The study of the propensity of young people to react aggressively (readiness for aggression) is relevant
because it affects everyone and is the cause of many disasters, crimes, and the growth of aggressive
behavior of young people, which are reflected in the statistics of the Ministry of Internal Affairs.
Scientists are trying to identify the reasons, factors contributing to the manifestation of aggressive
forms of behavior among young people. However, no Russian research was found in which the
influence of parenting practices (styles of education, methods of education) on the development
of readiness for aggression among young people was studied in a comprehensive manner. The
purpose of this research was to study the influence of family education practice on the development
of readiness for aggression among young people. The experiment involved 237 people aged 18-24,
who were randomly selected. Of these, 110 were girls and 127 were boys. All respondents were
from complete families. The survey was carried out using the following methods: ‘The interpersonal
behaviors inventory’, ‘Retrospective inventory of child rearing practices’, ‘Retrospective
questionnaire of parenting styles’.
The authors identified what forms of readiness for aggression are expressed among Russian youth,
as well as gender characteristics. Emotional-Impulsive Readiness was found for girls and Habitual-
Cognitive Readiness for boys. Mothers are perceived by young people as being more democratic
while fathers, in the opinion of their children, used more often authoritarian and liberal (dismissive)
parenting styles. The results of the study showed that mothers most often used positive and punitive
parenting methods. College-educated fathers used positive parenting methods. The results obtained
will be of interest for specialists working with families.
Author : Natalya N. Kalatskaya
The phenomenon of “victimization” in modern Russian and foreign studies
Victimization of children and adolescents, as well as other groups in society is an important issue
and complex issue that needs to be better understood so that measures can be put in place at every
level to prevent and correct these phenomena. This study was based on the bibliometric analysis
of relevant scientific literature in both Russian and foreign publications. The resulting qualitative
analysis indicated a variety of viewpoints on the concept of victimology, with different approaches,
theories of victimization, and concepts of specific aspects of prevention, minimization, correction,
and individual assistance. A large number of publications are devoted to the relationship of
victimization and other phenomena, especially in the school environment. Despite the diversity of
the scientific field, the study identified differences in the knowledge of this definition in the global
databases and an increasing number of publications dealing with this problem by both foreign and
Russian researchers. The phenomenon of “victimization” requires a further in-depth approach
to research of an interdisciplinary nature, as well as the development of conditions, models and
methods of de-victimization at various levels.
Social and professional values of Russian teachers having various pedagogical experience
Within the context of transformations in society and the challenges of new development, teachers
experience changes in their perception of education values. The aim of the research reported here
was to identify key perceptions of teachers in the Republic of Tatarstan (Russia) in respect of social
and professional values, at various levels of teaching experience. The research used axiological and
competence-based approaches as a firm basis for reaching agreement on teachers’ specific values.
This paper discusses the results from a comparative analysis of Russian teachers with up to 5 years,
6-20 years and more than 20 years teaching experience. The analysis makes it possible to define
some directions for the training and retraining of highly qualified teachers to help them understand
the importance of these qualities and values.