Dear readers!
We are pleased to present the fourth issue of the journal “Psychological Science and Education” (No. 4-2026). The materials in this issue are organized into two traditional sections: “Developmental Psychology” and “Educational Psychology”.
In the “Educational Psychology” section, we continue the series of publications on the professional development of specialists. This issue features the second part of a study by Arkady A. Margolis, Rector of Moscow State University of Psychology and Education (MSUPE), on the development of teacher thinking. The section includes studies on measuring project-based teaching practices among lecturers in Russian universities, the meta-resource determination of teachers' personal and professional development, and an analysis of academic stress with consideration of gender differences. A significant portion of the section is devoted to research on students' psychological well-being and resilience, including the impact of academic advising on distress and resilience, the role of peer social support in academic resilience, and a study of well-being in accelerated master's programs. Several articles address the specific features of the academic environment, ranging from supervisor–student relationships to international students' attitudes toward psychological help. The section also explores issues related to the training of future teachers, teacher effectiveness, and the relationships among creativity, problem-solving, and academic burnout.
In the “Developmental Psychology” section, considerable attention is devoted to factors of adolescent well-being. The section examines how parents and children perceive school (un)success, the role of resilience in the structure of “responsible parenting”, and the impact of parental phubbing on academic burnout among high school students. The theme of adolescent and youth well-being is further explored through an analysis of the likelihood of adolescent involvement in bullying, the improvement of adaptation in the educational environment based on attachment and emotional regulation, as well as a review of studies on the formation of professional identity among university students.
We hope that the materials in this issue will be useful to researchers, practitioners, and all those interested in current trends in developmental and educational psychology.
Editorial Board