Volume 21, Nº 2 (2024)

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The paper is devoted to the search for universal and culture-specific relationships between perceived cultural distance, acculturation strategies and psychological well-being of Russians in three post-Soviet countries: Kazakhstan, Armenia and Estonia. In the study, the authors relied on perceived cultural distance theory and acculturation theory. The sample included 660 Russians (179 - in Kazakhstan, 358 - in Estonia, 123 - in Armenia). The study used structural equation modeling, multigroup analysis, and mediation analysis. The results have shown that perceived cultural distance is a negative predictor of the psychological well-being of Russians in post-Soviet countries where they are quite numerous (Kazakhstan and Estonia). Moreover, high perceived cultural distance reduces the orientation towards integration in all the countries studied, increases the attitude towards separation in favorable contexts (Kazakhstan and Armenia) and decreases it in unfavorable contexts (Estonia). As the mediation analysis has shown, in countries where the number of Russians is fairly high, perceived cultural closeness is an important factor: it increases the importance of the integration strategy (in Estonia) and reduces the importance of the separation strategy (in Kazakhstan), thereby contributing to the psychological well-being of Russians. In Armenia, where there are very few Russians, they have developed an adaptation mechanism both in situations of high and low perceived cultural distance: in the first case, high cultural distance increases separation attitudes, which lead to psychological well-being; in the second case, the main role is played by the integration strategy, which mediates the positive relationship between perceived cultural closeness and psychological well-being of the local Russians. This study aims to show that the actualization of information about cultural closeness, common history, traditions, etc. in the discourse of countries can be an incentive to reduce the perceived cultural distance among representatives of ethnic minorities and contribute to their psychological well-being.

Russians are one of the largest ethnocultural minorities in the post-Soviet and the issue of their inclusion in the societies of host countries remains relevant. Therefore, this study was focused on the relationship between perceived security and social identities (civic, ethnic or European) and the perceived permeability of social boundaries for Russians in Armenia, Kazakhstan, Estonia, and Kyrgyzstan. The study had a cross-sectional design. The data were collected online in 2020-2022, from samples of Russian minorities in these countries (total N = 765, including: 145 Russians in Armenia, 133 Russians in Kazakhstan, 186 Russians in Estonia, and 300 Russians in Kyrgyzstan) using the scales of ethnic identity, civic identity and perceived security from the questionnaire of the international MIRIPS project, the scale of European identity developed by K. Velkova, and the scale of permeability of social boundaries by M. Ramos et al. Path models were built to test the hypothesis and find an answer to the research question. The analysis of regression coefficients, as well as direct and indirect effects in the path models, demonstrated a universal positive relationship between perceived security and the perceived permeability of social boundaries for the Russians. The inclusiveness or exclusiveness of a particular identity was found to be culture-specific. Civic identity contributes to the perceived permeability of social boundaries in Armenia, Kazakhstan, and Kyrgyzstan. European identity impedes perceived it in Kazakhstan. Ethnic identity promotes it in Kazakhstan but hinders it in Estonia (at tendency level). In a number of countries, significant mediation effects of ethnic (Estonia), civic (Kazakhstan and Armenia), and European (Kazakhstan) identities were found. The results were discussed in relation to the structural characteristics of the socio-cultural contexts of the studied countries. It was concluded that perceived security would affect the inclusiveness of the context in combination with social identities, depending on the characteristics of the sociocultural context.

The aim of this study was to analyze self-efficacy, perceived threat and perceived discrimination as factors influencing the adaptation of the Russian ethnic minority in Estonia and Kazakhstan. According to Stephan’s theory, three types of perceived threat were considered: economic, cultural and physical. The sample included 272 Russians living in Estonia and 200 Russians from Kazakhstan. The data were processed using multiple regression analysis based on the SPSS v.27 program. The results showed that cultural threat had a negative relationship with life satisfaction and self-esteem. It was also found that cultural threat was negatively related to integration and assimilation but positively related to separation among the Russians in Estonia. Economic threat was positively related to the separation strategy but negatively related to the integration strategy among the Russians in Kazakhstan. Self-efficacy, in turn, was positively correlated with life satisfaction and self-esteem, and was also a factor contributing to the choice of integration and adaptation strategies among the Russians in Kazakhstan. The results of this study show the importance of self-efficacy as a personal factor, along with perceived threats, in the context of an ethnic minority being adapted in the host society.

The article explores the links between four principal antecedents - deprovincialization, perceived diversity norms, autochthony belief, and relative deprivation - and social markers of acceptance of immigrants in Russia. In an epoch increasingly influenced by immigration, it is imperative to meticulously examine how these antecedents are correlated with social markers of acceptance, which hold significant implications for immigrants’ adaptation. This study aims to ascertain the extent to which these variables are correlated with social markers of immigrant acceptance within the Russian context. Survey data from 1,009 participants, predominantly self-identifying as ethnic Russians, were analyzed. The questionnaire was developed using new and original measures. The findings demonstrate that deprovincialization and perceived diversity norms within an individual’s immediate surroundings showed effects on the social acceptance of immigrants, both directly and indirectly. Furthermore, autochthony belief and relative deprivation were identified as having mediating effects in these dynamics, highlighting their significance across all social markers of acceptance. These insights deepen our understanding of the complex process of immigrant social acceptance, accentuating the importance of individual differences and social influences. The study further reveals that immigrant social acceptance extends beyond mere openness and positive attitude towards cultural diversity, involving an inclusion of ethnocultural groups into the larger society that addresses group hierarchy and inequality in a manner deemed acceptable by the host society. By exploring these associations in detail, the research offers valuable information that could inform initiatives aimed at enhancing social inclusion and promoting intercultural and interethnic relations and harmony in Russia.

In the period of instability, transformation and uncertainty in Russian society, ethnic and civil identities may undergo an intensifying crisis. In this qualitative study we explore problems associated with civil and ethnic identities threats and crisis among Russians, as well as strategies for coping with it. Data collection took place from February to June 2023. The sample (n = 41) of the qualitative study consists of two subsamples: Russians living in Russia (n = 21) and Russians who emigrated or relocated from Russia after February 2022 (n = 20). Data collection was carried out through semi-structured interviews. Data were analyzed using thematic analysis method using Dedoose software. The results showed that the main threats to positive Russian identity were: dependence on evaluation from referent groups (mainly citizens of other countries), polarization of Russian society and internal conflict. The crisis of identity manifests itself in two opposite processes: disidentification / increased identification with a devalued group and is accompanied by strong emotional reactions. To overcome identity crisis Russians use avoiding strategies (de-identification, distancing), as well as coping strategies (re-evaluation, reaffirmation). Identity crisis is a long-term process that requires the attention of specialists, additional research and development of targeted social and educational programs aimed at promoting productive coping strategies.

The relevance of searching for psychological resources to maintain professional engagement and prevent emotional burnout is determined by the high workload and stressful working conditions of modern teachers. The purpose of this study was (1) to identify regulatory resources of teacher involvement and (2) to consider them as a way for the teachers to be protected against burnout depending on life satisfaction and length of service. The study sample consisted of secondary-school teachers from Moscow, Moscow region and Kaluga ( N = 142, aged = 44,61±12,29; average length of service = 19,62 ± 12,73), divided into three groups: average length of service = 0-5 years ( N = 21, aged = 27,5±6,64), average length of service = 5-20 years ( N = 52; aged = 38.35 ± 8.23); and 20 and older (n = 69, aged = 54.7 ± 6.7). The diagnostic tools included: The Utrecht Work Engagement Scale (UWES) ; The Maslach Burnout Inventory (MBI) ; The Satisfaction with Life Scale (SWLS) ; and V.I. Morosanova’s Questionnaire of Self-Regulation Style of Behavior, SSMS-2020 . The authors found positive relationships between engagement and conscious self-regulation of goal achievement, satisfaction and professional performance, but negative relationships with burnout symptoms. It has been shown that the level of engagement and satisfaction do not depend on length of service, in contrast to manifestations of burnout and regulatory resources, which differ among teachers with different lengths of service. For the first time, the meta-resource role of self-regulation has been demonstrated, the development of which makes a significant contribution to all components of engagement. Teachers with different lengths of service use different regulatory resources to maintain it, depending on the meaningful tasks of their professional activity. Life satisfaction is especially important at the initial stage of work at school, while low burnout is a condition for high involvement for teachers with medium and long experience. The obtained results are discussed in the context of the resource approach, as well as practical technologies for maintaining engagement and reducing burnout in teachers.

What are the methods of social identity analysis in terms of the radicalization risk assessment model? The answer to this question determines the aim of the proposed brief review. On the one hand, the model of assessing the risk of radicalization in adolescence and youth is based on the ideas of the social identity approach as well as on the uncertainty-identity model. As a result, the predominant interest is directed towards the methods developed in the field of social identity approach. On the other hand, it seems possible to expand the scope of analysis, including the tools used in other theoretical frameworks. By integrating these two lines of research, three main types of social identity analysis tools (associative technique tools, scales, and social identity mapping) are identified and critically analyzed. Conclusions are made about the advantages of each social identity measurement tool. In addition, it is emphasized that within the framework of the risk assessment model, it would be most appropriate to develop a complex methodological strategy, including a modified version of the Twenty Statements Test , followed by social identity mapping.

On April 26, 2024, the International Scientific and Practical Conference “Personality in Modern Society: Research, Education, Development” was held at the RUDN University (Moscow, Russia). It was dedicated to the 85th anniversary of Professor Alexander I. Krupnov, Doctor of Psychology, Honored Worker of Higher Education of the Russian Federation, Honored Professor of the RUDN University. The purpose of the event is to find solutions to current problems of personality development in modern society, discuss the results of current scientific research, innovative psychotherapeutic, educational and social technologies, exchange experiences, and establish contacts between scientists and practitioners from different countries. The conference brought together more than 500 researchers, university and school teachers, practicing psychologists, Ph.D. students, and university students from 17 countries (Australia, Azerbaijan, Armenia, Belarus, Bulgaria, Bosnia and Herzegovina, China, Croatia, Kazakhstan, Kyrgyzstan, Malaysia, Montenegro, Russia, Serbia, USA, Uzbekistan, Vietnam) and from 19 regions of the Russian Federation. The article briefly presents the main events of the conference: plenary and breakout sessions, the scientific and methodological seminar, the competition for university student poster presentations, and a “round table”.