V. Bartsalkina, O. Moiseev, E. Tretyak, E.V. Hromysheva
The rehabilitation potential of socio-psychological maintenance for families with problems of chemical addictions is proposed here to be considered as a resource for overcoming real addictions. The relevance of this study is due to actual need for developing a basic approach – the strong scientific evidence-based substantiation of the organization of psychological assistance to concrete family with problems of alcohol and/or drug addiction ones. The simultaneous existence of such problem of addictive behavior and personality deformation under global influence of psychoactive substances use, together with the phenomenon of co-dependent behavior, was shown here. As a result, the entire family system suffers, and patterns of negative behavior are formed among all other family members. The need for namely comprehensive consideration of this family problem is confirmed. As the author's experience, the effectiveness of maintenance-working with families with alcohol addiction in the ANO “Center for Social and Psychological Support of People with Alcohol, Drug and Other Types of Addiction "Goal (Moscow) is considered here.
{"title":"Rehabilitation Potential of Socio-psychological Support for Families with Alcohol or Drug Addiction Problems","authors":"V. Bartsalkina, O. Moiseev, E. Tretyak, E.V. Hromysheva","doi":"10.17759/pse.2022270611","DOIUrl":"https://doi.org/10.17759/pse.2022270611","url":null,"abstract":"The rehabilitation potential of socio-psychological maintenance for families with problems of chemical addictions is proposed here to be considered as a resource for overcoming real addictions. The relevance of this study is due to actual need for developing a basic approach – the strong scientific evidence-based substantiation of the organization of psychological assistance to concrete family with problems of alcohol and/or drug addiction ones. The simultaneous existence of such problem of addictive behavior and personality deformation under global influence of psychoactive substances use, together with the phenomenon of co-dependent behavior, was shown here. As a result, the entire family system suffers, and patterns of negative behavior are formed among all other family members. The need for namely comprehensive consideration of this family problem is confirmed. As the author's experience, the effectiveness of maintenance-working with families with alcohol addiction in the ANO “Center for Social and Psychological Support of People with Alcohol, Drug and Other Types of Addiction \"Goal (Moscow) is considered here.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67678093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The results of an empirical study of the competence of teachers of primary general education in working on students' subject mistakes are presented. The study sample consisted of 2,603 teachers engaged in the implementation of primary general education programs from 7 subjects of the Russian Federation. The sample of the study is referential to the general population of primary school teachers according to the criteria of gender, age, teaching experience, level of education, qualifications, implemented educational program. To study the competence of primary school teachers in working on subject mistakes, the cases were developed on the material of the courses "Mathematics" and "Natural science". Each case included the description of the problem in solving which the student made a mistake. The teacher was asked to identify the mistake made, identify the original ideas of the students behind them and suggest a way to work with it. The results obtained indicate the low competence of primary school teachers in working on subject mistakes. The initial ideas of students do not act as a means of working on mistakes and the starting point of pedagogical work on the formation of scientific concepts. The article shows the importance of the teacher's ability to identify the initial subject representations and their significance in the formation of students' subject thinking.
{"title":"Psychological Analysis of the Competence of a Primary School Teacher in Working on Students' Subject Mistakes","authors":"E. Isaev, A. Margolis, M.A. Safronova","doi":"10.17759/pse.2023000002","DOIUrl":"https://doi.org/10.17759/pse.2023000002","url":null,"abstract":"The results of an empirical study of the competence of teachers of primary general education in working on students' subject mistakes are presented. The study sample consisted of 2,603 teachers engaged in the implementation of primary general education programs from 7 subjects of the Russian Federation. The sample of the study is referential to the general population of primary school teachers according to the criteria of gender, age, teaching experience, level of education, qualifications, implemented educational program. To study the competence of primary school teachers in working on subject mistakes, the cases were developed on the material of the courses \"Mathematics\" and \"Natural science\". Each case included the description of the problem in solving which the student made a mistake. The teacher was asked to identify the mistake made, identify the original ideas of the students behind them and suggest a way to work with it. The results obtained indicate the low competence of primary school teachers in working on subject mistakes. The initial ideas of students do not act as a means of working on mistakes and the starting point of pedagogical work on the formation of scientific concepts. The article shows the importance of the teacher's ability to identify the initial subject representations and their significance in the formation of students' subject thinking.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67678429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Margolis, E. Gavrilova, E. Shepeleva, V. Voitov
The present study is aimed at examining the problem framed by the team of authors in the past research papers (2018, 2020, 2021) and assessing the level of the general learning actions of analysis, planning and reflection as the main components of theoretical thinking in junior students in the individual and collaborative (paired with a partner) problem solving conditions by the ‘PL-modified' computer game system. General intelligence was separately evaluated and controlled. 138 students of the Faculty of Psychology of Education of MSUPE participated in this study. The results show that: 1) the main indicators of game performance were higher in collaborative problem solving, however, 2) depend on the intellectual capabilities of two players in a pair. The data obtained are analyzed in accordance with the effects revealed in past studies and discussed in terms of the further prospects for using the ‘PL-modified' computer system as an additional tool for the assessment of the general learning actions of students of different ages and cognitive potential
{"title":"The Effectiveness of Collaborative Problem Solving by Junior Students in The ‘PL-Modified’ Computer Game System","authors":"A. Margolis, E. Gavrilova, E. Shepeleva, V. Voitov","doi":"10.17759/pse.2022270602","DOIUrl":"https://doi.org/10.17759/pse.2022270602","url":null,"abstract":"The present study is aimed at examining the problem framed by the team of authors in the past research papers (2018, 2020, 2021) and assessing the level of the general learning actions of analysis, planning and reflection as the main components of theoretical thinking in junior students in the individual and collaborative (paired with a partner) problem solving conditions by the ‘PL-modified' computer game system. General intelligence was separately evaluated and controlled. 138 students of the Faculty of Psychology of Education of MSUPE participated in this study. The results show that: 1) the main indicators of game performance were higher in collaborative problem solving, however, 2) depend on the intellectual capabilities of two players in a pair. The data obtained are analyzed in accordance with the effects revealed in past studies and discussed in terms of the further prospects for using the ‘PL-modified' computer system as an additional tool for the assessment of the general learning actions of students of different ages and cognitive potential","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article presents the results of the qualitative study of Russian child welfare service professionals’ attitudes towards evidence-based practice. Based on a reflexive thematic analysis of interviews with the professionals from 12 social service organizations several themes have been developed and discussed: 1) evidence-based practice as an important current trend, the connection to which gives several advantages (greater attraction for donor organizations and clients, peer recognition); 2) evidence-based practice as an opportunity to master a new culture of justification and communication; 3) evidence-based practice as a search and organization of new forms of interaction with the scientific community. Russian social service professionals tend to accept the instrumental understanding of the evidence-based practice that is transmitted to them by foundations, donor organizations and the expert community, however, their image of practice as a complex activity that requires taking into account many factors and referring to various sources of knowledge can potentially become the basis for more advanced multifaceted and critical understanding of the evidence-based practice – provided the support of such an understanding, including from the scientific community.
{"title":"Russian Child Welfare Service Professionals' Attitudes towards Evidence-based Practice and Their Ideas of the Social Practice – Science Relations","authors":"N. Busygina, Mariam M. Buduryan, A. V. Zasimova","doi":"10.17759/pse.2022270614","DOIUrl":"https://doi.org/10.17759/pse.2022270614","url":null,"abstract":"The article presents the results of the qualitative study of Russian child welfare service professionals’ attitudes towards evidence-based practice. Based on a reflexive thematic analysis of interviews with the professionals from 12 social service organizations several themes have been developed and discussed: 1) evidence-based practice as an important current trend, the connection to which gives several advantages (greater attraction for donor organizations and clients, peer recognition); 2) evidence-based practice as an opportunity to master a new culture of justification and communication; 3) evidence-based practice as a search and organization of new forms of interaction with the scientific community. Russian social service professionals tend to accept the instrumental understanding of the evidence-based practice that is transmitted to them by foundations, donor organizations and the expert community, however, their image of practice as a complex activity that requires taking into account many factors and referring to various sources of knowledge can potentially become the basis for more advanced multifaceted and critical understanding of the evidence-based practice – provided the support of such an understanding, including from the scientific community.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"40 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67678296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Bondarenko, I. Tsyganov, A. Burmistrova-Savenkova
The problem of achieving academic success and psychological well-being is connected with the search for factors that ensure the coordinated achievement of this goal. The aim of the work was to identify typological groups of students who either successfully solve this problem or fail to do it, as well as to identify the factors that help or hinder its solution. Among the factors considered are: conscious self-regulation of achieving goals, attitude to studying, academic motivation, and students’ personal features. The study was carried out on a sample of fifth grade pupils (N=231, age М=11, SD=0,28). Methods: “Scale of adolescents psychological well-being manifestations”, “Style of learning activity self-regulating”, “Scales of students’ academic motivation”, “Attitude to Learning”, “Big Five Children Version, BFQ-C”. We identified four groups of students, most of whom (78%) successfully coped with the task of simultaneously maintaining high academic performance and psychological well-being. The factors that demonstrated a significant effect were: regulatory processes of results evaluation and programming of actions, cognitive motivation, and achievement motivation. The obstacles were: high anxiety, inability to plan one’s learning goals, low level of responsibility, regulatory reliability, and flexibility. 22% of fifth graders cannot simultaneously maintain high well-being and academic performance. They need teachers and psychologists to help them to develop conscious self-regulation.
{"title":"Individual and Typological Features of Relationship between Conscious Self-Regulation, Psychological Well-Being, and Academic Performance in Fifth-Grade Pupils","authors":"I. Bondarenko, I. Tsyganov, A. Burmistrova-Savenkova","doi":"10.17759/pse.2022270402","DOIUrl":"https://doi.org/10.17759/pse.2022270402","url":null,"abstract":"The problem of achieving academic success and psychological well-being is connected with the search for factors that ensure the coordinated achievement of this goal. The aim of the work was to identify typological groups of students who either successfully solve this problem or fail to do it, as well as to identify the factors that help or hinder its solution. Among the factors considered are: conscious self-regulation of achieving goals, attitude to studying, academic motivation, and students’ personal features. The study was carried out on a sample of fifth grade pupils (N=231, age М=11, SD=0,28). Methods: “Scale of adolescents psychological well-being manifestations”, “Style of learning activity self-regulating”, “Scales of students’ academic motivation”, “Attitude to Learning”, “Big Five Children Version, BFQ-C”. We identified four groups of students, most of whom (78%) successfully coped with the task of simultaneously maintaining high academic performance and psychological well-being. The factors that demonstrated a significant effect were: regulatory processes of results evaluation and programming of actions, cognitive motivation, and achievement motivation. The obstacles were: high anxiety, inability to plan one’s learning goals, low level of responsibility, regulatory reliability, and flexibility. 22% of fifth graders cannot simultaneously maintain high well-being and academic performance. They need teachers and psychologists to help them to develop conscious self-regulation.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67676981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of the development of psychological support for higher education is revealed. Scientific arguments in favor of a federal network model for organizing qualified psychological assistance to students and teaching staff of universities are presented. The results of the population study conducted by the Russian Academy of Education with the participation of 21,943 first-year students from 22 Russian universities are reported. These results indicate a high degree of severity of emotional states of increased excitability, personal anxiety and a tendency to depressive manifestations among students. The priority areas of work on the development of the federal network of psychological services of universities are presented. The implementation of these areas is designed to systematically address the issues of accessibility of psychological assistance for students and teaching staff of each university, the high quality and completeness of the spectrum of such assistance. It is reported that with a network organization with a coordinating resource center, the psychological support of higher education will be characterized by the unity of the federal space for solving the problems of emergency professional response in providing psychological assistance to students and teaching staff.
{"title":"Federal Network of Psychological Services of Educational Institutions of Higher Education: Concept, Priorities and Development Resources","authors":"V. Basyuk, S.B. Malyh, T. Tikhomirova","doi":"10.17759/pse.2022270601","DOIUrl":"https://doi.org/10.17759/pse.2022270601","url":null,"abstract":"The concept of the development of psychological support for higher education is revealed. Scientific arguments in favor of a federal network model for organizing qualified psychological assistance to students and teaching staff of universities are presented. The results of the population study conducted by the Russian Academy of Education with the participation of 21,943 first-year students from 22 Russian universities are reported. These results indicate a high degree of severity of emotional states of increased excitability, personal anxiety and a tendency to depressive manifestations among students. The priority areas of work on the development of the federal network of psychological services of universities are presented. The implementation of these areas is designed to systematically address the issues of accessibility of psychological assistance for students and teaching staff of each university, the high quality and completeness of the spectrum of such assistance. It is reported that with a network organization with a coordinating resource center, the psychological support of higher education will be characterized by the unity of the federal space for solving the problems of emergency professional response in providing psychological assistance to students and teaching staff.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67677645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Tatarko, E. Maklasova, D. Dubrov, M. A. Bagdasaryan
This article presents the results of a study on the interrelationship between values and the use of Information and Communication Technology (ICT) among younger and older Russians. It was assumed that for these age groups basic values play a different role in encouraging or discouraging the use of ICT. The study was carried out using a socio-psychological survey. The questionnaire included the authors’ methodology for measuring involvement in the use of ICT and a short version of Sh. Schwartz’s questionnaire for assessing basic values (ESS-21). In a comparative perspective, using the moderator analysis, the connection between the active use of ICT and basic values among younger and older Russians (N=990; average age=37.6 years; 31.4% male) were assessed, taking into account their age as a moderator. As a result, it was found that the age of respondents is negatively associated with the active use of ICT, in contrast to the level of education and income level. Nine out of ten values (excluding Stimulation) are associated with the use of ICT. Several values are associated with the use of ICT, regardless of age (Power, Tradition, Benevolence, Universalism). There is also a number of values (Achievement, Hedonism, Stimulation, Conformity, Security) which in a certain way are associated with the use of ICT only among the older generation. The article discusses the results obtained.
{"title":"The Relationship between Basic Human Values and Use of Information and Communication Technology among Younger and Older Generations","authors":"A. Tatarko, E. Maklasova, D. Dubrov, M. A. Bagdasaryan","doi":"10.17759/pse.2022270201","DOIUrl":"https://doi.org/10.17759/pse.2022270201","url":null,"abstract":"This article presents the results of a study on the interrelationship between values and the use of Information and Communication Technology (ICT) among younger and older Russians. It was assumed that for these age groups basic values play a different role in encouraging or discouraging the use of ICT. The study was carried out using a socio-psychological survey. The questionnaire included the authors’ methodology for measuring involvement in the use of ICT and a short version of Sh. Schwartz’s questionnaire for assessing basic values (ESS-21). In a comparative perspective, using the moderator analysis, the connection between the active use of ICT and basic values among younger and older Russians (N=990; average age=37.6 years; 31.4% male) were assessed, taking into account their age as a moderator. As a result, it was found that the age of respondents is negatively associated with the active use of ICT, in contrast to the level of education and income level. Nine out of ten values (excluding Stimulation) are associated with the use of ICT. Several values are associated with the use of ICT, regardless of age (Power, Tradition, Benevolence, Universalism). There is also a number of values (Achievement, Hedonism, Stimulation, Conformity, Security) which in a certain way are associated with the use of ICT only among the older generation. The article discusses the results obtained.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Preface to the thematic issue \"Development of children's autonomy\"","authors":"K. Polivanova, A. Bochaver","doi":"10.17759/pse.20222703","DOIUrl":"https://doi.org/10.17759/pse.20222703","url":null,"abstract":"","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Independence is one of the key results of modern school education, which is recorded in documents and reports at various levels. Research directly on independence is difficult, since there is no single approach to the operationalization of this phenomenon. The article attempts to fix the trend of destructuring and describe the features of its course in the beliefs and practices of school teachers of one general education school. As conceived by the author, this approach opens up prospects for theoretical and empirical understanding of the independent and initiative action of the student in the institute of school. For this, three elements of the institutional structure of the school were identified: rituals, disciplinary practices, the type of relationship between the teacher and the student, and the ways of destructuring in each element were described: refusal, mitigation, creation of new practices. The basis of the qualitative study was interviews with fifteen teachers from a primary and secondary school in a residential area of Moscow. The author comes to the conclusion that the process of destructuring is slower compared to other spheres of public life due to the limitations outlined in the article. The results of an empirical study can be useful for studying the independent and proactive behavior of an adolescent in the space of the school by teachers with varying degrees of rigidity in their practices, by teachers who use practices that are not typical for the institute of the school.
{"title":"Changes in the Beliefs and Practices of School Teachers as the Basis for Independent Action of Adolescents. Institutional Approach","authors":"P.A. Gavrilenko","doi":"10.17759/pse.2022270304","DOIUrl":"https://doi.org/10.17759/pse.2022270304","url":null,"abstract":"Independence is one of the key results of modern school education, which is recorded in documents and reports at various levels. Research directly on independence is difficult, since there is no single approach to the operationalization of this phenomenon. The article attempts to fix the trend of destructuring and describe the features of its course in the beliefs and practices of school teachers of one general education school. As conceived by the author, this approach opens up prospects for theoretical and empirical understanding of the independent and initiative action of the student in the institute of school. For this, three elements of the institutional structure of the school were identified: rituals, disciplinary practices, the type of relationship between the teacher and the student, and the ways of destructuring in each element were described: refusal, mitigation, creation of new practices. The basis of the qualitative study was interviews with fifteen teachers from a primary and secondary school in a residential area of Moscow. The author comes to the conclusion that the process of destructuring is slower compared to other spheres of public life due to the limitations outlined in the article. The results of an empirical study can be useful for studying the independent and proactive behavior of an adolescent in the space of the school by teachers with varying degrees of rigidity in their practices, by teachers who use practices that are not typical for the institute of the school.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of preferred content on the Internet and positions in educational activities for problematic Internet use or the Internet addiction among students have been hardly studied. The subject position in educational activity reflects the high motivation and independence of students in mastering educational material. A hypothesis is put forward about the protective role of the subject position as a factor of protection against the Internet addiction or problematic Internet use by students. The sample consisted of 186 school and university students aged 13 to 23 years (M=18,7), 92 male and 94 female. The following techniques were used in the study: “General scale of problematic Internet use-3” (A.A. Gerasimova, A.B. Kholmogorova, 2018), “Questionnaire of preferred Internet content”, the questionnaire “Subject position” (Yu.V. Zaretsky, V.K. Zaretsky, I.Y. Kulagina, 2014). The study revealed that a pronounced subject position in educational activities (β=-0,169; p=0,001) and a preference for educational content (β=-0,389; p<0,001) reduce the problematic Internet use. The preference for entertainment and informational content, as well as high frequency of communication and self-presentation on the Internet are associated with objective and negative positions in educational activities and increase the Internet addiction or problematic Internet use in students of schools and universities (R2=0,388, F=22,796). The conclusions of our study are preliminary, it is necessary to expand the sample and further validate research methods.
{"title":"Learning Position and Preferred Internet Content as Factors of Problematic Internet Use in Students","authors":"A. Kholmogorova, E.Yu. Kazarinova, A. Rakhmanina","doi":"10.17759/pse.2022270308","DOIUrl":"https://doi.org/10.17759/pse.2022270308","url":null,"abstract":"The role of preferred content on the Internet and positions in educational activities for problematic Internet use or the Internet addiction among students have been hardly studied. The subject position in educational activity reflects the high motivation and independence of students in mastering educational material. A hypothesis is put forward about the protective role of the subject position as a factor of protection against the Internet addiction or problematic Internet use by students. The sample consisted of 186 school and university students aged 13 to 23 years (M=18,7), 92 male and 94 female. The following techniques were used in the study: “General scale of problematic Internet use-3” (A.A. Gerasimova, A.B. Kholmogorova, 2018), “Questionnaire of preferred Internet content”, the questionnaire “Subject position” (Yu.V. Zaretsky, V.K. Zaretsky, I.Y. Kulagina, 2014). The study revealed that a pronounced subject position in educational activities (β=-0,169; p=0,001) and a preference for educational content (β=-0,389; p<0,001) reduce the problematic Internet use. The preference for entertainment and informational content, as well as high frequency of communication and self-presentation on the Internet are associated with objective and negative positions in educational activities and increase the Internet addiction or problematic Internet use in students of schools and universities (R2=0,388, F=22,796). The conclusions of our study are preliminary, it is necessary to expand the sample and further validate research methods.","PeriodicalId":55959,"journal":{"name":"Psikhologicheskaya Nauka i Obrazovanie-Psychological Science and Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67675890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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