The aim of this study was to assess the impact of implementing the metacognitive learning strategy within the context of socioscientific issues (SSI) on students' scientific argumentation skills. The metacognitive learning strategy used comprised four stages, namely preparing, doing, checking, and assessing & following-up, abbreviated as MLS-PDCA. In addition, a quasi-experiment was used with a pretest-posttest control group design. The participants included 96 students in the 11th grade MIPA (mathematics and sciences) program at public high schools in Malang, Indonesia. In the study process, one experimental class was instructed using the metacognitive learning strategy within the context of socioscientific issues (MLS-PDCA SSI), while two control classes received instruction through metacognitive learning strategy (MLS-PDCA) and expository learning strategy (ELS). The argumentation skills of students were assessed using the Rate Reaction Argumentation Test (r = 0.894). Data analysis techniques included the One-way ANOVA test and N-gain analysis. Consequently, the results showed that (1) students taught with MLS-PDCA SSI greatly improved in scientific argumentation skills compared to those in MLS-PDCA and ELS classes. (2) MLS-PDCA SSI proved to be an effective learning strategy for improving scientific argumentation skills, especially in the context of daily life-related learning materials. Conclusively, the development of scientific explanatory skills through metacognitive learning strategies contributed to the development of scientific argumentation quality.

Generative artificial intelligence (GAI) has significantly disrupted the educational landscape, ushering in profound transformation. In this comprehensive research study, global databases such as Scopus and Web of Science (WoS) were meticulously curated for data collection within the publication years of the last five years, i.e., 2019–2023. The search criteria involved a thorough exploration of documents featuring “Generative Artificial Intelligence” and “education” in the article title, abstract, and keywords, assembling a refined dataset comprising 116 publications. The study design incorporated the widely recognized PRISMA and PICOC frameworks to ensure methodological rigor. Data analysis was conducted utilizing the advanced VOSviewer_1.6.20 software. The investigation delved into diverse aspects of citation patterns, revealing notable variations across sources, authors, and organizations. The research showcased a transdisciplinary nature by employing bibliographic coupling across multiple countries and co-citation among cited sources and authors. Incorporating PICOC components facilitated a critical analysis of the research problem, relating it to policy and practical considerations while identifying prevailing trends in current research. Consequently, the study provides insights into the potential impact on practices and policies and lays the groundwork for future lines of inquiry in the realm of GAI in education.

The main aim of this study was to examine the internal structure of a self-developed instrument “the adolescents’ school motivation measuring tool” instrument for use of adolescent school. Exploratory quantitative research approach, and its design was grounded within the exploratory type. A total of 489 school-going adolescents completed the questionnaire. A principal component factor analysis with varimax rotation confirmed the four-factor structure of the adolescents’ school motivation measurement tool, while confirmatory factor analysis was performed to establish the appropriateness of the instrument. The findings established that each of the factors, had good internal reliability values 0.88%, 0.87%, 0.87%, and 0.81% respectively. The SEM model of school motivation confirmed that the factor structure was a good model as the RMSEA (p = 0.066) was significant at a high level. Further, it was also affirmed that inter-correlations existed among each of the components: cognitive and success motivation (r = 0.95); cognitive and social motivation (r = 0.73); and success and social motivation (r = 0.73). Low correlation existed between the components of social and failure avoidance motivation (r = 0.03). This study concluded that the four factors are appropriate measures of adolescents’ school motivation tool for the use of school-going adolescents.

Motor persistence is an indicator of executive functions that involve maintaining the components of intentional movement. Due to its all-or-none nature, motor persistence may be considered the most direct manifestation of inhibitory control as one of the executive functions. Previous studies have shown that stress in childhood predicts poorer executive functions, and the negative impact of perceived stress has been identified in samples of adolescents. Parental practices are also important factors in child development and play an essential role in the formation of executive functions. Positive parenting practices facilitate the internalization of the self-regulatory process. However, the relationship between perceived stress among preschoolers, parental practices, and motor persistence is still limited. This study investigates the relationship between motor persistence and maternal practices in the context of a child's stress. The sample of the study included 194 mothers and their children. Mothers were in the age range of 23 to 48 years old (M = 34.91, SD = 6.52), while children were in the age range of 5 to 8 years old (M = 6.5, SD = 0.37). Additionally, 49% of the children were male and 51% were female. Data collection was conducted using a subtest of the NEPSY-II Statue, the Perceived Stress Scale for Children, and the Parenting Practices Survey. The current study found that perceived stress could decrease motor persistence, but warmth and maternal practices that demonstrate attachment and support might mitigate this negative effect. The results of the study could be applied in educational programs for parents and in the work of psychologists, teachers, and practitioners who interact with families with preschoolers.

A sense of one's own identity is the main factor in the harmonious development of a personality. A person's identity is formed in the process of social development of personality and is largely determined by the object relationships that develop in the family. In daily clinical practice, psychologists are increasingly confronted with the borderline personality structure that manifests itself in clients, and borderline personality organization is closely related to the problem of Ego strength and identity. Although the issue of identity has been studied quite deeply, the relationship between family well-being and the identity of a mature person has not been studied enough. Especially little attention is paid to the formation of identity in children from disadvantaged families. The purpose of this study is to identify the factors contributing to the formation of identity in children from disadvantaged families. The article presents the results of an empirical study that showed that people from disadvantaged families have not formed an identity. Correlation analysis revealed the individual traits characteristic of such people. If psychologists manage to develop these traits, they will be able to have a more targeted impact on the formation of identity in these people.

Teacher training has been increasingly emphasized to improve the educational quality of a country and it is based on factors like inheritance and preservation of ethics of society, expectations of people, policy matters, and teachers. Teacher education policies and the role of respective regulatory bodies is well defined in every country but there are many deficiencies in the training of teachers. It is happening in many of the BRICS countries also. Factors like attitude of people towards teaching profession, commercialization of educational institutions, theoretical curriculum, irrelevant pedagogy, defective methods of evaluation have made this volcano to explode now. Managers, teacher educators and student teachers are more responsible for adopting shortcut ways. Factors like lack of infrastructure, research innovations, rational recruitment policy, low salary and social status further add to the problem. The need of this study is to find the deficiencies, as major risk factors. The study is based on authoritative inspection visit outputs of teacher education institutes in various states of India, policy documents and functionality of regulatory bodies to diagnose the problem for immediate remedial decisions.

This study presents a qualitative analysis of the concept of “friendship” as perceived by respondents aged from 6 to 64 years. The research aims to examine age-related characteristics in people's understanding of friendship. The age groups for the study were determined based on Erik Erikson's widely recognized developmental stages classification. The study analyzed associative patterns across four age groups: school-age children (6-12 years), adolescents and teenagers (13-19 years), young adults (20-25 years), and middle-aged adults (26-64 years). The sample consisted of 259 participants. Data was collected through a free association experiment and processed using P. Verges's prototypical analysis technique. To investigate the factors influencing the formation and development of friendship concepts, we conducted a qualitative analysis of essays titled “How did my understanding of friendship develop?”. For school-age children (6-12 years), unstructured interviews were employed. The findings confirmed our hypothesis that while perceptions of friendship depend on an individual's social and life experiences, the core understanding remains relatively stable throughout life. Questions remain regarding how external socialization factors and changing social and cultural dynamics influence friendship perceptions. Furthermore, the results revealed significant semantic variations not only across age groups but also across cultural and educational backgrounds. The issue of how parents view this topic's relevance and its importance in family upbringing has not been specifically addressed in psychological and pedagogical research. Future studies examining this topic within the context of family values and parenting approaches would be valuable.

The article explores the key issues of postgraduate training. Today, there are a number of contradictions that are associated with the need to develop a holistic concept for determining the place and functions of postgraduate studies in modern society. The paper aims to analyze the main difficulties and problems that candidates for an academic degree face during their postgraduate studies. Research methods: the Main Problems of Postgraduate Studies questionnaire developed and tested by the authors, a method of statistical data analysis. The study revealed that the main goals of entering postgraduate studies for most postgraduate students are associated with obtaining an academic degree, and more than 50% of respondents consider scientific activity to be their calling. The main difficulty noted by postgraduate students is the lack of opportunity to conduct research work and test its results. Among other factors, they highlight the need to combine the work with education. But at the same time, almost 77% of students do not plan to drop out. The paper concludes that postgraduate students of the Siberian Federal University have high motivational and target settings, allowing them to successfully study, engage in scientific activity, and obtain an academic degree. The study findings will help create measures of legal and organizational support, which will allow establishing collaborations, building interdisciplinary links between specialties to obtain high-quality scientific research, as well as attracting foreign applicants to study at the postgraduate level in Russia.

The study aims to determine the factors influencing the definition of moral ideals among adolescents and the peculiarities of pedagogical support of their moral choice. The main approaches are represented by the authors’ research tools. In total, 3,443 teenagers aged 11–14 years participated in the study that had been conducted since 2017 till 2023. The study revealed that when predicting their ideals, children focus on individuals who are successful, smart, goal-oriented, kind, talented, and ready to overcome obstacles in achieving the goal. TikTokers, bloggers, streamers, YouTubers, programmers, gamers, and e-sportsmen serve as role models for teenagers. The virtual space has a major impact on the moral choices of the new generation. The authors found out the key factors (intellectual, motivational, emotional, volitional, objective and practical, existential, and self-control) that influence an individual’s perception of moral ideals. The risk of forming values unworthy of imitation through social media and the risk of creating an unrealistic idealised ‘self’ projected by the virtual space were identified. The paper concludes that teacher’s guidance in shaping the children’s moral choices is needed.

Modern processes of globalization and international integration have a serious impact on the teacher training system not only in Russia, but all over the world. This process involves new agents, increases its universalization, transforms its content, develops new educational technologies, creates innovative systems of evaluation and accreditation of future and serving teachers, and gradually digitalizes teacher education. All these trends are challenges for teacher education systems in all countries of the world, including the BRICS countries. They require the development of new algorithms of activities; complicate the communication processes of all participants of teacher education. When conducting comparative research on the basis of contrasting the unique and the common, the priority is to find a special universal methodology that will allow to act effectively in different contexts and ensure the quality of modern teacher education (Menter et al., 2017).