Research shows that a formal education in business-related subjects is
not as important in achieving a business career in Russia as are more
informal, personal, and network factors.
Added: Jun 3, 2015
Hachaturova M. R. The International Journal of Interdisciplinary Social and Community Studies. 2013. Vol. 7. No. 2.
P. 61-73.
Coping behaviour plays a great role in solving an interpersonal conflict. Time perspective, hardiness, self-efficacy, achievement motivation, affiliation motivation, and locus of control can be considered personality coping-resources. The combination of them and the degree of their intensity can be connected with the choice of specific coping strategies. Therefore, the goal of the research was investigating personality types of coping behaviour in an interpersonal conflict. The results of the empirical research (331 respondents) are given in this article. Classification of personality types showing various features of coping behaviour in a situation of an interpersonal conflict was the result of the research. Four personality types were differentiated - dependent, steady, unsteady and diffuse. The research allows us to suggest that the hardiness level has become the main factor in the choice of coping strategies. When it is not high, a person chooses emotional strategies, and strongly pronounced hardiness determines the choice of cognitive strategies.
Added: Aug 8, 2013
Гордеева Т. О.,
Стехов А. В. В кн.: V Международная научная конференция «Психология индивидуальности»: сборник материалов. М.: Литературное агентство "Университетская книга", 2015.
С. 344-346.
Added: Nov 22, 2016
Gulevich O. PSYCHOLOGY. WP BRP. Издательский дом НИУ ВШЭ, 2014. No. 20.
This study explored the relation between social beliefs, organizational justice evaluation, and learning motivation. Three hypotheses were tested. Hypothesis 1 suggested that justice evaluation is negatively related to amotivation and positively related to intrinsic learning motivation. According to Hypothesis 2, dangerous and jungle world beliefs are positively related to amotivation and negatively related to intrinsic learning motivation. Hypothesis 3 suggested that the relation between social beliefs and learning motivation is moderated by organizational justice evaluation. Participants were 895 first and fourth year students of four Russian universities. They completed the ‘Dangerous World Beliefs Scale’, ‘Jungle Word Beliefs Scale’, ‘Organizational Justice Scale’ and
‘Academic Motivation Scale’. The results supported Hypotheses 1 and 2, but not Hypothesis 3
Added: Oct 22, 2014
Хачатурова М. Р. В кн.: Современные проблемы теоретической и прикладной психологии: Материалы 4-ой Международной научной конференции. Ер.: Ереванский государственный университет, 2013.
С. 378-380.
Our research was devoted to the problem of achievement motivation in situation of rivalry. We use the quaiexperiment to verify our hypothesis. 92 people, 15 men and 77 women, participated in the research. The results of the quaiexperiment and statistical analysis have shown that students with average achievement motivation in situation of rivalry have more effective results in education activity than students with high and low achievement motivation.
Added: Nov 13, 2013
We conducted a psychometric evaluation of the "relative autonomy continuum" postulated by Selfdetermination theory (SDT), a continuum whose validity has recently been questioned. We started by a) examining all of the RAI items we could find, across multiple published and unpublished scales; b) extracting the core repeating words and concepts via paired-item paraphrase analysis; and c) expressing all of the resulting concepts in 38 simple, clear new items. We administered the 38 items to multiple Russian and American samples, asking participants to rate their academic motivations. Initial psychometric analyses eliminated several items, leaving 35 items for analysis. The traditional RAI dimensions of amotivated, external, introjected, identified, and intrinsic were confirmed via confirmatory factor analyses, simplex congruency analyses, and multidimensional scaling (MDS) analyses. We also tested a sixth dimension first proposed by Assor, Vansteenkiste et al. (2009), positive introjection, and confirmed its location between negative introjection and identification on the relative autonomy continuum. In addition to confirming the predicted sequence of the items and the six subscales along a primary dimension, MDS analyses also identified a second dimension corresponding to the distance of the item from the center of the continuum, suggesting that using weighting procedures when constructing aggregate motivation scores may be justified. In an attempt to provide the field with a standardized relative autonomy index (SRAI) with known properties, that can be flexibly applied to assess motivation in any and every behavioral domain, we empirically compared several methods of scoring and analyzing the data, focusing on maximizing the associations between academic motivation and subjective well-being. These scoring methods included computing and analyzing each of the six subscales separately; computing and analyzing autonomous and controlled motivation separately; computing a relative autonomy score (autonomous minus controlled motivation); and computing relative autonomy scores in which greater weight is given to subscales nearer to the two extremes of the continuum. Weighted and Unweighted RAI scores predicted SWB equally, indicating that unweighted scoring, which minimizes the number of assumptions made, should be preferred. The positive effect of autonomous motivation was stronger than the negative effect of controlled motivation; intrinsic and introjected motivation were the strongest stand-alone predictors among the 6 sub-scales.
Added: Oct 23, 2015
Suchkov D. PSYCHOLOGY. WP BRP. Издательский дом НИУ ВШЭ, 2016. No. 64.
How one perceives one’s own level of autonomy has important consequences for motivational features of goal pursuit and well-being during this process. We tested the hypothesis, inspired by Self-Determination Theory, and the Self-Concordance model, that pursuit of self-concordant goals, emanating from autonomous motivation results in an increase of well-being. This study employed a prospective design assessing several variables related to the goal: intended effort, actual effort, and progress in achieving. In accordance with the self-concordance model, these variables mediated the influence of the autonomy of the goal on well-being during the process of achievement. We replicated the model using SEM methodology, on both the US (N = 200) and the Russian (N = 410) samples. The additional modifications we made in the model kept the main logic of the previous research. Implications and future directions are discussed.
Added: Nov 25, 2016
Encyclopedia of Personality and Individual Differences
Added: Oct 23, 2017
The article has been examining the ways of transformation of mortgage borrowers' everyday life as well as peculiarities of decision making under uncertainty and high risks closely related to house building and purchase dwelling. Our research is carrying out in Irkutsk since 2007. It shows that mortgage is not only "a school of financial competence". Mortgage is a mechanism of new responsibility's rising (through the person's internal motivation) and new social competence (through the recourse mobilization - personal and person's social network, self-organization and using new social practices). Thus mortgage is "a school of middle class".
Added: Apr 7, 2013
Будинайте Г. Л. Отечественные записки. 2004. № 3. С. 76-90.
Added: Mar 15, 2015
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.
Added: Jul 3, 2012
Шмелев И. М. Вестник Университета (Государственный университет управления). 2012. № 8. С. 279-282.
Added: Jul 20, 2018
Балашова Г. К. Социология: методология, методы, математическое моделирование. 2012. № 35.
С. 57-89.
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.
Added: Mar 15, 2013
Edited by: Е. И. Григорьева Тамбов: Бизнес. Наука. Общество, 2012.
Added: Nov 18, 2013
Гродно: Издательство Гродненского государственного университета, 2014.
Added: Jul 7, 2015
Черных А. И. Политическая теория и политический анализ. WP14. Высшая школа экономики, 2012. № 03.
Added: May 3, 2012
Татарко А. Н. Психология образования в поликультурном пространстве. 2012. Т. 17. № 1.
С. 47-55.
Added: Sep 12, 2012
Таллинн: Таллинн, 2012.
Added: Dec 26, 2012
Valletta: ELRA, 2010.
Added: Dec 17, 2012
Черных А. И. Политическая теория и политический анализ. WP14. Высшая школа экономики, 2012. № 04.
Added: May 11, 2012
Аистов А. В.,
Леонова Л. А. ÐаÑÑнÑе Ð´Ð¾ÐºÐ»Ð°Ð´Ñ Ð»Ð°Ð±Ð¾ÑаÑоÑии колиÑеÑÑвенного анализа и моделиÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ñкономики. P1. ÐижегоÑодÑкий Ñилиал ÐÐУ ÐШÐ, 2010. â Р1/2010/04.
Added: May 21, 2012
Тулякова И. И., Бочкарева Н. С. Мировая литература в контексте культуры. 2008. № 3(1). С. 150-154.
Added: Dec 11, 2014
