrants. On the contrary, those participants having highneed for cognition
probably may not use immigrants ethnicity as a cue for attitudes. Additionally, need for cognition might
make attitudes toward immigrants more positive among Russian women comparing with Russian men.
Furthermore, a positive correlation between perceived stereotypicity and attitude toward immigrants was
eliminated among lowneed for cognition participants. Moreover, this correlation has become even negative
among lowneed for cognition males. The results of the study are discussed.
The study aims to find out how plagiarism and cheating as dishonest practices correlate with personal characteristics of students (e.g. their involvement in learning and research activities) and specific features of the learning environment. The survey of university students and professors conducted as part of the 2014 Monitoring of Education Markets and Organizations provided the empirical basis for research. The impact of factors was assessed using two binary logistic regressions with response variables describing presence/absence of cheating and plagiarism experience. We show that these types of academic misconduct are not affected by whether or not the university applies formal or informal plagiarism checking techniques. Professor intolerance to cheating and willingness to take strict punitive measures appears to play a more important role in preventing academic dishonesty. Probability of using dishonest practices is also decreased by such factors as intensive preparation for classes, confidence in working in one’s field of study in the future, orientation towards the quality of education instead of its accessibility when choosing university and major.
The authors compare the normative views of Russian and French students concerning the President of the country. The research is based on 200 interviews conducted in Moscow and in Paris. In the majority of cases students offered similar key features of an ideal president. However, the research shows that the category of an ideal president has different meaning among the young of Russia and France. So similar at fi rst glance, the images of the ideal French and Russian leaders, in fact, refl ect the different national views on the personal qualities which are necessary for the head of modern state.
This paper presents findings from in-depth interviews (N = 136) conducted among students at leading Russian universities. Qualitative analysis reveals a three-way divide in how the students imagine Russia’s future. The largest group is optimistic about Russia, seeing it as a global power. A second, smaller group expects Russia to decline in the coming years, while the third group is undecided and unwilling to make forecasts. The paper considers the arguments of the ‘optimists’ and ‘pessimists’, who respectively backed and criticized Crimea’s incorporation into Russia. The paper highlights the association between support for the annexation and optimism about Russia’s future.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.