The study presented in this article relies on the principles of the cultural-historical theory, which defines cultural impact as the main driving force behind psychological development. Based on the assumption that culture is a set of normative situations, the study identifies rules that are typical for primary school students in big Russian cities. These rules are grouped into what we refer to as factors of cultural compliance, which ultimately can be seen as indicators of pupils' cultural congruence. In specifying the cultural congruence of primary school students, we take into account not only the rules of school life but also the whole range of stable rules for children 7-to 10-years-old. Researchers at the Psychology Institute of the Higher University of the Chinese Academy of Science (Wang, Zhu, & Shi, 2011) call such rules usual or contextually usual. We include rules that govern the behavior of children who have cultural differences, so in this article we are talking about the rules that are typical for children of this age in Russia.The goal of the study was to develop a test to diagnose the level of cultural congruence. The test was exposed to psychometric evaluation for validity, reliability, and discriminatory power. Factor analysis by means of varimax rotation provided for calibration of the rules by consolidating them into factors. These factors underpin the test and include the categories social interaction, academic competence, regulation, obedience, self-service, and self-control. In accordance with the principles employed in psychology, the factors confirm the construct validity of the test in relation to children's development when they are between 7 and 10 years old. The study confirms that learning is the main activity at this age by introducing a factor that brings together rules inherent in normative situations in the education process. The social setting for psychological development, viewed as a specific relationship between a child at the given age and the environment, is determined by the child's interaction with an adult. The factor of obedience is the key parameter for children of the age under consideration. New at this age are arbitrariness, self-regulation, self-analysis, and an internal action plan. Self-control is also conceptually linked to these factors.

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Background. Personal authenticity is a person’s ability to be oneself and coherent in both his/her personality and the circumstances of his/her life (time, place, and life-calling). The sense of one’s true self plays an essential role in peoples’ psychological well-being and life goals. Currently, the theory of authenticity is included in existential psychology, the person-centered approach, and the psychology of the subject, but all of these approaches have some methodological limitations. Objective. The aim of the current study was to explore the everyday presentations of the true self among the primary school children and adolescents. It was expected that in adolescence, these representations are more differentiated and mature than at an earlier stage of life. Design. In the exploratory research, 330 respondents took part, including 163 primary school children (74 girls, 87 boys, ages 7 to 11; M=9.4) and 167 adolescents (78 girls, 89 boys, ages 12 to 17; M=14.3). A special interview consisting of 11 open and closed-ended questions was developed. The inductive method of content analysis was used. Results. Differences were found in the frequencies of the categories used by primary school children and adolescents. Older respondents described their true selves in more detail; their evaluations were more positive and often included their social life as an inseparable part of themselves, whereas descriptions by the younger children were more sparse, ambiguous, and individualistic. Conclusion. The results obtained can help identify the substantial stages of the genesis of the true self. To develop authenticity, these facts should be taken into consideration.

Relevance. The article is an analysis of theoretical and empirical modern research in the field of coping behavior with difficult life situations (DLS) and psychological well-being of primary school children. It is stated that copings in primary school age have a pronounced age specificity. Objective. The sources of DLS and coping strategies of younger schoolchildren are systematized. Methods. Theoretical analysis of domestic and foreign studies of coping behavior with DLS in primary school age. Results. Two groups of the DLS genesis are identified in which the coping behavior of children is actualized — the first one is related to the environment (academic, natural, etc.), the second is related to interpersonal interactions (relationships with teachers, peers, etc.). Depending on the group, the corresponding coping strategies are identified. The conclusion is made firstly about the risk groups for non-coping with stress in primary school age and secondly about the need to form effective strategies that are insufficiently formed.