Жарияланымдар / Публикации

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Cross-cultural data on romantic love and mate preferences from 117,293 participants across 175 countries
(Nature Portfolio, 2025-07-01)
Marta Kowal
;
Piotr Sorokowski
;
Biljana Gjoneska
;
Katarzyna Pisanski
;
Gerit Pfuhl
Psychological studies on close relationships have often overlooked cultural diversity, dynamic processes, and potentially universal principles that shape intimate partnerships. To address the limited generalizability of previous research and advance our understanding of romantic love experiences, mate preferences, and physical attractiveness, we conducted a large-scale cross-cultural survey study on these topics. A total of 404 researchers collected data in 45 languages from April to August 2021, involving 117,293 participants from 175 countries. Aside from standard demographic questions, the survey included valuable information on variables relevant to romantic relationships: intimate, passionate, and committed love within romantic relationships, physical-attractiveness enhancing behaviors, gender equality endorsement, collectivistic attitudes, personal history of pathogenic diseases, relationship quality, jealousy, personal involvement in sexual and/or emotional infidelity, relational mobility, mate preferences, and acceptance of sugar relationships. The resulting dataset provides a rich resource for investigating patterns within, and associations across, a broad range of variables relevant to romantic relationships, with extensive opportunities to analyze individual experiences worldwide.
Цитирования (OpenAlex) 6Цитирования (OpenCitations) 3
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Students’ Subjectness, Self-Efficacy and Psychological Well-Being: Comparative Research of Russian and Kazakhstan Students
(2022-10-19)
Владимир Григорьевич Маралов
;
Adlet D. Kariyev
;
Olga Valeryevna Krezhevskikh
;
Марина Александровна Кудака
;
Larissa Yevgenievna Ageyeva
The relevance of the study is due to the need to resolve the contradictions between the requirements of higher education for the personality of a young person and his real capabilities, manifested in the ability or inability to be the subject of his activity and his development. The need to resolve this contradiction has determined the purpose of this study – to identify the level of expression and structure of the subjective properties of students’ personality, their relationship with self-efficacy and psychological well-being. The work used a set of theoretical and empirical research methods, in particular, questionnaires to identify the level of an individual subjectivity development (M.A. Shchukina), general and social self-efficacy (M. Sherer and J. Maddux, adaptation by A.V. Boyarintseva), psychological well-being (K. Riff, adaptation by T.D. Shevelenkova and P.P. Fesenko). Mathematical processing was carried out using the criterion ϕ* – Fisher’s angular transformation, as well as methods of correlation analysis using the linear Pearson correlation coefficient. The subjects were students of a number of universities of the Russian Federation and the Republic of Kazakhstan. A total of 277 students majoring pedagogy and psychology took part in the study, among them 266 (96%) women, 11 (4%) men, average age 19.5 years (SD=1.5). As a result, no fundamental differences were revealed in the structure and manifestations of subjectivity depending on the place of residence, national and cultural traditions, which indicates the existence of some general patterns in the formation of the subjectivity of a future teacher or psychologist. A high level of subjectivity was identified in 57.04% respondents, medium – in 38.98%, low – in 3.98%. It has been established that the level of subjectivity positively correlates with self-efficacy in objective activity, with social self-efficacy and with the psychological well-being of an individual. It was revealed that students with low subjectivity can also have a high level of psychological well-being, while performing a compensatory function. The results obtained can be used in the course of student training, as well as in the work of curators of student groups and in the activities of the psychological service of universities.
Цитирования (OpenAlex) 10Цитирования (OpenCitations) 8
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Relationship of Responsibility and Value Orientations of Future Preschool Teachers: a Cross-Cultural Context
(Kazan Federal University, 2026-04-12)
Alla A. Tvardovskaya
;
Victoriya Mogilevskaya
;
Akgul Zhubandykova
;
Умнов Дмитрий Геннадьевич
;
Akmal Akhatov
The aim of the study is to examine the relationship between responsibility and value orientations in future preschool teachers from a cross-cultural perspective. The study involved 231 undergraduate students enrolled in preschool education programs from Russia, Moldova (Transnistria), Kazakhstan, and Uzbekistan. The methods included testing (I. G. Timoshchuk’s Moral and Ethical Responsibility Diagnostic Test and S. S. Bubnova’s Real Structure of Value Orientations Inventory), Pearson’s correlation analysis, and the Kruskal-Wallis H-test for statistical differences. The findings reveal that the majority of future preschool teachers (66.1%) demonstrate a developing level of moral and ethical responsibility, characterized by awareness of the immediate consequences of their actions, while a fully formed sense of responsibility for long-term life strategies is lacking. The dominant values include helping and showing mercy to others (concern for others’ well-being), pleasant leisure (rest), and social recognition and influence over others. Although the hierarchy of values varies depending on the level of responsibility, the top three values remain consistent across all cultural groups. Students from different countries exhibit tolerance towards others’ imperfections and a willingness to provide patient assistance, demonstrating genuine kindness in both actions and emotions. Correlation analysis revealed significant inverse relationships between the level of responsibility and the values of material wealth (r=-0.288, p≤0.01), high social status and leadership (r=-0.148, p≤0.05), social activism for positive change (r=-0.14, p≤0.01), and health (r=-0.14, p≤0.05). Cross-cultural analysis showed significant differences in responsibility levels (H=8.87, p≤0.05). The findings can be applied in the professional training of future educators and in psychological education regarding cross-cultural similarities and differences.

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