Preschool childhood is a time of rapid development. During this period a child`s interaction with significant adults plays a very important role. The parent, as a mediator, defines the "zone of proximal development" (Vygotsky, 1984). The common assumption is that to determine a parent's position, it is important to acknowledge both socio-demographic factors and the parameters which define the socio-psychological aspects of parent-child relationship. Hence, the type of research where a child's psychological development is studied in the context of the socio-demographic and socio-psychological factors which determine the social situation of development, is very promising. Based on our previous research (Sobkin, Marich, 2002; Cheie, Veraksa, 2015), a program of experimental research intended to determine the interconnections between the socio-demographic and socio-psychological parameters of parent-child relationships, and the level of a child's psychic development, was designed. The research was based upon the material obtained through testing 59 children between 5 and 7 years old with specially collected psychological testing methods (Veraksa A.N. etc), as well as from the results of a special sociological questionnaire presented to their mothers (Sobkin V.S. etc). The research was carried out in 2014-2015 in municipal kindergartens of Moscow. Among the socio-demographic factors analyzed, the most significant results were related to the child's gender, the family structure, and the mother's education. Thus, boys showed higher results on visual memory tests, and girls scored better on tests for self-control and social intelligence (higher ability to detect the reason for someone else's negative emotions). Children from single-parent families had better results on verbal memory tests, but scored lower on those for self-control. Also they had less ability for decentration. The differences in mothers' educational levels influenced the number and intensity of children's fears, as well as their inclinations to avoid fearsome situations.

Background. The aggressiveness of social networking is a significant component of the risk modern teenagers face during socialization, and cyberbullying is one of the most controversial forms of aggressive behavior on social media. Objective. This paper deals with the study of secondary school students’ behavior on social media. The parameters characterizing teenagers’ usage of social media — their activity, intensity, motives, and self-presentation — are analyzed with respect to gender, age, and social psychological factors. The main focus is teenagers’ personal experience dealing with aggressive situations on social media: their role in aggressive situations (as aggressor, victim, or witness); the form of aggression (public or private); the aggressor’s characteristics (acquaintances or strangers, persons, or groups); and their views on what action victims should take (ignoring it, confronting it, or asking for help). Design. This article is based on data obtained by researchers at the Center for Sociology of Education of the Institute of Education Management of the Russian Academy of Education in 2020–2021. Using a specially developed questionnaire, we collected responses from 40,575 students from grades 7–11 in 17 regions of Russian Federation through an anonymous online survey. Mathematical statistical methods were used for data processing, specifically, the chi-square test in the “Basic statistics-Difference tests” module of the “StatSoft Statistica 7.0” package. Results. The data showed that the adolescents with high status among their classmates (“leaders”) used social media as an important educational resource, while those with low status (“loners”) used it to compensate for their poor reallife experience. Aggression on social media appears to be quite common among adolescents. The traditional differences between male and female subcultures appeared in the choice between private or public forms of aggression. The increase in aggressive interactions with strangers as the youth aged indicated that the realization of the teenage distinctive basic need for “expanding one’s social environment” in online interaction comes with the risks of encountering unfriendly, aggressive reactions.

The paper explores the relationship between adolescents’ attitude towards aggressive behaviour in social media and their behavioural patterns. The analysis is based on the data of a survey carried out by the staff of the Centre of Sociology of Education (Institute of Education Management of the Russian Academy of Education).The survey involved 2074 students of 5th, 7th, 9th and 11th grades of schools of the Moscow Oblast. As it was revealed, the number of respondents who ‘don’t like’ watching aggressive scenes decreases from 7th grade to 9th.Active users tend to ‘like’ watching such content. Those adolescents who consider their profiles as ‘provocative’, ‘explicit’ or ‘unconventional’, also enjoy watching aggressive scenes more as compared to ‘ordinary’ users. The adolescents who had experience of being ‘aggressors’ or ‘victims’ are more likely to accept aggression than those who were ‘witnesses’ (p≤0,05 for all comparisons).The data obtained in the research reveal the specifics of male and female subculture in social media; the space of online communication appears to be a special zone in which participants struggle for social status. The data allows us to identify the key factors of adolescents’ attitude towards aggression in online communication: sex, age, intensity of communication, online self-presentation, classroom status, perception of one’s own life prospects.

The article is devoted to the study of the patterns of network interaction as regards teenagers and their attitude to the aggressive behaviour in social networks. The article is based on data obtained by specialists of the Center for Sociology of Education of the Institute of Education Management of the Russian Academy of Education as a result of an anonymous survey of 2074 students from grades 5, 7, 9 and 11 of Moscow region schools. Methods of mathematical statistics were used for data processing. The analysis is aimed at identifying the influence of social, demographic and behavioural characteristics that determine the attitude of teenagers to aggression in social networks. It has been revealed that the leader’s position of a teenager in the class contributes to a greater participation of this teenager in network interaction, which is associated with their motivation to expand their social circle. The growth in the number of provocative statements in the network communication by the time of graduation indicates that the need for manipulation in social relations plays an important role in the process of network communication at this age. It has been proved that while growing up teenagers start to change the attitude to aggression; the share of high school students who negatively perceive aggression scenes decreases; active users are more likely to show a positive attitude towards aggression scenes, which evidences their “getting used to” the aggressive style of communication on the Internet. Teenagers focused on attracting the attention of others (those who consider their accounts “provocative”, “expansive” or “extraordinary”) are more likely to enjoy watching violent scenes than the owners of “ordinary” accounts. Personal experience of participating in aggressive situations either in the role of an “aggressor” or a “victim” facilitates their acceptance of aggression. The data presented allow us to conclude that the most significant factors for the creation of the teenagers’ attitude to expression of aggression in social networks are their gender, age, frequency of use of social networks, self-presentation on the Internet, social status in the class, estimation of their future success