This comprehensive review examines the socio-psychological factors influencing political participation and absenteeism in contemporary democracies. Drawing on classical and modern theoretical frameworks including social identity theory, political efficacy models, rational choice theory, and civic voluntarism, this article synthesizes empirical findings from cross-national studies published between 2010 and 2025. The review identifies multiple levels of determinants affecting political behavior: individual psychological characteristics (political efficacy, civic duty, political interest), social factors (social capital, network embeddedness, group identification), and systemic factors (institutional trust, electoral system design, political opportunity structures). Special attention is given to emerging trends including digital political participation, generational differences in civic engagement, and the paradoxical relationship between information abundance and political apathy. The analysis reveals that political absenteeism cannot be understood simply as rational disengagement or apathy, but rather as a complex phenomenon rooted in feelings of political inefficacy, institutional distrust, systemic barriers to participation, and socio-economic marginalization. The review concludes with evidence-based recommendations for enhancing democratic participation through civic education programs, institutional reform, social capital development, and inclusive political design.

Post-traumatic stress disorder (PTSD) represents one of the most debilitating psychiatric conditions. Posttraumatic stress disorder is frequently accompanied by sleep disturbances, including insomnia and trauma-related nightmares, affecting up to 90% of individuals with this condition. This literature review examines the bidirectional relationship between sleep disturbances and PTSD symptoms, focusing on the role of sleep as both a symptom and a maintaining factor of the disorder. A review of empirical studies, meta-analyses, and clinical trials published between 2010 and 2025 indicates that disrupted sleep architecture contributes to impaired emotional regulation, deficits in memory consolidation, and heightened threat sensitivity, thereby exacerbating daytime PTSD symptoms. Evidence demonstrates that sleep-focused interventions, such as cognitive-behavioral therapy for insomnia (CBT-I), imagery rehearsal therapy (IRT), and pharmacological treatments, effectively reduce sleep problems and lead to improvements in core PTSD symptoms. The findings suggest that early and integrated treatment of sleep disturbances may enhance overall PTSD recovery and improve the outcomes of trauma-focused therapies.

The article is devoted to a comprehensive consideration of the problem of personal responsibility in the context of the current state of psychological science. The work presents and analyzes the main theoretical approaches to the study of responsibility, its structural and functional characteristics, as well as various interpretations of its essence in psychological literature. Based on the analysis, an updated definition of responsibility was proposed, which goes beyond the traditional understanding and emphasizes its importance as a regulatory mechanism of behavior that affects decision-making, the formation of strategies and the regulation of personal activity in professional activities. The purpose of the study is to identify the specifics of responsibility as a key psychological factor in the success of entrepreneurial activity. Particular attention is paid to the analysis of its relationship with decision-making processes, risk management, planning and achievement of set goals in an uncertain and volatile environment. Theoretical models are considered that allow justifying the impact of responsibility on the effectiveness of entrepreneurial behavior and its significance as a predictor of professional success. The results presented in the article provide a deeper understanding of the role of responsibility in the formation of a competent and strategically thinking entrepreneur, as well as emphasize its importance for the development of self-regulation skills, goal-setting and successful adaptation to the difficult conditions of modern business.

This empirical study examines the relationship between individual psychological differences and English language learning outcomes among university students. A sample of 80 students (mean age = 19.8 years, SD = 1.2) from a large urban university participated in this research. The study utilized standardized instruments including the Eysenck Personality Questionnaire (EPQ) to assess temperament, the Riding Cognitive Style Analysis to measure cognitive styles (verbal-imagery and wholist-analytic dimensions), and Cambridge English Placement Test to evaluate language proficiency. Results indicate significant correlations between extraversion and speaking performance (r = 0.42, p < 0.01), between imagery cognitive style and vocabulary acquisition (r = 0.38, p < 0.01), and between analytic style and grammar comprehension (r = 0.44, p < 0.01). Multiple regression analysis revealed that cognitive style dimensions predicted 31% of variance in overall English proficiency (R² = 0.31, p < 0.001). Based on these findings, we propose a framework for personalized language instruction that considers learner temperament and cognitive preferences. The study demonstrates that individual differences significantly impact language learning processes and outcomes, suggesting the need for differentiated pedagogical approaches in EFL contexts.

In the context of educational digitalization and the development of digital humanities, the use of electronic linguistic resources has become increasingly important in the pedagogical practice of linguists. One of the most significant resources in this regard is the Russian National Corpus (RNC), a large-scale digital platform of authentic written and spoken texts equipped with linguistic annotation and advanced search tools. This article explores the potential of the Russian National Corpus as a перспективный digital tool in the pedagogical activity of linguists. The study analyzes key areas of corpus application in teaching sections of the language, including lexicology, grammar, stylistics, and text analysis. Special attention is paid to the typology of corpus-based tasks and their role in developing students’ research, analytical, and digital competences. The findings demonstrate that the integration of corpus technologies facilitates a shift from a reproductive teaching model to a research-oriented approach based on the analysis of real language data. The article also discusses methodological advantages and limitations of using the RNC in education, such as the need for didactic adaptation and teachers’ digital literacy. The study concludes that the systematic integration of the Russian National Corpus enhances the quality of linguistic education.

This article discusses the role of cognitive-receptive psychology in teaching the interpretation of mythical elements in modern Kazakh stories. The purpose of this study is to reveal the psychological foundations of the analysis and understanding of mythical elements in modern Kazakh stories (M. Malik “Headless Bory”, K. Tumenbay “The Voice of the dog”, A. Altai “Killer Saus”, A. Mantay “Grave flower”, E. Nurakhmet “Marriage”, N. Kabday “Saitan”) through a cognitive – receptive approach and develop an effective teaching methodology. The study is based on an integrative cognitive-receptive approach that combines the methods of cognitive poetics (analysis of frames, concepts, schemes) and receptive aesthetics (reader perception). In the process of teaching modern Kazakh stories shown in the course of the study, it is proposed to interpret the considered mythical elements (archetypes, symbols, mythologems) through the mechanisms of perception (perception) and understanding (cognition) of the reader’s consciousness. As a result of the study, the typology of mythical elements in modern Kazakh prose (zoomorphic archetypes, Earth-su mythologems, reconstructed plots) was systematized. The psychological mechanism underlying the reader’s perception of them – the cognitive dissonance between traditional cultural schemes and the author’s reproduction of them-is revealed. A practical learning methodology was proposed, consisting of stages (activation of the mythical pretexts, identification of cognitive dissonance, construction of interpretive hypotheses, reflection).