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The Russia-Ukraine conflict has significantly impacted the outbound student mobility of Russian students. This paper highlights and explains the positive role virtual student mobility can play in shaping and sustaining the international education aspirations of Russian students amidst the entangled geopolitical and financial crises. Drawing upon the Aspirations-Capabilities framework of migration, the notion of mobility capital, and different states of (im)mobility, the study analyses 16 semi-structured, in-depth interviews conducted with Russian students who participated in various forms of virtual mobility in 2020-2023. The findings reveal that virtual mobility can bolster Russian students' capacity to aspire to international studies despite the mobility-suppressing climate by acting as a 'rite of passage' en route to international education, increasing language confidence, and challenging media portrayals of hostility towards Russian students. The richness of the virtual mobility experience in terms of communication with foreign teachers and students plays a key role in activating this affordance. [ABSTRACT FROM AUTHOR]

The theory of academic exchanges emphasises the importance of international cooperation to improve the quality of education, stimulate innovation and promote cultural diversity. China and Russia are two major world powers with rich history and culture. The exchange of international students between the countries is an important aspect of the friendly format of cooperation in higher education. During such exchange, students can improve their foreign language skills, enrich their personal life experience, ensure high competitiveness in employment, and expand their knowledge and skills in the field of their profession. This paper analyses the current situation and predicts future directions of educational exchange through various prisms, including the experience of academic student exchange between universities in the two countries. It analyses the attitudes of Chinese students studying at SPbSU towards higher education in Russia. The author notes that academic exchanges and foreign learning experiences provide opportunities for international students to broaden their horizons and fulfil their emotional needs in study and life. Students from both countries have the opportunity to immerse themselves in a different cultural and academic environment, improve their intercultural communication skills and broaden their global perspectives. It also focuses on the opinion of Chinese students about the quality of higher education in Russia. Academic exchanges of students are of great importance for the state, as they act as instruments of forming «soft power» in another country, strengthen diplomatic relations between countries, form a positive image of the state, attract investments, etc. Thus, academic exchanges are a way for countries to develop cooperation at various levels - from educational to economic. Thus, academic exchanges are a way for countries to develop co-operation at various levels - from educational to economic. Purpose. To investigate the current state of the concept of academic student exchange between China and Russia, to study the significance of this international co-operation for the development of the higher education system. Methodology. The paper uses collection and analysis of information sources, historical method, comparison and generalisation, survey with the help of the author's questionnaire. SPSS Statistics 23 software is used to analyse empirical data. Results. The result of the work is the identification of the peculiarities of the sphere of academic exchange of students between China and Russia, the determination of the importance of this cooperation for the development of the higher education system at the international level. The author concludes that cooperation in the development of innovations in key areas of education contributes to the smoothing of cultural differences between the countries, and expands opportunities for students of both countries in higher education. Practical implications. The results of the study can be used in the educational sphere of international cooperation. Teachers and specialists involved in planning the educational process in the university sphere have the opportunity to create an innovative approach to improve the academic exchange programme for students, taking into account the socio-cultural criteria analysed in the article.

The article focuses on the introduction of humorous and enlightening essays in Slavic studies, inviting submissions for future issues. Topics covered include the portrayal of Russian majors in popular culture, the historical context and curriculum of Russian studies at Bryn Mawr College in the 1950s, and the impact of the Red Scare on the field, highlighting the experiences of faculty members amidst anti-Communist hysteria.

The article analyzes individual elements in the structure of civil attitudes of Russian students in the situation of the beginning and continuation of a special military operation (SVO). A special military operation acts as a kind of “litmus test”, which allows to identify the features of the civic consciousness of students, since it is in a crisis situation that latent value attitudes that determine social and civic behavior are actualized. The article is based on the results of an empirical sociological study. The study sample is quota– based, stratified by gender, the sample size is 1,380 people aged 18 to 22 years. As a result of the conducted research: the polarization of Russian students in terms of attitude to a special military operation is justified; the conclusion is made about the “background” nature of the SVO for a significant part of the student youth; the influence of ITS on the growth of stress among students faced with its results has been proven; the hypothesis about the influence of the SVO on the dynamics of civil attitudes of Russian students is confirmed. In particular, a special military operation has an impact on reducing students’ trust in socio-political institutions and actors, and also affects the dynamics of migration sentiments, increasing the percentage of young people considering migration as a possible option for a life trajectory. The study demonstrated the need for further study of the stability of the civic attitudes of Russian youth in the context of the escalation of “new” cognitive wars, as well as an analysis of the effectiveness of state institutions of socialization in a situation of geopolitical instability.

This study examines the collective memory of British and Russian youth. We used the results of a comparative survey conducted among Russian and British students. The study focuses primarily on pride in the collective memory of young people with the aim of analyzing the category of pride among young people across several dimensions. First, we look at the qualitative content of national pride: pride in the realization of tasks related to "soft power" (for example, culture, education, sports), and pride in manifestations of "hard power" (for example, pride in military victories or power politics). Second, we analyze the temporal localization of national pride: where are the main events, personalities, and phenomena study participants take pride in, both in the past and in the present. Third, an important element of understanding pride in a country is the relationship between pride and shame: what events are mentioned more often: shameful or pride-inspiring. [ABSTRACT FROM AUTHOR]

The presented empirical study provides data on a comparative assessment of the level of anxiety of American and Russian schoolchildren. On the general sample of American (n = 10, age 15 + 0.3) and Russian (n = 10, 15 + 0.6) secondary school students (boys), personal and situational anxiety and its levels were determined using a questionnaire (assessment of psycho-social and pedagogical adaptation of students) and the C. D. Spielberger test. It was revealed that a high level of anxiety was recorded in 10% of American and 40% of Russian students; an average level - in 60% of American and 50% of Russian students; a low level - in 30% of American and 10% of Russian students, and situational anxiety in 30% of American and 10% Russian students. There was also a significant excess (p > 0.05) of indicators for situational (37.86 ± 0.12 49.34 ± 0.12) and personal anxiety (42.64 ± 0.13 and 51.07 ± 0.12) in Russian students. The analysis of the questionnaire data on the study of psycho-social conditions shows the relationship of child anxiety with socio-economic problems. Thus, among Russian schoolchildren, they were associated with such life situational difficulties as "fear of choosing post-secondary education" (99%), "fear of not passing state final exams" (94%), "enmity and conflicts between peers" (73%), "lack of time for personal life (70%), "conflicts with adults (teachers, parents)" (66%). American schoolchildren had such problems: "lack of time for personal life" (84%), "fear of choosing post-secondary education" (77%), "fear of not passing state final exams" (73%), "enmity and conflicts between peers" (60%). [ABSTRACT FROM AUTHOR]

Russian schools have been characterized by its ethnic diversity over the past decade. Children from ethnic minorities in Russia face problems in acculturation, including school bullying. The purpose of this article is to determine the relationship between the acculturation strategies of ethnic minority students, acculturation expectations of Russian students, and their roles in school bullying situations. We conducted a social psychological survey among a sample of 429 students, 200 of whom were Russian (M age = 16.18, SD age = 1.43) and 229 were members of ethnic minorities (M age = 15.67, SD age = 1.65). It was used scales from the MIRIPS and the Revised Olweus Bully Victim Questionnaire (Russian version). The results of the study showed significant differences in the level of victimization. It was also found that acculturation expectation of segregation was positively related to victimization (β = 0.24, p-value

The article analyzes the content of auto- and heterostereotypes of Russian and Chinese students. The purpose of the study is to identify the specificity of auto- and heterostereotypes of the Russians and the Chinese in their linguistic consciousness in order to determine the common and different aspects in the content of the images. The urgency of the study arises from the fact that in the process of intercultural communication, stereotypes can lead to the idealization or, conversely, to the rejection of the representatives of another culture. The main research method is a free associative experiment, as well as analysis and classification of the responses obtained. The words China, Chinese, Russia, and Russians were chosen as stimuli. The experiment involved 120 Russian and 120 Chinese students aged 18–25. At the first stage of the study, the most frequent associations to the stimulus words were identified, then all responses were subjected to content analysis and divided into thematic groups “Geography”, “Population”, “Culture”, “Language”, “Economy”, “History”, “People (appearance, character)”, “Personal attitude to the country”, “Other”. Then a comparative analysis of auto- and heterostereotypes of Russian and Chinese students was carried out. As a result of the analysis of thematic groups, it was revealed that the autostereotypes of Chinese students are exclusively positive, and the autostereotypes of Russian students are predominantly positive, since they include a small number of negative responses. Autostereotypes of Russian and Chinese students are represented by a wider range and variety of responses than heterostereotypes, which is associated with a more detailed acquaintance with the described fragment of reality. During the experiment, almost 2 times more responses of the Russian students were received than the responses of the Chinese students, which indicates the evaluative nature of the Russian culture. Mismatched elements of the content of auto- and heterostereotypes of Russians and Chinese students were also revealed. The results of the study can be used in the training courses of intercultural communication, ethnopsycholinguistics, and in the practical work of employees of centres for sociocultural adaptation of foreign students.

The main goal of the current study is to examine differences across perfectionists’ profiles regarding implicit theories of intelligence, morality, and the world. The sample included 202 Russian students, age-range 18-24 (M = 19.62, SD = 1.15), 40% male. Short Almost Perfect Scale and Implicit Theories of Intelligence, Morality, and the World Questionnaire was used for data collection. Correlation and regression analysis, latent profile analysis, and the Student’s t-test were conducted. The study results show that adaptive perfectionists tend to hold the entity theory about the world and the incremental theory of intelligence. The world for them is a structured place with fixed rules in which they can improve their cognitive skills, correct mistakes and grow up in experiences. Maladaptive perfectionists tend to hold only the entity theory of morality, so they believe in rigid moral principles. Non-perfectionists tend to hold the entity theory of intelligence and incremental theory of morality and the world. They believe that intelligence has limits, the world is a chaotic and unexpected place and morality is fluid and unstable. The findings are presented in the context of defining the differences between three types of perfectionists in terms of their views on the ability to modify cognitive capabilities, moral principles, and the world in general. [ABSTRACT FROM AUTHOR]

The perspectives of modern South Korean youth on Russia and perspectives of Russian youth on South Korea respectively are reconstructed and interpreted in this article. The research was conducted on the basis of analysis of 100 in-depth interviews with Russian and South Korean student youth (50 students in each group), specializing in Russian-Korean relations, intercultural communications and language of the country studied. Natural and geographic factors, historical and cultural associations, the image of the countrys citizens are found to be the main South Korean students perspectives on Russia. Economic system, the image of the countrys citizens, historical and cultural features of the country represent the main Russian students perspectives on South Korea. In general, mutual images of each country contain many stereotypes which are mediocre for common perception. Such stereotypical thinking and the lack of knowledge about modern socio-economic realities among future specialists in Russian-Korean relations may be a serious obstacle that places under risk effectiveness of further cooperation between the two sides.

Background: Little is known about the COVID-19 impact on Russian medical, psychology and social work students’ psycho-emotional well-being, substance use and resilience. Methods: More than 2000 helping profession students, 75.4% female, participated in an online survey about COVID-19 impact at a peak time of infection (October/November 2020). The Fear of COVID-19 Scale (FCV-19S) and Brief Resilience Scale (BRS) were used for study purposes. Furthermore, the influence of COVID-19 on student psycho-emotional well-being and substance use (i.e., tobacco and alcohol) was examined. Results: Medical, female and religious students reported higher fear values. Social work students reported more current substance use, including binge drinking (five or more drinks on one particular occasion). Students who reported COVID-19 associated with their psycho-emotional well-being had higher fear values. Regarding resilience, no association was found based on the student study area. However, male and non-religious students reported more resilience. Students who reported substance use and psycho-emotional problems had lower resilience values. Conclusion: COVID-19 fear and substance use differs among Russian students based on background characteristics. including gender, religiosity and study area. The FCV-19S and the BRS were found to be reliable instruments for research of COVID-19-related psycho-emotional problems, substance use and resilience. Study findings have implications for “front line” helping profession students in terms of education, training and intervention, in support of promoting their ability to address difficult conditions resulting from the pandemic and other disaster conditions in the future.

The active development of cooperation between the friendly peoples of the Russian Federation and the People’s Republic of China requires intensified training of specialists capable of ensuring intercultural communication between citizens of China, Russia and other Commonweath of Independent States members. In accordance with modern linguodidactics, the development of a foreign language should be linked with culture studies, which ensure the development of the linguistic and cultural competences. It is essential that Russian students fully understand cultural meanings of China’s state symbols. The paper proves the need to acquaint Russian students studying Chinese language and culture with the state symbols of the People’s Republic of China (flag, coat of arms and anthem) at the initial stage of training. It is important that Russian students fully understand the cultural meanings of the state symbols of modern China, the country that is proud of its history and looks boldly into the future. Didactic materials that can be used in the classroom on the topic “State Emblem of the People’s Republic of China”, as well as additional materials for educational or extracurricular activities are presented in the study. Comparable components of Chinese and Russian (Soviet) state symbols, their national and historical features are highlighted in the paper as confirmation of the prospects of using the comparative principle in the classroom with Russian students.

This paper deals with the study of communicative structure used in English and Russian utterances. The study is aimed at analyzing Russian EFL learners’ ability to convey communicative meaning of English utterances using a variety of L1 (Russian) lexical and syntactic means when translating experimental materials from L2 (English) to their native tongue. The application of theoretical and empirical methods allowed registering and classifying translation variants and identifying problems caused by inability of the Russian subjects to understand the communicative meaning of the source sentences with a different location of the communicative center. The results prove that conveying the emotional coloring of a sentence is a challenging task for the Russian EFL learners. Comparative analysis of the data with the results from previous studies helps reveal the connection between the ability of the Russian speakers to identify the location of the communicative center and their ability to choose a correct translation strategy. The paper also addresses the issue of determining nucleus position; its role in conveying the communicative structure in written speech is crucial. A potential area for application of the results of the study concerns the EFL teaching methods, as they contribute to the development of foreign language communicative competence of non-linguistic students as well as their translation competence. Outlined are the perspectives for further research aimed at deeper understanding of the mechanisms determining nucleus position in non-native written speech and significance of prosodic means for conveying communicative meanings in the process of written and oral translation.

This study examines the triggers for stress, and the coping mechanisms, of Russian students in relation to their gender and marital status. Based on the Stress and Coping Questionnaire administered to 539 students, this study analyzes whether gender and marital status have an effect on academic and interpersonal stressors. This study found that female students are more likely to experience stress than male students and that single students are impacted by academic and interpersonal stressors to a higher degree than married students. Male students are more likely to use exercise to alleviate stress but also more likely to use smoking, than female students. Male students are more likely to agree that the use of a psychologist leads to a perception of weakness than female students. Female students are more likely to agree that support services were not a priority on campus and male students are more likely than female students to show a preference for talking to friends over a psychologist. The choice of confiding in family during periods of stress is less often the case for single students than for married students, while single students may be more likely to use alcohol to alleviate stress. [ABSTRACT FROM AUTHOR]

The research objective was to determine the features, interrelations, and differences in subjective well-being, coping-strategies, and accentuations of personality traits. The experiment featured first-year students with different levels of subjective well-being that majored in technical sciences at the South Ural State University (National Research University) in Chelyabinsk (Russia). The research involved the subjective well-being scale developed by Perrudet-Badoux, Mendelsohn, and Chiche in M. V. Sokolova’s adaptation, R. Lazarus’s coping-test, and G. Schmieschek and K. Leonhard’s questionnaire. The experiment included 43 male students (mean age – 17,8), who were divided into three groups according to the level of subjective well-being. The first-year students with high and medium levels of subjective well-being had a wide range of coping strategies. The students with a low level of subjective well-being had an insufficient personal and psychoemotional resource to cope with adversities. The authors also defined priority links between accentuations, coping strategy, and subjective wellbeing. The experiment confirmed the hypothesis that first-year students with different levels of subjective well-being would have different indicators of coping strategies and accentuations of personality traits, as well as different structure of research scale connections. The results can help to create programs for the development of coping strategies in first-year students.

Loneliness is one of the fundamental problems of modern people. However, loneliness is traditionally associated with negative expressions and characteristics, at the same time it may also have a resource function. The relevance of the study is associated with its focus on the multifaceted understanding of loneliness and identification of its resource mechanisms. The purpose of the study presented in the article is to compare the idea of loneliness among Russian and Bulgarian students. An assumption was made: firstly, there is much in common between two countries, which makes it possible to expect a common value-semantic field, and secondly, despite the semantic similarity of ideas about loneliness, expressiveness of its individual parameters will vary. The study was carried out on a sample (N = 442) of Russian (n = 229) and Bulgarian (n = 213) students aged 17 to 27 years old (M = 20.8 years, SD = 1.64; 359 women and 83 men), living in St. Petersburg (the Russian Federation), Sofia and Plovdiv (Bulgaria). All respondents were asked the question: “What does loneliness mean to you?”. The written answers were analyzed using the method of content analysis, followed by calculating the frequency of occurrence of the semantic group and subgroups, and performing a comparative analysis (Fisher angular transformation). It was noted that the an-swers of both Bulgarian and Russian students lie in approximately the same semantic field. It was demonstrated that in both groups both positive and negative characteristics of loneliness were present. We established that Russian students more often mention the positive properties of loneliness. They interpret loneliness more often through the opportunities that it gives them. Bulgarian students often mention negative aspects; they express more fear related to loneliness. Similar results confirm our hypothesis about the general semantic field, and, at the same time, demonstrate particular nature of ideas about loneliness in these two groups. The results can be used to develop programs aimed both at reducing negative impact of loneliness, and on development of its resource functions.

The article presents the results of the empirical testing of the authors model of the social-intellectual features of facial expressions recognition by the Russian and Asian students, and of the personal emotional, cultural and social intelligence. The importance of the research at the theoretical level is determined by the need for a cross-cultural social-psychological study of holistic constructs related to the personal social, cultural and emotional intelligence and recognition of emotions. At the practical level, the dynamics of Russian-Asian relations, in particular of the student mobility, explains the need for competent social-psychological support of foreign students in the internationally oriented university, which consists mainly of developing the intellectual potential and corresponding flexible skills. The authors empirically confirmed the hypothesis of the common grounds and specific features of the manifestation of structural, functional and substantial, dynamic and procedural components of the proposed model of intellectual personal manifestations in recognition of facial expressions. The hypothesis was empirically tested on the RUDN students (242 respondents) by the factor analysis: the study confirmed the common basis for the manifestation of structural components of the model (social-personal and active), presence of the substantial-regulatory factor in the substantial component, implementation of anticipation, adaptation and regulation in the functional component, reflective-evaluative manifestations in the substantial component, and manifestation of the dynamic and procedural components. Specific features of the model are determined by such differences as the unequal dynamics of each group of components (structural, functional, substantial) due to the cultural-social requirements and norms beyond the psychological domain, which require further research through the cultural-integrative and ethnic-specific conditions (theoretically also represented in the model).

Russia-China relations are a major research focus in international relations, yet few studies have so far addressed the issue of how the two nations view each other. This study seeks to contribute to closing this gap by focusing on how college-age millennials perceive the counterpart country. We have selected students who have had experience studying abroad, namely Chinese students who have studied in Russia and Russian students who have studied in China. Our findings are based on the analysis of 150 in-depth qualitative narrative interviews conducted with Chinese and Russian students (75 in each group). The study demonstrates that ethnocentric stereotypes prevail and both groups engage in cultural ‘othering’. Meanwhile, students from both countries perceive Russian President Vladimir Putin as a central determining factor in shaping Russia-China relations.

The study of mass consciousness is one of the most pressing sociological issues. Historical memory is a part of mass consciousness, and it is obvious that the historical memory about any event has its specifics in different societies. Today memories about the World War II became an object of manipulation for various political forces that aim at changing public opinion in favor of particular parties, and the youth is especially affected by such influence. The student youth is a reactive social force and can subsequently transfer such influence into actions. Therefore, the study of the international students types of historical memory provides a unique opportunity to reveal the global perception of the World War II. The article presents a typology of historical memory based on the classical structure of social attitude as consisting of affective (views on the justice of the war results), cognitive (knowledge of the war milestones) and behavioral components (knowledge and participation in commemorative events, and family stories). There are nine types of historical memory: personal-historical, dispositional, formal-historical, emotional-historical, fragmentary-historical, mythological-historical, subjective-historical, value-historical, lack-of-memory. The majority of students have an emotional-historical, formal-historical types and lack-of-memory. Without lacking-memory students, the share of which is smaller among Russian students, foreign students have mainly an emotional-historical and formal-historical types of memory, while Russian students rather formal-historical and value-historical types. The article explains the way for identifying types of memory. Thus, it can be useful for methodologists and researchers in sociology of history.

The literature review shows that the current educational paradigm with the shift to a student-oriented model has transformed the roles of both the teacher and the student, where the latter takes a more active and conscious part in educational processes. Peer assessment has proven to have a positive impact on L2 learning and teaching, having various benefits for both the teacher and the student, and its usefulness and efficiency has been supported by various research. While educators are aware of such positive impact, students’ attitudes towards peer assessment may vary. This study aims to examine the attitudes towards peer assessment in an L2 phonetics class of first year undergraduate students of the Faculty of Foreign Languages and Area Studies at Lomonosov Moscow State University. Thirty-four participants responded to a questionnaire, the main aim of which was to explore their attitudes towards peer assessment and its effectiveness in terms of developing their phonological competence and also their preferences regarding oral and written peer assessment in class. Responses were analysed through JASP software. The results of the study prove students’ awareness of the significance of peer assessment and their positive attitudes towards it with approximately 85% of the participants regarding it as a useful component of constructive feedback and approximately 91% of the participants acknowledging the usefulness of peer assessment for the development of their own phonological skills. The study also offers a pronunciation peer assessment scale to contribute to teaching and learning L2 phonetics.

This article introduces a comparative study of subjective comfort, coping-strategies, and types of accentuations of the personalities of Russian and Indonesian university students. The research employed the scale of subjective comfort assessment by A. Leonova, coping-test by R. Lazarus, and a test-questionnaire by G. Schmieschek and K. Leonhard. The experiment included 30 Russian and 30 Indonesian students (mean age – 20,5). The research revealed general qualities and differences between indicators of types of personality accentuations and ways of mastering stress. The students appeared to have no significant distinctions on the level of subjective comfort, which was normal. The Indonesian students distanced themselves and used self-control while facing stress more than Russian students. The most expressed types of personality accentuation of the Russian students were emotivity, demonstrativeness, and exaltation. As for the Indonesian students, it was pedantry. The subjective comfort of the Russian students had four interrelations with types of personality aссentuation, i.e. direct interrelations with emotive personality aссentuation and demonstrative and negative interrelations with obsessive and dysthymic personality aссentuations. There were three connections with coping-strategies, i.e. direct interrelations with "planning" and "positive reevaluation" strategies and an inverse one – with "fleeing" strategy. The subjective comfort of the Indonesian students had four interrelations with types of personality aссentuations: direct interrelations with hyperthymic and demonstrative aссentuations and an inverse one – with excitable and emotive. They had two interrelations with coping-strategies: inverse interrelations with "distancing" and "fleeing" strategies. The results proved the interdependence of subjective comfort and personal traits and the formed ways of mastering stress. The data obtained can be used in programs for coping-resource development in students.

The authors examine features attributed to consumption of news on the Internet by young and active residents of Moscow – students of the Faculty of Journalism at the Lomonosov Moscow State University. The empirical data was based on ‘news diaries’ filled in by students in the course of a week between February 15, 2016 and February 21, 2016, 40 people in total. Authors analyze users’ behavior on the web, specifically their interest in various news resources and links to news publications posted on social websites. The article figures out the contemporary academic approaches to news production, distribution and consumption in the digital environment. The study explores media consumption of young Russians who belong to the ‘digital natives’ generation. The collected through the empirical research data is proved by the current theoretical approaches to online news consumption process. This article describes the present-day role of the Internet and digital media in the Russian media system to provide context for this analysis.

Foreign (especially English) language learning has witnessed growing popularity in Russia over the last decades due to the enormous change in economic, political, legal, and cultural domains in the current period. The increasing need for good English speaking and writing skills put forward a demand for the accurate use of lexical items and grammatical structures by those who study English as a foreign language (EFL). Lexical and grammatical accuracy acquires a crucial importance in reasoning and argumentation. A slapdash word or syntactic construction in the argument structure may submit the listener to a conclusion, which is completely different from what the speaker implied. Such issues may be particularly frustrating in academic, legal, business, medical, and other types of institutional discourse. The rules of Aristotelian logic, underlying the good majority of reasoning structures, are generic. Therefore, it is a certain difference between the two languages, native (Russian) and foreign (English), that makes Russian students of English misinterprete logical chains and use irrelevant lexical items and grammatical constructions. [ABSTRACT FROM AUTHOR]

Electronic culture constitutes a new form of social adjustment in the digital era. Our study aims to reveal socio-cultural differentiation in the social group of Russian students whose e-culture is being shaped. Moscow students became our test group. To achieve the research aim we analyzed the concept of "e-culture" focusing on its theoretical and methodological interpretations. The paper provides an overview of current approaches to understanding electronic culture, namely competence- and activity-based approaches, axiological and institutional ones. Cultural studies of classical sociology served as theoretical and methodological basis for our applied research. Sociological approach enables to reveal the position of e-culture in modern society and detect its differentiating action on everyday practices and value system of distinct social groups. Thus, we suggest that we should extend our applied sociological study of students' e-culture by using a significant indicator, i.e. reflective-axiological attitude towards electronic technologies. We surveyed students of Russian universities and can now conclude that students from different test groups shape their e-culture at their own pace. Reflective-axiological attitude to ICT exerts a significant impact on e-culture formation; due to operational thinking technical students shape their critical reflective attitudes faster than non-technical ones. Most young adults today are common users, which suggests low demand for ICT in educational and professional areas where young people are actively involved. Youth socialization employs traditional forms of information culture, for example, book culture. [ABSTRACT FROM AUTHOR]

The aim of the study is to compare the attitude to the dangers of Kazakh and Russian students. On the basis of the results it was concluded that the region of residence and socio-cultural differences do not have any significant impact on the structure of the types of attitudes to danger, which allows us to conclude about the priority of psychological factors in the formation of a particular type of attitude to hazards. The obtained results can be used in the process of formation of students’ adequate sensitive type of attitude to dangers.

The literature review shows that the current educational paradigm with the shift to a student-oriented model has transformed the roles of both the teacher and the student, where the latter takes a more active and conscious part in educational processes. Peer assessment has proven to have a positive impact on L2 learning and teaching, having various benefits for both the teacher and the student, and its usefulness and efficiency has been supported by various research. While educators are aware of such positive impact, students' attitudes towards peer assessment may vary. This study aims to examine the attitudes towards peer assessment in an L2 phonetics class of first year undergraduate students of the Faculty of Foreign Languages and Area Studies at Lomonosov Moscow State University. Thirty-four participants responded to a questionnaire, the main aim of which was to explore their attitudes towards peer assessment and its effectiveness in terms of developing their phonological competence and also their preferences regarding oral and written peer assessment in class. Responses were analysed through JASP software. The results of the study prove students' awareness of the significance of peer assessment and their positive attitudes towards it with approximately 85% of the participants regarding it as a useful component of constructive feedback and approximately 91% of the participants acknowledging the usefulness of peer assessment for the development of their own phonological skills. The study also offers a pronunciation peer assessment scale to contribute to teaching and learning L2 phonetics. [ABSTRACT FROM AUTHOR]

The study focuses on the institution of boarding schools (Russian: internat) in Soviet Tajikistan in the 1950s and 1960s and its role in the education and training of the new national generations of skilled professionals in the fields of industry, science, culture, art and healthcare, which in turn contributed to the development of their country. Along with the de-Stalinization of education and subsequent polytechnization, as well as flexibility in the use of Soviet institutions, the internats were transformed from a purely Soviet project into a more inclusive Soviet-Tajik project at the national level for the training of new young national-Sovietized professionals. These professionals combined the qualities of Sovietized and local (national), with their distinctive norms, traditions and values, into a totally new form. The boarding school system turned into a factory for bringing up national-Sovietized specialists and cadres. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)