Academic success is a popular topic of psychological and pedagogical studies, but such studies usually emphasize factors that affect academic success or variables associated with it.What constitutes academic success remains an open question if at all posited.Researchers tend to use simplified operationalizations, mainly the academic performance, and ignore the students’ point of view.The purpose of this study is to clarify students’ perceptions of academic success.A qualitative analysis of in-depth interviews about learning experience was conducted.The study involved 20 students from various Moscow universities who completed their first academic year (aged 17—42).The technique of reflective thematic analysis was applied.Main themes are the following: “Performance” (learning is considered successful if grades are high and there are no academic troubles), “Knowledge” (learning is successful if the curriculum is being assimilated, or professional knowledge increasing, of one’s horizons are expanding), “Sense of self” (learning is considered successful if there is interest in studying, enthusiasm, as well as internal comfort and/or self-development).Themes are arranged in a sequence, moving from external criteria to internal ones.A number of contradictions are found in the informants’ perceptions of success.In the continuum of themes, different understandings of success are attributed to different instances (university, profession, life activities, Self) and allow us to see the diversity and inconsistency of higher education meanings that explain the observed paradoxes.

Background. Th e use of digital devices and the Internet is an integral feature of modern everyday life, making children’s developmental situation “digitalized”. Th ere are not many papers on the specifi cs, types and content of digital practices of schoolchildren, and questions about what and why children do online are oft en replaced by questions about how this “something” is related to diff erent characteristics of well-being or cognitive and personality traits. Objective. To review recent studies that focus on the practices of schoolchildren in diff erent digital environments and to analyze them in terms of both results and approaches. Methods. Review of the literature on the varieties of digital practices of modern-day schoolchildren. Articles on schoolchildren’ digital and online practices were selected from Scopus database using publication date range (2016 — 2021) and keywords, such as “digital/online behaviour/practices”, “schoolchildren/ adolescents” etc. Th e initial selection was complemented by articles from key psychology and education journals in Russian from the same time span and also by relevant articles cited in the selected literature. Results. When considering the ratio of online and offl ine activities in the life of modern schoolchildren, two main ideas stand out: combining online and offl ine environments into a single hybrid environment, or considering them as complementary and having their own specifi cs. Th e idea of hybridity changes the formulation of the question of the well-being of schoolchildren and the possibility of it being negatively impacted by digital technologies: constant involvement in online contexts ceases to be pathologized and can be viewed as primarily associated with “offl ine needs” and satisfying them in new ways. Methods for characterizing digital practices of schoolchildren are described: based on the kinds of behavior, the type of interaction with the content, the goals of interaction, as well as various ways of managing digital behavior on the part of the school and parents, which can become the basis for the emergence of new forms of digital inequality. Research shows that online environments are well suited to meet the age-related needs of adolescents. Conclusion. Research in recent years has allowed to rethink a number of questions and to demonstrate the irrelevance of some attitudes regarding the use of digital technologies by children, which emphasizes the importance of conducting empirical research aimed at revealing the meaning and content of digital practices, and not limited to quantitative measurements.

The present study deals with the first impression about a person’s intelligence, based solely on their text. We attempted to calculate the accuracy of a reader’s judgment, and to determine which features of the text are associated with both the reader’s impression as well as the author’s intelligence test scores (Brunswik lens model). The study involved 116 participants aged 16 to 23 years. Each of them read and evaluated 4 out of 20 texts that were written by other participants in an earlier study. Participants evaluated both the general impression of the author’s intelligence and of the text itself, scoring responses to questions such as “How smart is the author of this text?” and to other text features that may be associated with intelligence judgement, including “vocabulary richness” and “grammar complexity”. In addition, objective indicators such as readability (Flesch-Kincaid score), length, and relative errors were calculated for the texts. The accuracy of reader judgments, estimated in a text-based analysis as the Spearman correlation coefficient between the “how smart is the author” score and the actual author test scores, did not reach statistical significance. However, the data indicate the presence of a nonlinear relationship. As revealed by a participant-based analysis, authors from the lower quartile (based on test scores) tend to be rated lower by participants as well. Readability, vocabulary richness, grammar complexity, and the relative number of words longer than six letters all were utilized by the reader participants in their judgments (i.e., correlated with impression scores) and at the same time were valid (i.e., correlated with test scores). We discuss the problem of the narrowness of scientific and psychological impressions on intelligence, compared to everyday perceptions

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