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Self-control is one’s ability to control one’s own behavior and emotional expression, to react to external events in a deliberate manner, and to interrupt actions motivated by undesirable impulses or affects. We present two studies aimed to validate a Russian-language version of the 13-item Brief Self-Control Scale by J.P. Tangney, R.F. Baumeister and A.L. Boone in samples of employees (N=591) and students (N=328). Confirmatory factor analysis supported a one-dimensional structure. The scale shows high internal consistency (alpha 0,79-0,84) and predictable associations with self-report and objective indicators of current and future academic and work performance. Self-control is positively associated with positive functioning (i.e., intrinsic motivation, goal-setting, persistence, conscientiousness, hardiness, productive coping strategies, optimistic attributional style, self-efficacy), emotional stability, and subjective well-being. These associations hold when social desirability is controlled. The results suggest that self-control is an important personality and motivational resource which results in higher performance and psychological well-being.

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The paper analyses the results of a survey of 37 Russian biosphere reserves using questionnaires concerning the presence of alien species of mammals, their pathways of penetration, and their impacts on protected ecosystems. The penetration of alien mammals into terrestrial ecosystems of Russia is extensive, both in places with maximum human environmental impact (inhabited areas and agricultural lands) and in biosphere reserves with minimal human impact. There are 62 mammal species registered as alien in Russian ecosystems and they account for 22% of the terrestrial mammal fauna of Russia. The percentage of alien species in biosphere reserves is 32.6% at most. In most regions, Castor fiber, Ondatra zibethicus, Nyctereutes procyonoides, Canis familiaris, Neovison vison and Sus scrofa are very dangerous, and both Castor fiber and Sus scrofa can have environment-forming impacts.

The paper presents an analysis of empirical data on relationship of study-related learning experiences with students’ psychological well-being and academic success.The data were obtained using the original Activity-Related Experiences Assessment technique (AREA) and a number of additional measures.The results of four studies are presented.The first one was devoted to the psychometric validation of AREA questionnaire.The results confirmed the construct validity of the model of activity-related experiences.The second study compared experiences associated with different types of activities (study and leisure).Differences in the structure of correlations of experiences related to different activities confirmed that experiences are activity-related rather than personality-related.The third study presents data on the relationship of study-related experiences with personality traits and academic performance.Only the experience of pleasure revealed a significant association with academic performance.The purpose of the last study was identifying the structure and reliability of AREA on the combined sample by CFA using and checking the connection of study-related experiences with indicators of psychological well-being.Experiences of pleasure and meaning were closely related to each other and negatively related to the experience of void, while the experience of effort was hardly associated the other three scores.Experiences of pleasure and meaning reveal predictable direct (and the experience of void the reverse) association with indicators of well-being.