2025. vol. 22. No. 2

The article discusses how emotional intelligence tests are scored if the correct answers are based on expert assessments. As an example, the convergent validity of the Videotest of Emotion Recognition by Lyusin and Ovsyannikova is assessed using the author's and new key. In the author's version of the key, calculation of the accuracy of emotion recognition and the sensitivity to emotion intensity is based on the estimates of the distance between the respondent’s and experts’ scores. An alternative key was proposed for the reason that this method of calculation does not take into account the respondent’s errors when she notes that there was no emotion (0 points), but, according to experts, an emotion was present (from 1 to 5 points), and vice versa. In the standardization sample (N = 654), accuracy and sensitivity scores obtained using these two keys correlated at the 0.7 level. A slight advantage was shown for the new key: the accuracy of emotion recognition had stronger relationships with general emotional intelligence, identification with general emotional intelligence, identification of emotion (N = 120– 165, MSCEIT), as well as accuracy of basic emotion recognition in facial expressions (N = 112, JACFEE). With a higher accuracy of emotion recognition, a person is maximally sensitive to the intensity of another person’s emotions or slightly underestimates their intensity, which was more pronounced when using the author’s key.

The article presents the results of the development and validation of a new questionnaire for diagnosing openness to experience in a person-centered approach. Openness to experience in a person-centered approach is seen as the ability to encounter new experiences, accept the full range of emotions that arise in the process of this encounter, the accompanying ability for self-reflection (awareness) and the ability to show an active life position (responsibility). The list of statements was compiled based on categories reflecting openness to experience in a person-centered approach, identified in a previous qualitative research. For modeling the questionnaire, the method of structural equations (SEM) was used. The study involved a sample of 400 respondents, aged from 16 to 62 years. The five-factor model is accepted as optimal, the questionnaire includes the subscales: “openness to experience” (4 statements), “acceptance of new experience” (6 statements), “understanding of emotions” (4 statements), “acceptance of negative emotions” (4 statements), “acceptance of responsibility” (4 statements). The SEM results obtained for the questionnaire were: χ2/df = 2.5; CFI = 0.919; TLI = 0.905; SRMR = 0.0597; RMSEA = 0.056. The internal consistency measured by Cronbach's α was: for Scale I — 0.794, for Scale II — 0.813, Scale III — 0.649, Scale IV — 0.755, Scale V — 0.819, the Cronbach's α for the full questionnaire — 0.867, MacDonald's ω — 0.867. The calculation of discriminativity by Ferguson’s method with the Hankins correction gave the following values: Scale I — 0.97, Scale II — 0.98, Scale III — 0.93, Scale IV — 0.97, Scale V — 0.97, so the test scales have high discriminativity. Additionally some tests were carried out: the stability of the results of SEM analysis with a randomized division of the sample; gender differences; differences in groups according to the level of psychological competence. The questionnaire passed the necessary verification procedures, it can reliably serve theoretical and practical purposes.

The article discusses the problem of measuring indicators related to personal goals. Various positive effects of goals for well-being, self-regulation and personality development have been widely proved in psychological science. We propose a generalization of different measurements in the form of an independent scale of emotional-volitional goal engagement, complementing the existing concepts. Goal engagement allows the assessment of several additional characteristics related to the goal itself, not just personality disposition. Two population samples confirmed the structural and convergent validity of the methodology and conducted cross-validation using a different diagnostic item. In one quasi-experimental study (n = 118), respondents wrote down their own goals; in the other (n = 162) they were given a list of internal and external aspirations to assess their own engagement. The work of meaning as the second component in the structure of engagement is shown preliminarily. The relationships of emotional and volitional attributes of engagement changed depending on the aspiration. Cronbach's α scale reliability was 0.91 for the goal level and 0.85 for the respondent level (7-goal index). Engagement shows moderate relationships with the Process and Goals scales of the NOT test, Commitment and Control scales of the Hardiness Test, and both types of vitality. Engagement is most strongly related to intrinsic motivation toward a goal, there is no relationship with external motivation. Significant relationships of goal engagement with such positive characteristics as: hedonic and eudaemonic motives, hopes and fears in the future, positive affect, and life satisfaction were also found. The relationship is stronger for engagement in intrinsic aspirations compared to extrinsic. The results obtained are evidence of the construct validity of the measurement, which is suggested for use in studies of personality psychology and goal motivation.

The article presents the results of the Russian adaptation of a short version of «PERMA+4 Employee Subjective Well-being Scale», developed in USA in 2020 on the basis of the Martin Seligman’s PERMA model (Positive emotions, Engagement, Relationships, Meaning, Accomplishment). This research is supposed to cover the lack of Russian-language psychometric instruments designed for theoretical study and practical assessment of the level of work-related subjective well-being. Translation and adaptation of the questionnaire were carried out in several stages taking into account modern international recommendations. The psychometric properties of the adapted questionnaire were tested on a sample of 325 company employees (average age — 43 years, 62% — women) from most economy sectors and regions of Russia. Content validity was tested with Subjective Well-Being Scale and Maslach Burnout Inventory, current validity — with Professional Motivation Questionnaire. The internal consistency was assessed by Cronbach's alpha and MacDonald's omega coefficients, the factor structure — by CFA and IRT methods. The factor structure was also tested on control sample (N=155). The adapted questionnaire showed acceptable validity, reliability (α = .83; ω = .88) and factor structure on the Primary (CFI = .9708; RMSEA = .0802; SRMR = .0342) and Control (CFI = .9703; RMSEA = .0797; SRMR = .0375) samples. Psychometric properties of the Russian version of PERMA+4 confirm the correctness of its translation and adaptation. The results suggest that the adapted short version of PERMA+4 is a sufficiently reliable instrument that can be used in future studies.

The article presents a modification of the questionnaire «Strengths and Difficulties» (hereinafter — SDQ) by R. Goodman for adolescents. The relevance of the study is determined by the increase in emotional and behavioral problems in adolescents and the need for their timely diagnosis. The SDQ is widely used for screening psychosocial and emotional problems in adolescents, assesses 25 positive and negative properties on a 3-point Likert scale, which are grouped into 5 scales («Prosocial behavior», «Hyperactivity», «Emotional symptoms», «Problems with behavior», «Problems with peers»). Four scales, except for the first, together give the «Total number of problems». The five-factor structure of the SDQ was verified using confirmatory factor analysis and multigroup factor analysis on a sample of 1,374 schoolchildren from different regions of the Russian Federation aged 10 to 17 years (mean age 13.4 ± 2.0 years, median = 11 years, 52% of female respondents). The data on acceptable internal consistency of the scales of the modified questionnaire were obtained. The expected relationships with the subscales of the Multidimensional Satisfaction with Life Scale (MSLS) and the Freiburg Multifactor Inventory (FPI) indicate the validity of the instrument. The results showed that girls have higher scores only on the Emotional Symptoms scale, and these differences are typical for any age. With age, the number of problems in adolescents decreases, and this is typical for both girls and boys. At the same time, at any age and for any gender, the number of behavioral problems is significantly lower than the number of other problems. The questionnaire in abbreviated form has sufficient internal consistency and can be used for diagnostic purposes.

Response time (RT) analysis in statement verification tasks is a promising framework for investigating mental models. Participants are asked to answer as quickly as possible if specially selected statements are true or false. Recent research demonstrates that the simultaneous activation of conflicting mental models results in a higher mistake rate and a longer RT. However, an important feature of mental models as persistent constructs was not emphasized. In order to study that, demonstrating multiple semantically related statements separated in time is preferable in comparison to single statements. The hypotheses of mental model persistence were tested in two experiments. Experiment 1 reveals that ΔRT for coherent responses to semantically related statements is significantly lower than for incoherent ones. This finding supports the hypothesis of the persistence of mental models. Our first experiment had certain procedural limitations. The random order in which the statements were presented resulted in a different number of other statements between related statements. To test the hypotheses about the mechanisms underlying the obtained effects and to reproduce the main effects after eliminating methodological flaws, Experiment 2 was carried out. In Experiment 2, the finding was replicated. Also, it was demonstrated that ΔRT for coherent answers was lower for both conflicting and congruent statements. Possible mechanisms of mental models functioning are discussed.

The importance of creative thinking was highlighted in the modern world by including it into the lists of 21st century skills and educational objectives of the national curricula. In order to make creativity assessment more widespread in schools and educational research, it is necessary to diminish the resource-intensity of the assessment for both educators and students. In modern psychometrics, automatic scoring of product outcomes is one of the urgent questions of creativity assessment. Automatic scoring increases the potential of scaling up since it does not depend on working hours of human raters and eliminates the bias due to experts’ subjectivity. Automatic scoring goes along with computer-based assessment. The aim of this research is to present a methodology of computer-based creative thinking assessment without human-based ratings. We have followed evidence-centered design and described a proficiency model, which is based on the cognitive approach and the concept of structural imagination, and the task models for computer-based assessment with automated scoring. In the empirical part, the factor structure of the tool was shown on a sample of 749 5th-grade students. We discussed the benefits of the proposed approach, such as an increase in ecological validity and a decrease in experts’ efforts. The practical significance is the decrease in workload in creativity assessment in classroom conditions using IT.

Sensorimotor embodiment of emotional semantic representations in the second language (L2) has been largely studied through behavioral paradigms. However, most neuroscience research of embodied semantics has almost exclusively focused on the native language (L1). The representational architecture of emotive concepts (e.g., love, hate) in L2 has been explored from the neurocognitive perspective to a lesser degree. In this review, we first scrutinize emotive concepts highlighting their main embodied features and differences from other abstract (e.g., transformation, coherence) and concrete (e.g., hat, cat) concepts. We then analyse conceptualization of lexico-semantic representations indicating that L2 proficiency plays out differently in the development of embodied features for L2 emotive lexicon. Second, we examine behavioral research in the emotive concepts' domain both in exclusively L1 and in mono- and bilingual contexts. We then summarize the main neurocognitive evidence in processing emotive semantics in L1. Finally, we review the existing neurocognitive findings regarding embodied processing of emotive concepts in L2. Thus, we discuss evidence from several recent neuroimaging (i.e., fMRI, EEG), and physiological (i.e., EMG, eye-tracking) studies using healthy populations. These data provide evidence for the existence of embodied neural representations of emotive concepts in L2. However, these findings also suggest they are embodied differently than L1 words to a degree.