The process of digitalization has become an integral part of the social situation of a child’s growth in the modern world. Child development in the digital environment demands the involvement of adults as mediators. This practice is called parental digital mediation. Previous studies have identified the significant parental and environmental aspects of parental mediation, but there has been little information about the relationships between the children’s characteristics and parental digital mediation. The current study aims to fill this gap by identifying the behavioral (social network and screen time) and emotional (social network addiction and happiness) predictors of the two dimensions of digital mediation: parental support and parental control. The study also examines the differences among children influenced by various parental mediation strategies. A total of 4011 students (42% male and 58% female) ranging in age from 13 to 15 years (M = 14.07; SD = 0.76) took part in the study. The parental mediation of their children’s internet use, social media addiction, social network time, screen time, and happiness were measured. According to the results, both the behavioral and emotional characteristics of the children served as predictors of parental mediation. A small amount of time spent on social networks or screens and low social media addiction and happiness were identified as the predictors of parental support, whereas a large amount of time spent on social networks and screens and low social media addiction were identified as the predictors of parental control. Three groups of children experiencing different parental mediation strategies were determined. The children with parents who enabled mediation were happier than the others. Children under instructive mediation demonstrated the highest tendency to social media addiction. Children under selective mediation spent the most time (of all groups) on gadgets, but they showed a low tendency towards social media addiction.

The aim of this study was to validate of the Russian version of the Child Behaviour Motivation Scale (CBeMO). The tool is designed to assess learning motivation in preschool and primary school children. Fifty-nine educators participated in the study and completed the CBeMO scales individually for each child in the older groups with whom they had worked for at least 4 months. The total sample consisted of 754 children aged 5-6 years. An internal consistency analysis of the scales indicated a high level of unidimensionality across all scales of the instrument (“Task Orientation”, “Task Avoidance”, and “Social Orientation”). Confirmatory analysis confirmed the consistency of the empirical data with the theoretical model of the questionnaire. The actual structure of the data obtained on the Russian sample, as determined by factor analysis, except for one item, is identical to the original configuration of the scales. Therefore, no additional procedures are required to improve the Russian version of the questionnaire and no measures of cultural adaptation are required for the further use of the Russian version of the questionnaire. In addition to the assessment of psychometric properties, an analysis was carried out to determine the role of age, gender, intelligence and language environment in children's learning motivation. The article presents the results of the analysis, suggestions for their interpretation, and promising directions for further research.

The article analyzes the development of cognitive skills and behavior regulation in five- and six-year-old children. The authors outlined the specifics of the development of cognitive skills and behavior regulation of preschoolers. In Block 1, the authors measured the level of intellectual development. Block 2 included diagnostics of cognitive skills development. In Block 3, the authors evaluated children’s understanding of emotions and their own and other people’s thoughts and feelings using the diagnostic methods developed for preschool children and adapted by A.N. Veraksa, D.A. Bukhalenkova, and O.V. Almazova. The authors widely used the NEPSY-II neuropsychological diagnostic complex’s subtests to assess the mental development of children aged 3 to 16. The authors devised the norms for developing cognitive skills and behavior regulation adapted for a particular Russian region. The obtained results of the study can be used as the basis for planning correctional and developmental activities with preschool children.

Introduction. Diverse domains of life become more digitalized, social media (social networks, blogs, and information sharing services) have become an intrinsic element of daily life and activities such as education. Positive and negative consequences of social media use were discovered, which increased the awareness of their involvement in adolescents’ and young people’s psychological well-being and socializing. However, the characteristics of self-regulation in the context of increased social media usage remain unexplored. The study examined the association between self-regulation characteristics and the degree to which social media is integrated into adolescents’ everyday activities. Materials and Methods. The study included 336 teenagers (12–17 years old). Self-regulation features (the SSPM-2020 V.I. Morosanova questionnaire) and social network activity (The scale of integration of social media into daily activity, time spent on it, the numbers of social networks) were assessed. Correlation, comparative, and cluster analyses were used to process the data. Results. The integration of social media into an adolescent’s everyday activities varies according to their level of self-regulation. However, formal factors (time and quantity of social networks) do not change between self-regulation levels. Throughout adolescence, social media use is relatively consistent. Girls showed a stronger behavioral and emotional attachment to social media and deeper integration into daily routines. Discussion and Conclusion. Self-regulation development can lead to academic performance and increased self-control in the digital world. When examining the effects of distance learning and developing programs to enhance online learning, meaningful parameters for measuring adolescentsʼ social media integration into their everyday activities may be required.