<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEST ANXIETY AMONG SECONDARY SCHOOL STUDENTS AND UNIVERSITY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">secondary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">test anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/444-1703344454.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The present study aims at comparing test anxiety among secondary school students and university students to reveal if the interventions for reducing test anxiety should be focused more on secondary school students who do not have enough skills for emotional management. The Bulgarian version of the Westside Test Anxiety Scale was used among 60 junior high school/middle school students, 30 high school students and 90 university students. It was found that test anxiety diminished with age advance. Higher test anxiety was manifested during the school/academic year than at the beginning of the school year. The interventions for reducing test anxiety should be focused mainly on overcoming negative thoughts, and negative self-talk during exams, and worry about own performance after the exam.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">35-46</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF DIFFERENT TYPES OF PROBLEMS EXPERIENCED DURING COVID-19 PANDEMIC ON INDIVIDUAL LIFE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Covid-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">economic problems</style></keyword><keyword><style  face="normal" font="default" size="100%">family problems</style></keyword><keyword><style  face="normal" font="default" size="100%">health-related problems</style></keyword><keyword><style  face="normal" font="default" size="100%">political problems</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological problems</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/444-1675274210.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Covid-19 pandemic caused many problems in human life. Estimation if different types of problems were interrelated and if some types of problems were more frequent than others revealed that the health-related problems were subjectively assessed by 524 Bulgarians as the most influential ones during the COVID-19 pandemic, followed by the diminishing order of influence of economic, psychological, family, and political problems. These different types of problems were all interrelated with each other and the presence of one type of problem was accompanied by all the other problems. This finding means that the efforts for handling some specific problems should be concentrated at the same time on a constellation of problems. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">79-85</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF A NEW RUMINATION SCALE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">dysfunctional impulsivity</style></keyword><keyword><style  face="normal" font="default" size="100%">rumination measurement</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">time orientation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/444-1608225594.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A new Brief Rumination Scale was constructed to measure rumination as repetitive thoughts about negative past events and regrets. Its good psychometric properties were established in a heterogeneous Bulgarian sample of 1274 healthy individuals – one-factor structure, high enough internal consistency, proven convergent, discriminant and intentional validity. It was found that rumination decreased with past positive time orientation and present hedonistic time orientation. Rumination increased with past negative time orientation and proneness to dysfunctional impulsivity. Regarding social differences in rumination, it was found that the participants whose income was above the medium (but not the highest one) and who were living in cities with more than 50,000 inhabitants were more prone to moderate rumination than expected – they emphasized on unfavorable events in their past and expressed regret about more omitted opportunities in their life. A brief, valid and reliable measure of rumination would shorten the process of conducting a study and would make it more probable the subjects to agree to participate in the study in this way enriching the scientific knowledge.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">135-147</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Lambri Yovkov</style></author><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SATISFACTION WITH E-LEARNING QUALITY EXPRESSES READINESS TO DEVELOP OWN ONLINE COURSE, NOT ONLY JUST TO FURTHER STUDY ONLINE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">e-learning quality</style></keyword><keyword><style  face="normal" font="default" size="100%">gender differences in satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">satisfaction with e-learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/444-1562914619.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">E-learning has become an important part of contemporary educational process. Satisfaction with e-learning quality was studied among 133 Bulgarian participants in an online survey, of which more than the half took part is some e-learning courses. The results indicated that the learners for whom e-learning was a part of their education at school or university tended to do more online courses and were more satisfied with e-learning quality, so traditional education seemed to support e-learning. The participants who had been enrolled in some online courses, who had their own Internet site and who were satisfied with e-learning quality were more self-confident in their ability of developing an online course. Satisfaction with e-learning prevailed in the sample, because approximately one out of ten participants stated firmly not being satisfied with e-learning quality and four out of five participants would like to use e-learning as a part of their further education. More male participants were satisfied with e-leaning quality than the female participants in support of some previous findings concerning higher life satisfaction in men than in women. Satisfaction with e-learning could be considered as a domain-specific satisfaction that is a part of overall life satisfaction. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">32-38</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author><author><style face="normal" font="default" size="100%">Stavroula Roumbou</style></author><author><style face="normal" font="default" size="100%">Christos Douvlos</style></author><author><style face="normal" font="default" size="100%">Tsvetelina Hadzhieva</style></author><author><style face="normal" font="default" size="100%">Stavroula-Vera Strychnou</style></author><author><style face="normal" font="default" size="100%">Dimana Arnautovska</style></author><author><style face="normal" font="default" size="100%">Nikolay Ivantchev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ SELF-ASSESSMENT OF ONE’S ABILITIES FOR THEIR LIFE GOALS ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">aspiration level</style></keyword><keyword><style  face="normal" font="default" size="100%">frustration tolerance</style></keyword><keyword><style  face="normal" font="default" size="100%">life goal</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">positive self-talk</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/444-1515690946.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Goal achievement is considered to be related to need satisfaction, motivation, and self-esteem. The self-assessed abilities for goal achievement were operationalized as positive self-talk, perceived self-efficacy, the performance level of doing a task, the aspiration level, the in/congruence between performance and prognosis, and frustration tolerance to pursue one’s goals in spite of some obstacles. In total, 392 students whose mean age was 21 years old were investigated, divided in sub-samples, with the positive self-talk scale from the ASTQS questionnaire, the self-efficacy scale by Schwarzer &amp; Jerusalem, and the AHA computerized test method from Vienna test system. Students’ self-assessment of one’s abilities for goal achievement revealed the most frequent high levels of perceived self-efficacy and good performance in coding tasks. The other self-assessed abilities for goal achievement were expressed more often at a medium level. The gender differences in the performance level of doing a task were compared to some previous results that indicated a variety of trends, because of the age peculiarities and the types of the tasks that were executed. The advance in age was related to more frequent use of positive self-talk and lower aspiration level, besides to lower performance level. The proposed model of the abilities for goal achievement was successfully approbated in this study revealing the strengths in the students’ self-assessment of one’s abilities for goal achievement and some weaknesses that should be the focus of further interventions in order to increase the students’ frustration tolerance ability and the use of positive self-talk.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">59-72</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BULGARIAN TEACHERS’ CAREER MOTIVATORS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">career motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">motivational types</style></keyword><keyword><style  face="normal" font="default" size="100%">school teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">work satisfaction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/444-1484075465.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A review of several studies of teachers’ career motivation since Bulgarian Renaissance till nowadays is presented in this paper. 203 Bulgarian teachers in public schools were studied by means of a questionnaire created by Slavchov &amp; Stoyanova (2007) measuring career motivational types, according to Moses’ typology (2003). The career motivational type of Authenticity seekers was the most preferred by the studied Bulgarian teachers, followed by Personal developers and Stability seekers. Career builders as a career motivational type was minor career motivator, the least preferred one by Bulgarian teachers. A lot of significant positive correlations existed between teachers’ career motivational types. Some social-demographic factors (such as gender, specialty, work experience, and age) differentiated teachers’ career motivators. The type of Autonomy seekers was more preferred career motivator by male teachers than by female teachers in correspondence to the traditional stereotypes for men. Longer teachers’ work experience and teachers’ advance in age were related to more frequency of Stability seekers, but less frequency of Novelty seekers career motivator. Preschool and elementary school teachers preferred more strongly Authenticity seekers as a career motivator than teachers in natural sciences and mathematics. Establishing major career motivators for teachers may be related to opportunities for improvement of performance and work satisfaction. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">85-97</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nikolay Ivantchev</style></author><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RELATIONSHIPS IN THE WORKPLACE AND OCCUPATIONAL ATTRACTIVENESS AMONG STUDENTS, TEACHERS AND RANGERS-SPORTSMEN</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">occupational attractiveness</style></keyword><keyword><style  face="normal" font="default" size="100%">rangers-sportsmen</style></keyword><keyword><style  face="normal" font="default" size="100%">relationships in the workplace</style></keyword><keyword><style  face="normal" font="default" size="100%">students; teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/444-1470554469.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Perceived occupational attractiveness could be due to many factors and relationships in the workplace are among them. The questionnaire “Attractiveness of the profession” created by Ivanov (1999) was used to study how relationships in the workplace were related to perceptions of occupational attractiveness among students, teachers and rangers-sportsmen participating in special missions abroad. In 2012 and 2013, 46 secondary school teachers, 40 students in pedagogical specialties, and 27 sportsmen-rangers participating in special missions abroad were studied in Bulgaria. The results indicated that the students and the rangers were more satisfied with their work than the teachers were. The interpersonal relationships influenced mainly the students’ and rangers’ perceptions of occupational attractiveness. The rangers were more influenced by the relationships with the colleagues. The psycho-climate in the workplace was considered as more important by the rangers. The students were more influenced by the interpersonal communication at the workplace and their heads’ expertise. Some moderators of interpersonal relationships in the workplace were found – such as the tasks in the work, the prestige of occupation, the interaction between occupation and rewards, and the psycho-climate in the workplace.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">22-30</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author><author><style face="normal" font="default" size="100%">Venka Petrova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DYNAMICS OF DEPRESSION AMONG ADOLESCENTS IN SECONDARY SCHOOLS IN BULGARIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">adolescents</style></keyword><keyword><style  face="normal" font="default" size="100%">depression</style></keyword><keyword><style  face="normal" font="default" size="100%">longitudinal study</style></keyword><keyword><style  face="normal" font="default" size="100%">neuroticism</style></keyword><keyword><style  face="normal" font="default" size="100%">psychoticism</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/444-1439275872.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Depression becomes more and more typical for adolescence. The study of dynamics of depression during the teenage years is important for differentiation of the most vulnerable periods for development of depression in this age and to be pointed out some factors that could contribute to triggering, preventing or recovering depression. This study of dynamics of depression was based on Developmental theories of dynamics of depression that relate depression to some vulnerable age groups and on the theories that relate dynamics of depression to one or more factors that trigger depression in different stages of human life. Depression in Bulgarian high – school students was compared at the beginning and at the end of the school year in a longitudinal study. 360 Bulgarian secondary school students from 9th to 12th grade were studied twice - at the beginning of the school year 2013/2014 and at the end of this school year. Several methods were used - Zung Self-Rating Depression Scale, Zung Self-Rating Anxiety Scale, and Eysenck Personality Questionnaire. A model of dynamics of depression at upper school age in Bulgaria has been suggested. According to this model, depression slightly increases from the beginning to the end of the school year being differentiated by the types of the schools at the beginning of the school year and by the interaction of the types of schools, gender and grade at the end of the school year. Some of its correlates (anxiety, extraversion/introversion, neuroticism, and psychoticism) and social determinants (gender, school grade, and types of schools) were found. The interventions focused on diminishing anxiety, neuroticism (for example by meeting students’ expectancies) and psychoticism (developing empathy and altruism), and increasing extraversion (better communication, social support) could be effective for diminishing depression throughout the whole school year. Motivating students for participating in more extra-curriculum activities related to the students’ plans for further realisation in universities and workplace would be useful for diminishing students’ depression as the experience of special education schools indicate.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">26-44</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Stanislava   Stoyanova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WORK IN MULTICULTURAL ENVIRONMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Psychology in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multicultural environment</style></keyword><keyword><style  face="normal" font="default" size="100%">national cultures</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/444-1400265837.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Many people meet the differences of national cultures not only as tourists but also in their everyday working life, because the fast process of migration, internationalisation and globalisation inevitably integrate cultures within the framework of multinational organizations (Konečná, 2006).
 Organizations and cultures whose values are weak uncertainty avoidance, femininity, and low power distance strive for maximizing the benefits of diversity – like in the case of Scandinavian countries for example (Hofstede, 2001). The knowledge of cultural differences may help the workers operating in multicultural environment to reduce the possible misunderstandings and it enables them to foresee the possible reactions of their partners (Konečná, 2006). Work in multicultural teams requires flexibility, adaptation, understanding and respect for different cultures and values, tolerance, open-mindedness, friendly communication and good non-verbal communication skills.
 The scientific journals like Problems of Psychology in the 21st Century are the result of the efforts and the co-operative work of the authors, the editors, the reviewers and the readers in multicultural environment. Its aim is to promote scientific knowledge that could improve mutual understanding and coping strategies in everyday life situations.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5</style></section></record></records></xml>