Statistical reconstruction can be applied to psychological tendencies that project themselves as the ontological essence of a theoretical construct. This research featured the theoretical construct of individual cognitive education space. The research objective was to study the operational possibilities of statistical measurement of a theoretical phenomenon. The general scientific principles of systemic anthropological psychology served as the methodological basis of conceptual interpretation. The theoretical construct of individual cognitive education space was reconstructed through temporal, operational, cognitive, and metacognitive dimensions. The statistical methods included correlation analysis, principal component analysis, scree test, and Shapiro – Wilk test. They revealed three components of linear functions from theoretically identified and empirically measured temporal, operational, cognitive, and metacognitive characteristics. The component behind the interrelation of cognitive and metacognitive processes was identified empirically. It included six main metric elements, namely: temporal-cognitive strategies for solving problems of switching between tasks, dynamic components of positional strategies, motivational self-determination, design, forecasting, and structural components of constructive and conceptual levels. The study proved the empirical efficiency of statistical reconstruction applied to theoretical constructs and defined the psychological specifics of individual cognitive education space.

This empirical study compared the mental (intellectual, personal, emotional, social) and physical development of four-year-old children conceived by assisted reproduction technology (ART) with that of naturally conceived children. The sample consisted of 90 ART children and 130 spontaneously conceived children (control). The research revealed no significant differences in behavior, emotional development, gender roles, intellectual development (visual-motor coordination, logical thinking, vocabulary, conceptual knowledge, speech development, counting and reading skills), physical development, emotional and behavioral eating habits, and dental health. The ART children demonstrated significantly higher symptoms of social developmental disorders and lower levels of categorizing skills, with a low effect size. The article introduces significant relationships across various components of mental development, as well as between mental and physical development of ART children vs. control. The majority of preschool children conceived by ART had normative development, but the study revealed a risk group and problem areas of development, which require monitoring and early correction.

Violence affects mental development and health. Childhood traumas trigger a range of different symptoms, which may manifest as a complex post-traumatic stress disorder (CPTSD). This empirical study focused on the correlation between CPTSD and the type of child-mother attachment. The experiment involved 82 people aged 32–60 y.o., 30 of which were diagnosed with CPTSD while 52 people served as control. Psychological profiling showed that the CPTSD group demonstrated ambivalent and disorganized types of child-mother attachment. However, the Fisher’s ratio test revealed no significant differences for the ambivalent type. Probably, in this case, the negative childhood experience was not traumatic enough to lead to CPTSD. The predominant disorganized type of child-mother attachment formed target points for providing psychological assistance to people with CPTS.

Hysterical neurosis affects social perception and, thus, the quality of life. This problem has received only fragmentary scientific attention so far, in spite of the rapid increase in the number of citizens with clinical disabilities, the risk of which is quite high in patients with hysterical neurosis. This article introduces the clinical and socio psychological mechanisms that trigger the rigid patterns of neurotic hysterical personality development, as well as various therapeutic ways to overcome them. The study involved K. K. Yakhin and D. M. Mendelevich’s Questionnaire of Neurotic States, the Quality of Life Questionnaire issued by the World Health Organization, I. Ya. Gurovich and A. B. Shmukler’s Questionnaire for Assessing Social Functioning and Quality of Life of People with Mental Health Issues, N. G. Garanyan’s Emotion Recognition Test, N. S. Kurek’s Pose and Gesture Test, J. P. Guilford and M. O. Sullivan’s Social Intelligence Test adapted by E. S. Mikhailova. The empirical research revealed that the patients had an average level of quality of life because they needed constant psychiatric support and experienced problems at work and in private life. The patients also demonstrated a moderate decrease in social perception. The clinical symptoms prevented them from concentrating on perceptual elements, making them unable to understand the context and anticipate consequences. Their catathymic perception caused uncontrolled projections. However, patients with minimal deficit of social perception and intelligence, being active community members, were able to compare and critically assess their life situation. As a result, they expressed dissatisfaction with their well-being. Their deficient social perception chronicled neurosis; eventually, the patients accepted their clinical status, lowered their claims, and developed an uncritical positive assessment of life. The study revealed a strong feedback between the quality of life and social perception, which may help in psychotherapy and rehabilitation of patients with hysterical neurosis.

Women’s subjective experience of life hardships may be connected with gender self-concept and misogynistic attitudes. This empirical study of external and internal misogyny as a gender stereotype consisted of two stages. The first stage relied on such quantitative methods as scale questionnaires to identify the coping strategies, self-attitudes, and misogynistic ideas. The second stage used two qualitative methods: the free associations method helped to define the concept of adversity in men and women while the thematic analysis identified the default coping strategies in the focus group. The study involved 312 women aged 18–45 y.o. from Tashkent, Uzbekistan. The research revealed a relationship between some parameters of self-attitude and the severity of misogynistic attitudes. For example, prominent self-confidence, self-acceptance, self-guidance, and openness in communication accompanied low scores for social vulnerability, personal inferiority, and a sense of danger. Internal conflicts and self-blame corresponded with strong misogynous attitudes. In general, the gender role remained a prevailing characteristic of adversity. The adversity concept demonstrated an inner contradiction: the core concentrated on sexual and physical family violence while the periphery was more about interpersonal family relations. The thematic analysis showed that the choice of coping strategy depended on the limitations caused by misogynistic attitudes. However, the relationship between the misogynistic gender stereotyping and the choice of coping strategy proved to be ambiguous.

The system of gender relations, conservative as it may seem, is currently undergoing some major changes. This research addressed the differences in social interaction in groups of people with different levels of masculinity and femininity. It relied on authentic questionnaires of gender attitudes and social interaction for different gender types. Interaction parameters included competition vs. support, hostility vs. sympathy, material vs. non-material priorities, values, control, dependence, and frequency/time of relationships. The results were subjected to ANOVA and T-test (IBM SPSS 27.0). The experiment involved 388 respondents (43% men, 57% women) aged 18–70 y.o. The gender type appeared to affect such aspects of relationships as time, sympathy, competitiveness, forced interaction, dependence on oneself and partner, control, friendly support, and mutual assistance. The largest number of statistically significant features belonged to the interaction between masculine and feminine types. They neither shared the same values nor sympathized with each other, had competitive and unequal relationships, expressed self-dependence, avoided nonmaterial resources, etc. Masculinity and femininity proved to play different roles in the organization of social interaction. The effect of masculinity was more prominent in relationships, making masculine-type people pickier in their choice of partners. The participants with prevailing femininity tended to adapt to their partner’s character profile.

This article introduces a new view of ambiguity tolerance / intolerance in post-non-classical psychology as a component of life self-fulfillment strategies. After more than seventy years of scientific circulation, ambiguity tolerance still remains a vague term supported by very few empirical data. Since tolerance and intolerance to ambiguity are associated with different psychological modalities, this phenomenon is multidimensional and complex. In this respect, tolerance to ambiguity is much more than a character trait: it is a life strategy. This study approached tolerance to ambiguity as a component of life self-fulfillment strategies. It involved 73 subjects (7 men; 66 women) aged 18–25. The list of psychometric instruments included T. V. Kornilova’s New Ambiguity Tolerance / Intolerance Questionnaire, R. Norton’s Measurement of Ambiguity Tolerance (MAT-50), E. V. Bredun’s Temporal Modality of Life Fulfillment, and I. O. Loginova’s method for lifeworld stability studies. The cluster analysis revealed four types of life self-fulfillment strategies: unconstructive, compensatory, contradictory (paradoxical), and constructive (stable). Life self-fulfillment strategies proved to depend on a combination of lifeworld stability, temporal modalities of life self-fulfillment, and tolerance to ambiguity. Since self-fulfillment strategies are unlikely to be limited to the four abovementioned strategies, their range can become a new research perspective.

In the modern world, the growing uncertainty becomes a challenge for coping behavior as the current global changes bring about adaptive transformations in people. One’s coping strategies depend on one’s attitude towards uncertainty, which expresses itself via the construct of tolerance / intolerance to ambiguity. Coping strategies, in their turn, define the way one’s psychological adaptation unfolds under stress. The research objective was to determine the relationship between the coping pattern and the level of ambiguity tolerance in young people. The study involved 81 people aged 17–39 (22.48 ± 5.34 y.o.). Such coping strategies as accepting responsibility, avoidance, planful problem solving, and positive reassessment demonstrated a correlation between the coping behavior pattern and the ambiguity tolerance. In some cases, the strategy of accepting responsibility lost its adaptive focus. Adaptive and maladaptive coping strategies were used to describe the relationships between the level of frustration and subjective well-being. The research revealed a strong connection between ambiguity tolerance and frustration, as well as between ambiguity tolerance and subjective well-being. The article also introduces an analysis of self-reports made by the respondents regarding their emotional and subjective assessment of ambiguity tolerance.

This psycho-pedagogical study featured advanced training of teaching staff as a means of adapting the modern educator to the transforming functions of teaching. The research objective was to describe the ideas that modern teachers have about their diverse professional functionality, as well as to identify related priorities and difficulties. The experimental part of the research aimed at revealing the technological methods that would make teaching productive. It relied on the theoretical and empirical analysis and synthesis, evaluation of students' activities, and a psychological and pedagogical experiment. The functional and role repertoire expanded under the following conditions: subject-subject relationships, active and interactive mode, innovative approach, and cooperation among teachers of all experience levels. The research results can be used to create and improve programs of advanced professional education in the teaching sphere. Teaching personnel should be provided with opportunities for a progressive, consistent, and constant development of their individual, socio-psychological, and professional skills to fulfil their teaching potential and functional repertoire.

This empirical study links emotional burnout with self-attitude. The contemporary pedagogical environment subjects school teachers to emotional burnout and professional deformation. On the one hand, the state and society have extremely high professional requirements for teachers, who strive to improve their psychological, pedagogical, didactic, methodological, and digital competencies. On the other hand, the social and financial insecurity forces school teachers to increase their workload at the expense of their physical and psycho-emotional recovery. The authors hypothesized that a particular self-attitude can trigger the burnout syndrome in teachers. They relied on the subject-activity approach to the emotional burnout syndrome to survey 237 secondary school teachers (169 women, 68 men; 32–40 y.o.). Their self-attitudes were identified by the personal differential method, W. Stephenson’s Self-Image Test, and V. V. Stolin and S. R. Panteleev’s Self-Attitude Test. The level of emotional burnout was measured using V. V. Boyko’s Diagnostics of Emotional Burnout. An expert assessment served as an additional method to identify the performance indicators. The empirical research revealed that the teachers with an adequately positive self-attitude demonstrated fewer symptoms of emotional burnout, which stayed at an initial stage. They managed to maintain high standards of working capacity and professional motivation, as well as effective vertical and horizontal social communication. The teachers with a less positive self-attitude experienced severe symptoms of burnout and professional deformation, which affected their professional activities. They were confrontational and complained about low motivation, poor performance, procrastination, etc. The data obtained may help to improve psychological support programs and psychological counseling in schools.

This paper presents a comparative analysis of cognitive functioning in women and men after COVID-19. A comprehensive assessment covered coping behavior and life purpose orientation in their connection with cognitive functions. It involved 65 former COVID-19 patients (26 men and 39 women). The general cognitive state was assessed with the help of the Mini-Mental State Examination (MMSE) Scale while the Frontal Assessment Batter (FAB) Test made it possible to determine the level of self-control in planning behavior. The coping behavior was evaluated using R. Lazarus’s Ways of Coping Questionnaire (WCQ). The semantic orientation of behavior was carried out using the Life Purpose Orientation technique developed by D. A. Leontiev. The research revealed some gender-related differences. The men demonstrated no connection between their coping behavior and the cognitive state. They had a lower sense of purpose and were mostly past-oriented. The women, on the contrary, showed a strong relationship between coping behavior, cognitive state, and life purpose orientation. In women, the restoration of cognitive functions led to a decrease in productive and unproductive behavioral responses to stressful situations, as well as to a greater sense of purpose and retrospective analysis.

The COVID-19 pandemic with its restrictive measures affected the entire education system, causing anxiety and depression in medical students. This research addressed the psychological resources and coping strategies which medical students appealed to during the pandemic. The authors developed a questionnaire to classify various attitudes and coping strategies. High stress and non-constructive coping strategies were typical for students with anxiety and pessimism. The subjects with high anxiety levels that experienced the lockdown measures as severe psychological stress tended to rely on avoidance strategies. They felt high responsibility, lacked relevant information, and assessed their own resources as low. Those with prominent self-efficacy demonstrated an optimistic and more realistic type of perception: they were confident in their ability to cope with the challenges of the pandemic. The subjects with a subjective and optimistic perception believed that they were able to select relevant information on preventive measures and reduce psychological stress.