The second issue of the journal “Psychological Science and Education” for 2026 (No. 2, 2026) has been published. It features research devoted to contemporary issues in developmental psychology and education. As usual, this issue includes three key sections: “Developmental Psychology”, “Educational Psychology”, and “Discussions and Discourses”.
The “Developmental Psychology” section opens with a study of age norms for nonverbal intelligence in children aged 3–7 years based on Raven's matrices. This is followed by examinations of psychological well-being among Russian adolescents, the relationship between fluid intelligence and neurocognitive development in preschoolers, and the development and validation of an emotional intelligence questionnaire for university instructors. Particular attention is paid to the impact of parental stress and burnout, psychophysiological indicators of first-graders' adaptation to school, age-related changes in optimistic attributional style, and self-efficacy in online versus offline learning. The section concludes with work on the validation of the “Child and Youth Resilience” test, an analysis of future orientation among Chinese students, and a bibliometric study on children's use of digital devices.
The “Educational Psychology” section presents the results of a study on the organization of practical training for future teachers, an analysis of the accuracy of learning objectives and academic success in online courses, as well as a diagnostic assessment of learning activities in a digital game-based environment. The section continues with topics on the influence of socio-educational support on student well-being, the role of leadership styles in shaping school climate, and the factors and barriers of inclusive education for students with disabilities. The section concludes with a study on the synergy of TPACK and self-assessment as a pathway to strengthening teachers' professional commitment.
The “Discussions and Discourses” section features an article devoted to the analysis of psychological well-being in the context of personal and demographic parameters, thereby opening up space for professional debate on the nature of subjective well-being.
Listen to episodes of the PsyJournals LIVE podcast where authors discuss research:
Valentine Joseph Owan about development, validation, and bifactor model of the Academic Staff Emotional Intelligence Questionnaire (ASEIQ) at universities in Nigeria.
Yi Xing about the relationship between the sense of meaning in life and the achievement of life success through future orientation among Chinese students.
Yassamine Abejja about a literature review on well-being, learning outcomes, and the impact of social support at school.
Cao Xuan Hai about the relationship between technological pedagogical content knowledge (TPACK), self-esteem, and the path to strengthening teachers' professional commitment.