This chapter reports on a study conducted in seven countries in which young children's (aged under 8) digital practices in the home were examined. The study explored family practices with regard to access to and use of technologies, tracing the ways in which families managed risks and opportunities. Seventy families participated in the study and interviews were undertaken with both parents and children, separately and together, in order to address the research aims. This chapter focuses on the data relating to parental mediation of young children's digital practices. Findings indicate that parents used a narrow range of strategies in comparison to parents of older children, primarily because they considered their children too young to be at risk when using technologies. However, children's own reports suggested that some were able to access online sites independently from a young age and would have benefitted from more support and intervention. The implications of the study for future research and practice are considered.

This article presents the results of digital competence study in different types of pedagogical stuff of Russian educational organization (informatics teachers – 140 participants, subject teachers – 145 participants, other categories – 112 participants) in comparison to the results of all-Russia digital competency study among schoolchildren and parents (2013). We use Index of Digital Competency to as¬sess the digital competence of schoolteachers. The results shows that schoolteachers significantly exceed schoolchildren and parents in digital competency (F(2)=32,03, p<0,001), in frequency of internet-usage ( χ2(14)= 597,61, p<0,001), in time spent in the Internet everyday ( χ2(14)=472,83, p<0,001). Also they prefer other types of devices for internet-activities. Informatics teachers significantly exceed other teachers in digital competency (F(2)=14,18, p<0,001). These results let make the conclusion that modern schoolteachers are able and ready to improve their pupils’ digital competency by means of different ICT.

The paper presents results of a study on the relationship between the features of volitional regulation and academic performance in university students of different years and areas of training.The study compared students (year 1 to 4) of ‘Psychology’ (n=133) and ‘State and Municipal Administration’ (n=201) programmes.The following methods were used: the Action Control Scale by J.Kuhl; the questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior (developed by G.S.Nikiforov, V.K.Vasilyev and S.V.Virsov); the Dembo-Rubinstein self-esteem scale (modified by V.A.Ivannikov and E.V. Eidman, 1990); the Purpose in Life Test (by D.A.Leontiev).The arithmetic mean of all examination marks received by the student during the current academic year was used as an indicator of academic performance.It is shown that in junior students of the management programme the indicator of academic performance positively correlates with the indicators of the Action Control Scale (p <0.01), the Purpose in Life Test (p <0.01) and behavioral self-control (p <0.01), whereas in students of the psychology programme it positively correlates with indicators of the Purpose in Life Test (p <0.01) and social self-control (p <0.01).No significant correlations were found in senior students.The results obtained in the study allow us to draw some conclusions about the contribution of volitional regulation to the level of academic achievements in students.

The hypothesis about the relationship between masculinity of national culture and the severity of gender differences in the state of volitional regulation among its representatives is tested. Men and women were compared among representatives of masculine (Kabardin, Ossetian, Armenians, Tatars, Bashkirs, Tajiks) and feminine (Russians, Ukrainians, Belarusians, Komi, Mari, Koreans, Tuvans, Jews) ethnic groups. In total, 1453 people aged 18 to 30 years participated in the study. To diagnose the state of volitional regulation of the respondents, the following methods were used: “Action-control scale” by Yu. Kuhl, “Questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior”, self-appraisals of volitional qualities. It is shown that in masculine cultures, men and women significantly differ in terms of the “Action-control scale”, the severity of emotional, behavioral and social self-control, as well as self-assessments of volitional qualities, while in feminine cultures there are practically no differences. Men demonstrate qualities associated with the implementation of intentions in action, and women demonstrate qualities associated with the organization of their activities in accordance with the requirements of society.

The results of a cross-cultural study of volitional regulation in Komi-Zyryans and Russians are presented. Two samples of 100 representatives of Komi (Syktyvkar) and 100 representatives of Russian (Moscow) was compared. The samples were balanced by gender, age and other socio-demographic characteristics. To diagnose the individual characteristics of volitional regulation of the respondents, the following methods were used: “Action-control scale” by Yu. Kuhl, “Questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior”, self-evaluation of volitional qualities. The significant differences between Komi-Zyryans and Russians in behavioral (p=0,05) and social self-control (p=0,01), self-appraisals of volitional qualities: disciplined (p=0,01), persistent (p=0,01), strong-willed (p=0,05), initiative (p=0,05), restrained (p=0,05), patient (p=0,01), stubborn (p=0,01), calm (p=0,01), attentive (p=0,01) were showed. The obtained results confirm the hypothesis about the presence of cross-cultural differences in the parameters of volitional regulation and confirm the ideas of the volition as a higher mental function.