An example of annotation formatting

An abstract is a stand-alone, informative text that allows the reader to evaluate the content, scientific novelty, and practical significance of the study without consulting the full text of the article. The abstract should be logically complete, informative, and understandable outside the context of the main text.

The recommended length of the abstract is 150–250 words in Russian. The English abstract should be a correct and complete translation of the Russian version, without abbreviations or semantic differences.

The content of the abstract should reflect the structure of the article and include the following elements:

Relevance of the research - justification of the significance of the topic, formulation of the scientific problem;
The purpose of the study is an indication of the subject, object or research task;
Research methods - description of the approaches, methods and sources used;
Results are the main data obtained, identified patterns and provisions;
Conclusions and practical significance - interpretation of the results, areas of their possible application and scientific value.

The following is not allowed in the annotation:

general and declarative formulations that do not contain specific information (“a current problem is being considered”, “research has been conducted”, etc.);
verbatim repetition of the article title;
references, footnotes and quotations;
undeciphered abbreviations and acronyms;
descriptions of the author's intentions ("the article will consider", "it is planned to show").

The abstract should present the results already obtained and be formulated in the present or past tense.

Examples of annotations

Example 1 (159 words)

READING STRATEGIES AS PREDICTORS OF READING LITERACY IN STUDENTS IN GRADES 8–9

Developing reading literacy as a component of functional literacy is a priority for modern general education in the information society. International PISA studies have documented a steady decline in deep text comprehension among adolescents, which is associated, in part, with the displacement of linear reading by fragmented consumption of digital content. The aim of this study was to examine the relationship between reading strategies and reading literacy in students in grades 8–9 of comprehensive schools. The study included 243 students from six schools in Kazan. We used the MARSI reading strategy assessment method (adapted version), a reading literacy test developed based on PISA assignments, and the Gordeeva Academic Motivation Questionnaire. Correlation and regression analyses were performed in SPSS Statistics 26. It was found that the use of cognitive strategies for monitoring comprehension and forming questions about the text significantly predicted reading literacy indicators (β=0.38, p<0.001). Academic motivation was a significant moderator of this relationship. Students with a high level of reading literacy were significantly more likely to use metacognitive strategies when working with text. Recommendations for teaching reading strategies have been developed for inclusion in Russian language and literature teacher training programs.

Example 2 (163 words)

PSYCHOLOGICAL AND ORGANIZATIONAL PREDICTORS OF EMOTIONAL BURNOUT OF TEACHERS OF GENERAL EDUCATION SCHOOLS

Teacher burnout is widespread, representing a significant professional and psychological problem that negatively impacts the quality of education and the health of teachers. Recent studies indicate an increasing prevalence of burnout among general education teachers, but its predictors in the Russian context remain understudied. The aim of this study was to identify psychological and organizational predictors of burnout in general education teachers, taking into account length of service and the type of educational institution. A cross-sectional study involved 289 teachers from 18 schools in three cities in the Ural region. The Maslach Burnout Inventory (MBI-ES), the Ryff Psychological Well-Being Inventory, and the authors' own questionnaire for assessing organizational working conditions were used. The data were processed using hierarchical regression and cluster analysis. The most significant predictors of emotional exhaustion were role ambiguity (β=0.41), low perceived administrative support (β=−0.36), and high teaching load (β=0.29). Teachers with more than 20 years of experience demonstrated more pronounced depersonalization while maintaining a consistent level of personal efficacy. These findings can be used in developing psychological support programs for teaching staff.

Example 3 (151 words)

INTENSITY OF SOCIAL MEDIA USE AND PSYCHOLOGICAL WELL-BEING OF 13-16-YEAR-OLDS: THE MEDIATOR ROLE OF SOCIAL COMPARISON

The digital environment has fundamentally changed the socialization conditions of modern adolescents, creating new opportunities for communication and self-presentation while simultaneously raising risks associated with cyberbullying, addictive behavior, and body image distortion. The impact of social media use on adolescent self-esteem and emotional well-being has been extensively studied in international psychology, but Russian data in this area are limited. The aim of this study was to analyze the relationship between the intensity of visually-oriented social media use and self-esteem, anxiety, and life satisfaction in adolescents aged 13–16. The sample consisted of 312 students in grades 7–10 from St. Petersburg schools. The following measures were administered: the Social Media Questionnaire (SMQ), the Rosenberg Self-Esteem Scale, the Spielberger-Khanin Anxiety Inventory, and the Satisfaction with Life Scale (SWLS). Mediation analysis was performed using bootstrapping (PROCESS Macro). It was found that spending more than 4 hours per day on social media was negatively associated with self-esteem (r=−0.34) and life satisfaction (r=−0.29). Social comparison was a significant mediator of the relationship between online time and self-esteem. These findings support the need to develop media literacy programs for adolescents and their parents.