Background. !e COVID-19 pandemic has subjected people around the world to severe stress, evoking a variety of coping responses. Coping responses can be broadly classi"ed into four strategies: 1) problem-focused coping; 2) emotionfocused coping; 3) socially supported coping; and 4) avoidance. While there is a wide variability of individual coping responses, to some extent they are also culturally speci"c. Objective. !is study aimed to compare the di#erences in the prevalence and factor structure of coping responses during COVID-19 pandemic in three countries: Russia, Kyrgyzstan, and Peru. Design. !e sample included 501 participants from Russia, 456 participants from Kyrgyzstan, and 354 participants from Peru. !e mean age of participants was 28 years in Russia (SD = 13.5); 24 years in Kyrgyzstan (SD = 10.0); and 30 years in Peru (SD = 12.3). In Russia and Kyrgyzstan, coping strategies were assessed with an abbreviated Russian adaptation of the COPE (Coping Orientations to Problems Experienced) questionnaire. In Peru, coping responses were assessed using the Spanish version of the Brief COPE questionnaire. !e average scores from "%een COPE scales were used as the input data for linear modelling and factor analysis. Results. !e coping scores varied substantially within each country. Di#erences between countries accounted for 17.7% of the total variability in religious coping; 15.8% in acceptance; 13.9% in mental disengagement; and less than 7% in the other coping strategies. No di#erence in the prevalence of coping responses was found between Russian and Kyrgyz participants a%er accounting for age and gender. In all three countries the coping responses were associated with the same four coping domains: problem-focused coping, socially supported coping, avoidance, and emotion-focused coping. Four factors explained up to 44% of the total variation in the COPE scores. Religious coping and mental disengagement were classi"ed into di#erent coping domains in the three countries. Conclusion. !e results suggest that during the COVID-19 pandemic, people from di#erent countries apply the full range of coping responses within the four universal coping strategies. Religious coping and mental disengagement di#ered the most across the countries, suggesting that some coping behaviors can take on di#erent roles within the system of coping responses to stressful events. We attribute these di#erences to di#ering cultural and socioeconomic characteristics, and the di#erent measures taken by governments in response to COVID-19.

The incidence of food addiction (FA) and associations between FA and anthropometric and psycho‐emotional characteristics of young Russian adults were studied. In this study, 1,237 students (age, M = 20.6, SD = 4.6 years; 79% females) of universities located in four cities of Russia were attended. They provided demographics and filled in the Yale Food Addiction Scale (YFAS), the Dutch Eating Behavior Questionnaire, and the Zung Self‐Rating Depression Scale. Data were analysed via Chi‐squared tests, logistic regression analysis, and an analysis of covariance. 13.2% of participants met diagnostic criteria for FA based on the YFAS. On average, the participants reported 2.6 FA symptoms (SD = 1.5). FA was more commonly detected in females (OR = 1.86, 95% CI = 1.10, 3.15, p = .021). No relationship was found between age and the incidence of FA. Significant positive associations between FA, the severity of depression (OR = 2.31, 95% CI = 1.91, 2.80, p = .000), and an emotional eating behaviour (OR = 1.45, 95% CI = 1.20, 1.76, p = .000) were found. The waist‐to‐height ratio was found to be the anthropometric indicator most closely associated with FA (OR = 1.49, 95% CI = 1.27, 1.76, p = .000).Highlights The prevalence of food addiction in the current sample was 13.2%. In young Russian adults, emotional eating behaviour and depression are associated with food addiction. In young Russian adults, the waist‐to‐height ratio is the anthropometric indicator most closely associated with food addiction.

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Purpose The concept of time perspective (TP) implies that a mental focus on past, present, or future affect a person makes decisions and take action. Inability to plan their life for a sufficiently long time perspective due to the COVID-19 pandemic appeared to have a pronounced impact on a human's lifestyle influencing their thoughts, feelings, and behaviors, including eating behavior. This study tested two hypotheses: (a) that during COVID-19 isolation, the incidence rate of food addiction is increased, and (b) people with present TP are more likely exhibited signs of food addiction (FA). Methods The final study sample included 949 people, mean age 21.8 ± 7.8 years (range: 17-71 years, women: 78.3%). Each participant indicated their personal data and completed Yale Food Addiction Scale and the Zimbardo Time Perspective Inventory. Results There was an increased incidence rate of FA (OR = 1.678, 95% CI = 1.324, 2.148, p = 0.000) during COVID-19 isolation. Individuals with balanced, future, and past positive TP were less likely to exhibit symptoms of FA. Persons with past negative, and present hedonistic TP were more likely to exhibit signs of FA. Conclusion There was an increased incidence rate of FA during COVID-19 isolation. Persons with shortened time horizon are more likely to exhibit symptoms of FA. Level of evidence Level V, cross-sectional descriptive study.

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This article examines psychological predictors of inhibition in educational environments as well as various aspects of pedagogical communication, including facilitation, which is aimed at enhancing educational effectiveness and developing students by means of using a particular communication style and the teacher's personality. The need to study inhibition (the deterioration of teacher-children interactions; the negation of a student's individuality; the inability to understand and accept students' viewpoints; teacher-provoked conflicts; and emotional callousness) is substantiated. The essence of psychological predictors as independent variables, changes in which lead to changes in other dependent variables, allowing the prediction of inhibition development, is explained. The research objective was to identify psychological predictors of the development of inhibition in pedagogical communication. An empirical study was conducted using standardized techniques for diagnosing communicative attitudes (V. Boyko), developing general communicative tolerance (V. Boyko), identifying aggressiveness (A. Asinger), identifying the level of empathy (V. Boyko), and identifying the degree of pedagogical inhibition (L. Polosova). The sample contained 375 teachers from Yekaterinburg educational institutions, with participant selection made using stratified sampling. The teacher's personality features (a negative communicative attitude, low communicative tolerance and empathy, and higher levels of aggression) were shown to be key predictors of inhibition, which itself was found to depend on the length of teaching experience. At the beginning of one's professional teaching career, the level of inhibition is minimal. However, the level of inhibition reaches its maximum level after 5-10 years of teaching, and after 20 years, there is a sharp decrease in the level of inhibition. The conclusion of this study stresses the importance of developing strategies to prevent and correct inhibition, which is especially essential for school teachers with 5-10 years of experience.

The aim of this research was to study the activity-related, personality-related and socio-communicative components of school teachers' professional competence. The survey of 380 teachers using standardised questionnaires identified the manifestation specificities of the components, depending on the work in conventional or innovative schools and the length of work experience.Significant differences were found between teachers working in innovative and conventional schools. The length of work experience was found to condition the differences between the activity-related and the personality-related components.The results obtained showed that teachers in innovative schools focus on professional development and achieving independence and are optimistic and tolerant of uncertainty. Those from conventional schools tend to strive for stable working conditions and demonstrate high anxiety levels and rigidity.