Avatars are virtual representations of virtual world users. Creating a virtual representation can be considered an important element of the self-esteem formation process in modern adolescents. As previous research suggests, the similarity level between an avatar and its creator is related to the latter’s self-esteem. However, previous studies were limited by small and unrepresentative samples, which creates difficulties in generalizing the results. Moreover the studies usually did not include adolescents. This study aims to investigate possible predictors of adolescent–avatar similarity (AAS), in particular global self-esteem, which develops in adolescence. In addition to self-esteem, the importance of personality and gender was also examined. 130 high school students played the Characterium computer game, which was designed for this project. The participants also completed measures of global self-esteem and personality and explained why they had created such avatars. In order to test the research hypotheses, hierarchical regression analyses were performed. No relationship was found between adolescents’ global self-esteem and AAS; however extraversion and gender were significant predictors of adolescent–avatar similarity. Due to the limited number of studies in adolescents, we discuss our results based on the results of adults. The lack of verification of the first hypothesis may be due to the fact that adolescents use avatars to experiment with their own identity, regardless of their self-esteem. This suggests that they use avatars for a different purpose than adults (who want to boost their self-esteem). We discuss gender and personality results in terms of gender and personalty differences in (adult) players. Additionally we propose a hypothesis of cognitive overload (for adolescent extroverts).

Liberal and communitarian orientation refers to different concepts of the relationships linking citizens with the political community. A significant proportion of Poles combine their various elements, but both orientations are antagonistic in the prototype form. Earlier studies have shown that the distinction between liberalism vs. communitarianism was one of the critical dimensions of the Polish socio-political polarization. These two different concepts of the community imply two sets of hypotheses concerning their moral justifications and specific patterns of civic engagement. The hypotheses were verified in two survey studies conducted on large nationwide samples (N = 710 and N = 1477). Study 1 has shown that the hypothesized liberal orientation's embedding in individualizing moral values found empirical support only for the code of Liberty/Oppression. On the other hand, communitarian orientation turned out to be positively related not only to all components of binding moral values (Ingroup loyalty, Authority, Sanctity) but also to some individualizing moral values (Care, Fairness). Pattern of relationships with moral values largely explains the differences observed in study 2. In this study liberals are better at unconventional activity, which consists in exerting direct pressure on various groups of decision-makers. Communitarianism is more often expressed in helping and cooperation at the local or neighborhood community level. People with a liberal mindset want to be active when they perceive a threat to personal freedoms, human rights, tolerance, and socio-cultural diversity. Communitarians want to protect/cultivate traditional values and the welfare of the local and national community. For both orientations, competing values - liberal or communitarian - seem not even minimally worthy of public involvement.

This study is a scientific justification for the hypothesis stating that the humanization of education contributes to developing a student’s personality as a subject of educational activity and helps master knowledge and skills that boost the development of professional skills. The study includes 300 cadets from the Ivan Kozhedub Kharkiv National Air Force University in their 1-4 years of study. The study determines the main pedagogical support components of professional and personal self-development of military students. In the survey, 86.6% of military students positively assessed their professional and personal self-development, although senior students (46.8%) demonstrated less interest in this regard. The study reveals that modern higher education needs further humanization so that future specialists endorse and share humanistic values; the humanization of training at the military university results in positive changes in all criteria of professional and personal self-development of military students. It is necessary to provide three stages in the integral process of professional training: the motivation and value-oriented stage; the cognitive and activity stage; the reflexive and transformative stage.

The present study investigated the relationship between social support, self-supportive behaviors, health risk behaviors, and daily activities of Turkish university students during the first wave of the Coronavirus Disease 2019 pandemic. We aimed to reveal how an unexpected global crisis may affect the association between social indicators and health risk behaviors among university students. As part of a large international study, a total of 7,125 university students (71% female) with a mean age of 23.50 ( SD = 6.08) from eight universities in Türkiye responded to an online survey during May 2020. Having a romantic relationship and significant other made a difference in students' health risk behaviors and daily activity indicators before and during the pandemic. Self-supportive behaviors and social contact predicted health risk behaviors and daily activity indicators, which differed according to residence location during the pandemic. Findings showed that Turkish university students' health risk behaviors and daily activity choices were influenced not only by the limitations of the pandemic but also individual behaviors and conditions as well as social relationships.

Mimicry has been proven to be responsible for many social consequences linked to social bonding: improved trust, liking, and rapport. This accumulating empirical evidence has mostly been based on experimental designs focused on comparisons between two conditions: an experimental condition involving mimicking behavior versus a control condition in which any movement or direct verbal reaction is withdrawn. Thus, it is unclear whether the observed differences stem from a potential increase in liking, trust, or rapport in the mimicry condition or a decrease thereof when naturally occurring gestures are not present during the interaction. To address this potential confound, we included an additional control condition involving responsiveness (but not mimicry) aimed at increasing both internal and external validity. We found significant differences between the mimicry condition and both control conditions, thereby lending support to the original mimicry-as-a-social-glue hypothesis.

Forty years of research on Unrealistic Optimism - a delusion that negative events are less likely and positive events are more likely to happen to oneself (in comparison to others) - has proved to be robust. Importantly, as a result, people holding this bias reduce their engagement in health prevention and following medical recommendations, etc., leading to the conclusion that this bias is dangerous. However, there is hardly any research on how to reduce this bias. To address this issue, an experiment in the real-life context of the COVID-19 pandemic was run. It was found that participants’ Unrealistic Optimism was reduced when they were exposed to the behavior of others who did not follow medical recommendations.

The relevance of the study is explained by the fact that adolescence is a critical period of development when essential changes in the personality occur. Achieving personal autonomy is an urgent problem because it indicates the development of the independence of an adolescent and their ability to choose their life goals based on an independent and free choice. In this regard, the purpose of the study is to analyse and diagnose the development of emotional and spiritual independence in adolescents based on the connection with school performance and family environment. The leading techniques for investigating this problem were analysis, classification, observation, experiment, generalisation, and comparison of results. The study identified the role of parents in the development of independence of an adolescent and the connection of this process with success at school; demonstrated aspects and features of the psychological and pedagogical process; etc. A detailed analysis of the literature was conducted and the content, characteristics, and features of this phenomenon were clarified; various forms of parental influence on an adolescent and their psychological autonomy were discovered; the process of indirect influence on children's academic success was considered and other.

The presented study is based on three theoretical approaches: the sociocultural model of eating disorders, self- determination theory and objectification theory. The study has two aims. Firstly, to test a model of body dissatisfaction in women based on these theories and secondly, to experimentally examine the effect of low-intensity fat talk on body dissatisfaction and its related variables. The results showed that body surveillance and self-determination were directly associated with body dissatisfaction. There was an indirect effect of thin-ideal internalization on body dissatisfaction as well as an indirect effect of self-determination on body dissatisfaction, both through body surveillance. The experimental effect of this subtle form of fat talk was not confirmed. However, the content analysis of the participants’ short texts revealed that even this form of fat talk was associated with marked body dissatisfaction and negative emotions for some participants. In summary, body surveillance was a central variable in the model of body dissatisfaction in young women. This habit of constant monitoring of body appearance is not trivial and should be addressed in interventions.

The article presents the results of laboratory measurements of U_d breakdown voltages in a high-voltage vacuum insulating system for different pressures, contact gaps, type of electrode contacts and type of residual gas inside the discharge chamber. First of all, the electrical strength of the discharge chamber with a contact system terminated with contact pads made of W ₇₀Cu ₃₀ and Cu ₇₅Cr ₂₅ material was compared for selected values of contact gaps. It was found that below a pressure of p = 3.0 x 10 ^-1 Pa the electrical strength reaches an approximately constant value for each of the set contact gaps d. Analytical relationships were determined to calculate this value for each of the contact pads used. Above a pressure of p = 3.0 x 10 ^-1 Pa, the measured values of U_d breakdown voltages decrease sharply. The values of breakdown voltages in the discharge chamber with residual gases in the form of air, argon, neon and helium were also determined for selected values of contact gaps d. Depending on the residual gases used, significant differences were noted in the values of pressure p at which the loss of insulating properties in the discharge chamber occurred. These values were 3.3 x 10 ^-1 Pa for argon, 4.1 x 10 ^-1 Pa for air, 6.4 x 10 ^-1 Pa for neon, and 2.55 x 10 ⁰ Pa for helium, respectively.

The paper discusses the methods for calculating the power parameters of a line start permanent magnet synchronous motor (LSPMSM). The calculations have been performed using the author’s specialized FEM software and professional FEM packages, ANSYS Maxwell and COMSOL Multiphysics. The author’s algorithm for solving equations of the electromagnetic field based on the FEM has been presented. The in-house software developed on this algorithm and professional software have been used to analyse the power parameters of the LSPMS motor. In addition, both calculation time and accuracy were analysed. The calculation results were compared to the measurement results.

High-Temperature Proton-Exchange Membrane Fuel Cells (HT-PEMFCs) are a candidate for electrical energy supply devices in more and more applications. Most notably in the aeronautic industry. Before any use, an HT-PEMFC is preheated and after that supplied with its active gases. Only at this state, the diagnostics can be performed. A method of testing not requiring a complete start-up would be beneficial for many reasons. This article describes an extended version of the charging and discharging diagnostic method of HT-PEMFCs with no active gases. This extended approach is named “Test Without Active Gases” (TWAG). This paper presents original research on the influence of nitrogen temperature and pressure on the HT-PEMFC response to charging and discharging. A lumped-element model of an HT-PEMFC is also presented. A numerical result of using this model to recreate an experimentally obtained curve is also presented.