Aim. To investigate the relationships between cognitive and emotional aspects of forgiveness and the level of spouses’ subjective well-being, as well as to analyze the mediating role of marital satisfaction and the gender specificity of these relationships.

Methodology. The study involved 50 heterosexual married couples (N=100) aged 25–45 years, married for 3–15 years. The following instruments were used: an author-modified version of the Cognitive-Emotional Forgiveness Scale, the Subjective Well-Being Inventory, the Satisfaction with Life Scale, and the Marital Satisfaction Scale. Data were analyzed using correlation, regression, and mediation analyses in SPSS-26 with the PROCESS macro.

Results. Regression analysis confirmed that both cognitive (β=0.42, p<0.01) and emotional (β=0.35, p<0.05) aspects of forgiveness significantly predict the level of subjective well-being, accounting for 39% of its variance (R²=0.39, F=14.7, p<0.001). Marital satisfaction was identified as a partial mediator in this relationship. Statistically significant gender differences were found: the association between cognitive forgiveness and well-being was stronger in men (r=0.51), whereas in women a closer link was observed between emotional forgiveness and well-being (r=0.43). Couples who had completed the full forgiveness cycle according to Enright’s model demonstrated a 25% higher level of subjective well-being.

Research implications. The theoretical significance of the study lies in refining the understanding of forgiveness in marital relationships as a multi-stage psychological process that involves both cognitive and emotional components. The findings demonstrate that the contribution of forgiveness to spouses’ subjective well-being depends not merely on the fact that forgiveness is declared, but on the degree to which the forgiveness process has been completed. This allows forgiveness to be conceptualized not as a dichotomous phenomenon “forgiven / not forgiven”, but as a dynamic structure unfolding over time. The results extend existing theoretical models of forgiveness, particularly Enright’s model, by providing empirical evidence of qualitative differences between the psychological effects of early and later stages of forgiveness within the context of marital relationships. The practical significance of the study is associated with the applicability of the findings to marital counseling and psychotherapeutic work with couples. The identified relationship between subjective well-being and the completeness of forgiveness stages suggests that forgiveness can be viewed as a deliberate target of psychological intervention rather than as a spontaneous or purely personal resource. The results may be used in the development of couple-based counseling and psychological support programs focused on a stage-by-stage approach to working through offenses – from awareness and cognitive reappraisal to emotional processing and integration of the experience. In addition, the findings make it possible to identify situations in which couples become “stuck” at early stages of forgiveness and to select appropriate interventions based on the predominance of cognitive or emotional difficulties.

Aim. To reveal impact features of advertising videos on the emotional state of a person with different levels of suggestiveness in advertising.

Methodology. The study involved 70 people, including 22 boys and 48 girls aged 18 to 25 years, including students of the Crimean Engineering and Pedagogical University named after Fevzi Yakubov. Such methods as “Personal Feelings Scales” (A. Wessman, D. Ricks), the author’s research questionnaire “Advertising Suggestiveness of the Personality” (R. I. Zekeriaev) were used in the ascertaining experiment. In the process of statistical data analysis, Wilcoxon t-test was used. The research software was MS Excel 2021 and IBM SPSS Statistics 22.0.

Results. It was revealed that while viewing advertising, statistically significant changes occur in the emotional states of people with different levels of suggestiveness in advertising.

Research implications. The obtained results can be considered in the process of psychological support of the person’s process of media socialization.

Aim. In this article, the results of a cross-sectional empirical study aimed at examining the relationships between the quality of social connections (family, peers, school environment), the level of self-regulation and emotional well-being of adolescents aged 13–17 years are presented. The study involved 612 adolescents (M = 15.1; SD = 1.3) from eight educational organizations of various types.

Methodology. Validated self-assessment scales were used to measure key constructs – the scale of emotional well-being (SEB), the scale of self-regulation (SRQ), the scale of family relationship quality (FQS), the scale of peer relationship quality (PRS) and the scale of school adaptation (SAI). The statistical analysis method included descriptive statistics, correlation analysis, multiple regression, and analysis of mediator effects with the bootstrap procedure (5000 samples). Attention was paid to testing the hypotheses about the mediator role of self-regulation and the moderation of relationships by gender and age.

Results. The results showed that self-regulation and the quality of family relationships are stable predictors of adolescents’ emotional well-being: together, the predictors explained approximately 42% of the variance in the well-being indicator (R² = 0.42). Self-regulation demonstrated the strongest direct contribution (β = 0.39, p < 0.001), while the quality of family relationships had both a direct effect (β = 0.27, p < 0.001) and an indirect effect through self-regulation (significant mediator effect according to the bootstrap procedure). The influence of school adaptation and peer relationships turned out to be significant, but relatively less powerful and largely mediated by self-esteem and self-regulation skills. Moderation analysis showed that the influence of peer relationships was statistically significantly stronger for girls, and age strengthened the relationship between academic stress and decreased self-regulation.

Research implications. The findings of the study highlight the importance of an integrative approach – in addition to supporting the family environment, the key task of preventing a decrease in emotional well-being is the development of self-regulation skills in adolescents. Practical recommendations include the implementation of school and family interventions aimed at self-regulation training, improving parent-adolescent interactions, and creating a supportive school climate.

Aim. To identify the relationship between justice sensitivity and family / personal characteristics of young people with high, medium and low-income levels.

Procedure and methods. The psychodiagnostics procedure was performed on the basis of the following techniques: “Justice Sensitivity” by M. Schmitt adapted by S.K. Nartova-Bochaver et al.; “Family Emotional Communications” by A.B. Kholmogorova et al.; The Dark Tetrad adapted by D.S. Kornienko et al.; “The Level of Social Frustration” by L.I. Wasserman; “The Tendency to Overcome Social Norms and Rules” by Yu.A. Kleiberg. A set of mathematical and statistical data processing methods was used (MS Office Excel package, IBM SPSS Statistics 26). Comparative and correlation analyses were performed; the significance and reliability of intergroup differences were checked using the Kraskel-Wallis H-test; correlation analysis was performed using Spearman’s t-test.

Results. In the groups of subjects with high, medium and low incomes, a similar moderate level of justice sensitivity and the dominant position of the Violator were revealed; however, high-income young people have a greater balance of all 4 positions. Strong intergroup differences were found in indicators of family emotional dysfunction, “criticism”, as well as satisfaction with relationships with relatives and friends, but they are not found in indicators of personal characteristics, such as traits of the dark tetrad and a tendency to violate social norms and rules. It was found that in the groups, justice sensitivity is in different ways consistent with the studied family and personal characteristics, but in the group of high-income subjects there are only 3 correlations (2 very strong – with family perfectionism and narcissism, and 1 significant – with the induction of anxiety), whereas in the other two there are many of them. It was found that justice sensitivity is determined by 5 factors: “latent family disorganization”, “justice sensitivity”, “antisocial personality orientation”, “anxious hyper-involvement” and “family perfectionist authoritarianism.” It is concluded that the family and personal determinations of young people's justice sensitivity vary depending on their income level.

Research implications. The results obtained enrich applied and practical social psychology. They can be used in the development of various youth policy implementation programs, considered when providing psychological assistance to young people in the social protection system, in the activities of psychologists of recruitment agencies, and also be of interest to students of psychology faculties and their teachers.

Aim. To describe research on emotional intensity, interest, and process of life of cadets in a departmental higher educational institution.

Methodology. The article provides both a content analysis of theoretical literature and a method of interpretation of normative legal acts; empirical methods of description and interpretation and psychological diagnostic methods such as the methodology of “Life Orientation” and “Lifeline” are applied.

Results. The satisfaction of cadets with their life is testified by high indicators in academic performance in academic disciplines, opportunity to engage in sports, amateur artistic activities – to be a member of the KVN team (the “Club of the cheerful and resourceful”), to be a member of the scientific circle, the ensemble of drummers and drummers, the volunteer and donor movement, the pride of the freelance guard of honor, to take part in various cultural and leisure activities and other public formations. The real events in the life of cadets relate not only to the sphere of service and academic activities, but also to the sphere of interpersonal relations, cultural and leisure activities. Accordingly, during the period of their real life, cadets are focused on several aspects: education (higher education), professional activities, such as service in the criminal executive system, and personal life. Based on the results of the diagnostic methods, it can be concluded that the cadets perceive their life process as interesting, creative, lively, full of various events, and intense, grouping real events rather than specifying them.

Research implications. The article outlines the specifics of training at a departmental university and describes the emotional equipment, interest, and meaning of cadets’ life. It shows the possibility of changing the meaning of life and emotional intensity of the cadets due to their involvement in events, and the need to form the meaning of life of the cadets.

Aim. To identify the role of internal personality resources (life satisfaction, time perspective), family support, and social activity in forming attitudes towards active longevity of the elderly.

Methodology. An empirical study was conducted involving 109 respondents aged 55–85 years, mostly women. The following instruments were used: “Life Satisfaction Index” by B. Neugarten (adapted by N.V. Panina), “Zimbardo Time Perspective Inventory,” ZTPI (adapted by A. Syrtsova), “Multidimensional Scale of Perceived Social Support,” MSPSS by G. Zimet (adapted by K.A. Chistopolskaya, S.N. Enikolopov), and the authors-developed socio-demographic questionnaire. Statistical analysis included correlation analysis, student’s t-test, and multiple regression analysis.

Results. A high level of life satisfaction was revealed, the dominance of a positive perception of the past, and a high assessment of support from friends and family. However, family and friendly support are not significant predictors of life satisfaction. A paradoxical negative relationship was found between the support of significant others and the life satisfaction index. The author-developed questionnaire results showed that 79.8% of respondents maintain regular communication with loved ones, and 94.5% assess their health as satisfactory or good. Other significant predictors for respondents include romantic partners, mentors, teachers, psychologists, coaches, and other individuals perceived as particularly important. The specificity of the sample (a significant proportion of widowed individuals – 33.9%, living separately – 48.6%) may explain the low assessment of support from significant others (M=3.75), as for many respondents this category is associated with a lost partner.

Research implications. The results expand the understanding of the role of internal resources of the individual in the formation of attitudes towards active longevity. The practical significance is determined by the possibility of using the results in the development of psychological support programs for the elderly with an emphasis on the development of autonomy and internal motivation, and not just external social support.

Aim. To identify the contexts of psychological assistance as a methodological means of its practice in the ecosystem of a pedagogical university.

Methodology. Content analysis of students’ requests to a psychologist, the method of observation, surveys, contextual analysis were used.

Results. Based on the results of the study, it was concluded that the practice of psychological assistance in line with the contextual approach as its methodological basis leads to a significant expansion of its resource boundaries, which is an extremely important and necessary condition for the effective functioning of a psychological service in a complex university ecosystem.

Research implications. New material on the topic under study is summarized, ideas about the practice of psychological assistance in line with the contextual approach are expanded, the leading contexts of psychological assistance in the ecosystem of a pedagogical university are identified, proposals are formulated to expand the resource possibilities of the practice of psychological assistance.

Aim. To analyze and operate the conceptual framework, describing the impact of digital technologies on the socialization of modern teenagers.

Methodology. Through comparative and conceptual analysis, the four key concepts such as “digital environment”, “mixed reality”, “hybrid reality”, and “convergent reality” are differentiated and consistently revealed.

Results. It is shown that the study of the concepts evolved from analysis of external conditions to understanding of the internally assimilated, holistic life world of a teenager, where the digital and the physical surroundings form an inseparable continuum of experience. It is concluded that the concept of convergent reality has the greatest heuristic potential, focusing on the activity of a teenager who is mastering and constructing his social being in new conditions.

Research implications. An attempt is made to bridge the methodological gap between observed new behavioral phenomena and outdated theoretical constructs. Clear differentiation and operationalization of these concepts provide a framework for adequate empirical research and practical interventions in the fields of education, psychology, and digital security.

Aim. To develop a psychological concept of resource-predictive determination of personal and professional development of teachers, based on an integrative understanding of three-component resource as an emergent phenomenon.

Methodology. The study reflects the convergence and continuity of scientific traditions, educational values, and innovative approaches and technologies as a way to update the content of teacher education.

Results. In line with the systemic personality-developing approach, a new methodological approach has been developed – the resource-predictive approach, which includes a set of unique conceptual constructs – three-component resourcefulness: reflective design, constructive coping, engagement-involvement.

Research implications. The new practice of teacher training is based on a unified strategy for planning personal and professional development, a psychological concept and technology for updating resources (external and internal) for creative self-realization in the profession of subjects of continuing education.

Aim. To describe cognitive component of psychological readiness for professional activity among correctional officers.

Methodology. The article defines psychological readiness for professional activity, lists its components, suggests self-organization of activity as a cognitive component of psychological readiness, and presents the results of their own research using the example of correctional officers. During the research, expert assessment and testing methods of level and correlation analysis were used, and the results were interpreted.

Results. It has been established that the formed cognitive component of psychological readiness for professional activity acts as a factor of professional success of correctional institution staff.

Research implications. The problem of studying the cognitive component of psychological readiness for professional activity is outlined. It is proposed to consider self-assessment of self-organization of activity as a cognitive component.