Proposed Master's Thesis Topics

Theory and Practice of Development of Control and Measuring Materials (Master's program; Institute of Education; 1 year, 1-4 module)

Creation of tools for measuring complex constructs: critical thinking, digital literacy, information and communication competence, problem solving, etc. within the Evidence-centered Design approach. Performance-based assessment. Game-based assessment

1. Checking the comparability of test results using scenario-type items when measuring latent constructs (equivalence of options)
2. Revealing the influence of irrelevant constructs when testing using scenario-type tasks
3. The relationship between the design of scenario-type tasks and the motivation to complete them

Research seminar, Test development

Psychometric data analysis, validation of complex construct measurement tools, methodology for the development of complex construct measurement tools Psychometrics

1. Validation of scenario-type measurement tools (tasks in a computer-based game form to measure critical thinking / creativity / communication and cooperation in primary and secondary schools).
2.  Solving specific psychometric tasks (studying response styles, comparability of test results, automated data analysis - without involving experts),

Advanced methods for data analysis: multilevel regression and structural equation modelling

Cognitive psychometrics; Numerical cognition; Methodology of longitudinal analysis; Peer effects on cognitive and personal development

1. Modelling accuracy and reaction time in cognitive tests via mixed effect modelling;
2. Assessment of factor structure of cognitive test with accuracy and reaction time;
3. Speed-accuracy trade-off in educational and cognitive assesment;
4. Relationship between nonsymbolic and symbolic magnitude representation;
5. The role of visual cues in numerosity estimation from psychometric perspectives
   
    

Part of the lectures as part of the course on the social and emotional development of the child and part of the lectures as part of the course on developmental anomalies

Individual differences in the perception of faces and emotions and their measurements

1) EMOTIONS:
Individual differences in the expression and perception of emotional states (now we are working on the created base with photographs of emotional expressions, consisting of images of about 80 models from different age groups, we compare how the models showed emotions and how they are recognized by outside observers - we will be happy to connect students to this According to its results, it is planned to publish a database with images in a journal of a level not less than Q1-Q2; in addition, on the basis of this work, various topics can be developed in an educational context - a) for example, a study of the features of recognizing emotions from children's faces in teachers depending on teaching experience, b) the relationship between the level of differentiation in recognizing emotions and subjective well-being in schoolchildren (with the co-guidance of Tatyana Nikolaevna Kanonir), c) development of a diagnostic tool for assessing the ability to recognize emotions in childhood

2) Research on the RELATIONSHIP OF THE PROCESSES OF PERCEPTION OF FACES AND MEMORY ON FACES WITH SOCIO-EMOTIONAL SKILLS
 

1. Reading studies;
2. Research on language literacy / media literacy of schoolchildren;
3. Research on parental involvement in children's education;
4. Parenting questionnaires;
5. New methodological advances and experiments in the development of scales (scenario scales, vignettes, ipsative scales).

1. Measuring the skills of identifying and correcting mistakes in primary school children;
2. The effectiveness of a special typeface for dyslexics in reading tests to align the capabilities of students in the normo-typical group and with reading difficulties;
3. Scenario scales in the dimension of the "dark triad";
4. Using "digital traces" to analyze reading strategies in younger students
5. Development of a scale of parental control;
6. Dynamics of the formation of language literacy of schoolchildren during the transition from primary to secondary school.

1. Experiments in education;
2. Distance learning;
3. Teachers during innovations implementation.

1. Teachers burnouat as a factor of EdTech implementation;
2. How to improve engagement during online learning.

1. Well-being;
2. Learning motivation;
3. Test development;
4. Social emotional skills
5. Intelligence.

1. ILSA;
2. Test development;
3. Measurement of Progress.

1. Measurement of city literacy;
2. Modelling composite constructs within ECD-based instruments;
3. Measurement of phonological awareness in Primary school;
4. Measurement of academic progress during primary school.

1. Educational and psychometric analytics in digital learning environments;
2. Measurement and assessment in digital learning environments;
3. Modeling cognitive processes in digital learning environments;
4. Machine learning methods and data science in pedagogical dimensions.

1. Educational and psychometric analytics in digital learning environments;
2. Measurement and assessment in digital learning environments;
3. Modeling cognitive processes in digital learning environments;
4. Machine learning methods and data science in pedagogical dimensions.

1. Psychological assessment;
2. Test development in the field of psychological constructs in education. For example, emotional control, self-regulation, empathy, etc.

1. The development of partially nonverbal scenario-based instrument to assess social and emotional skills for firs-graders;
2. International study of Social and Emotional Skills - secondary data analysis (could be many topics about diffrent context factors).

1. Quality management of education in an international school (IB);
2. Professionalism of the teacher and student-centered approach to reproduction;
3. The work of mirror neurons in pedagogical mentoring and psycho-counseling;
4. Hyperfocus and brain function;
5. Hardware methods for assessing the psycho-emotional state of the individual;
6. Quality management of education in international schools (IB);
7. Professionalism of the teacher and student-centered approach to learning;
8. Mirror neurons work in mentoring;
9. Hyperfocus and brain function; Hardware methods for assessing the psycho-emotional state of a person.

1. Electroencephalography correlates of hyperfocusing: training of voluntary attention for learning;
2. Hardware psychometrics: correlation with modern tests and questionnaires (on the example of the VibraImage hardware and software complex);
3. The phenomenon of mirror neurons in learning and psychological counseling.

1. Educational Neuroscience;
2. EEG;
3. Brain oscillations;
4. Cognitive effort;
5. Cognitive load;
6. Motivation;
7. Cognitive control + TMS;
8. Visual perception;
9. Visual cortex + machine learning.

1. EEG oscillations coherence as a neural correlate of cognitive effort;
2. Visual perception requires recurrent neural pathways: a TMS study;
3. Modeling recurrent neural pathways in visual perception: a machine learning method.

1. Educational Neuroscience;
2. Developmental Cognitive Neuroscience;
3. fMRI Correlates of Cognitive Abilities in Children and Adolescents;
4. Cognitive Giftedness;
5. Task-based fMRI;
6. Resting state fMRI.

1. Neural correlates of mental-attentional capacity in cognitively gifted children;
2. Individual differences in brain structure and function across cognitive development;
3. Relations among brain structure and cognitive performance in school-aged children;
4. Multivariate analyses of functional MRI.

1. Stress;
2. Mental Health;
3. Quantitative research;
4. Technostress;
5. Wellbeing;
6. Work-family conflicts;
7. Cross-over and spill-over effects;
8. School engagment;
9. Physiological and behavioral scale development.

1. Comparing cognitive and emotional functions in monolinguals and bilinguals;
2. Stress-wellbeing can predict academic performance?
3. Exploring the mediators and moderators of work addiction risk and internet addiction risk;
4. How emojies can be used for dianosis or treatment of mental disorders?

1. Cognitive functioning in typically development children;
2. Cognitive impairment in different pathologies in childhood.

1. Mentioned above plus MAC theory in normal and fifferent pathologies

Relationship between eye movements and cognitive processes, affective science

1. Cognitive Development;
2. MRI;
3. Eye-tracking;
4. EEG;
5. Mathematical Cognition;
6. Cognitive Giftedness.

1. Individual differences in mathematical cognition (EEG, Eye-tracking);
2. Mental attentional capacity and structural brain development;
3. Mathematical cognition and Mental attentional capacity.

Construct development and scale adaptation for measuring innovative behavior, educational change and close concepts

1. Teachers agency: a construct development study;
2. A degree of teachers practices digital transformation: a construct development study. How to measure SAMR;
3. Education organization’s potential to innovation: INNOVA scale adaptation and validation.