Institute of Education

Publications

• Book

  Kirill Ditkovsky, Fridlyanova S., Gokhberg L. et al.

  Science. Technology. Innovation: 2024 : Pocket Data Book

  This pocket data book contains main S&T and innovation indicators for the Russian Federation. The publication includes the most recent statistical data on R&D input and output, as well as international comparisons. The data book includes information of the Russian Federal State Statistics Service (Rosstat), Ministry of Science and Higher Education of the Russian Federation, Russian Federal Service for Intellectual Property (Rospatent), Organisation for Economic Co-operation and Development (OECD), European Statistical Office (Eurostat), UNESCO, World Intellectual Property Organisation (WIPO), national statistical offices of other countries, and results of methodological and analytical studies of the HSE Institute for Statistical Studies and Economics of Knowledge. In some cases, 2022 data are preliminary.

  National Research University Higher School of Economics, 2024.

• Article

  Tsyganova E.

  Nisskaya, A.K., Tsyganova, E.M. (2024). Parental Practices of Controlling and Supporting the Autonomy of Elementary School Children and Early Adolescents in Russia: A Qualitative Study, Psychology in Russia: State of the Art, 17(1), 00-00. DOI: 10.11621/pir.2024.0201

  Background. Children’s and adolescents’ development of autonomy depends on the relationship with their parents and the parents’ child-rearing practices. These might be aimed towards supporting or restricting autonomy, as well as its different aspects, such as independence or volitional functioning.

  Objective. To compare the practices described by foreign researchers as being the most beneficial for supporting autonomy with those used on a daily basis by Russian parents of primary school children and early adolescents.

  Design. We conducted 26 semi-structured interviews with 16 mothers and 10 fathers of primary school children (n = 10) and early adolescents (n = 16).

  Results. The practices of autonomy support and control used by parents were mostly similar to those described in foreign literature. However, new features were found: Guidance, Explanation of Patterns, and “Area of Responsibility”. The behavior of Russian parents can be described through practices specific to different situations. Qualitative research suggests the absence of a unified style of behavior in relation to children’s independence. Two types of autonomy support practices were used: encouraging independence and support for volitional functioning.  Encouraging children’s volitional functioning was perceived by parents as something that guides their behavior, yet mention of this practice was much less explicit than mention of encouraging independence.

  Conclusion. Further reflection is required on the observed situationality of practices – whether it should be assessed as chaotic, hindering autonomy, or flexible, promoting it.

  Psychology in Russia: State of the Art. 2024. Vol. 17. No. 1. P. 00-00.

• Book chapter

  Kosaretsky S.

  Equality and Inclusion in Russian Secondary Education: Post-Soviet Policy Analysis

  This chapter is devoted to the analysis of the design and implementation of the state policy of the Russian Federation in the field of inclusion and equity in education over the past 30 years (i.e., the post-Soviet period) in secondary education. The analysis covers legislation, conceptual policy documents, and programs at the national level. We discuss how the principles of inclusiveness and equity in education are institutionalised in the state regulation system. We considered which categories of children were identified as groups at risk of limited access to educational resources and educational exclusion and became target support groups. We demonstrate in which areas success has been achieved and how the limitations of a policy’s effec-tiveness relate to overall progress in institutional reforms. The presented case may be interesting to other countries, especially countries in transition facing a growing wealth gap, rising poverty, and migration processes.

  In bk.: Inclusive education in the Russian Federation: Scoping International and Local Relevance. Springer, 2024. Ch. 3. P. 29-53.

• Working paper

  Mikhaylova O.

  Mapping Sociology of Mental Health and Illness Articles in American Sociological Review

  Using two samples of research articles published between 1936 and 2024, I map the topic structure of the sociology of mental health and illness in the American Sociological Review (ASR) journal. One sample has 116 articles on the sociology of mental health and illnesses, and the other contains 13,645 papers published across all topics since the journal’s founding. To achieve this, I used word co-occurrence networks with several other Bibliometrix package modules to investigate four study questions: 1. What percentage of articles included in ASR are from the sociology of mental health and illness, and has this percentage evolved over time? 2. Out of all journal articles, how often is this kind of research cited? 3. What fields of research does the sociology of mental health and illness cover now? 4. How has the scientific discourse on the sociology of mental health and illness changed over time? The results of this study show that, despite making up a tiny percentage of publications, the share of journal articles on mental health and illness in ASR began to increase yearly in 1999. Additionally, the sociology of mental health and illness publications frequently receive more citations than conventional journal articles. In conclusion, until 2015, articles on social ties had a significant impact on the corpus of papers on the sociology of mental health and illness in the journal; articles on families, however, were cited almost continuously over time, and starting in 2016, articles on race began to have an impact.

  OSF, 2024