ISSN 2079-6617 (Print)
ISSN 2309-9828 (Online)
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Russian Psychological Society
The Faculty of Psychology. Lomonosov Moscow State University.
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Rasskazova, Elena I.

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Soldatova G.U., Rasskazova E.I. (2017). Motivation in the structure of the digital competence of Russian adolescents. National Psychological Journal. 1, 3-14.

In contemporary world, the digital competence of adolescents is not a separate property or capacity any longer, becoming the prerequisite and basis for many types of activities, and the Internet has become a space mediating socialization of children. Russian population study indicated that there is a «gap» in the structure of motivation to improve digital competence: although every four teenagers from five ones declare preparedness for its development, their motivation in relation to specific goals and objectives is extremely low and does not exceed 20 per cent of the maximum possible level. The paper assumes that the «gap» is caused by different contents of general and specific motivation: general motivation describes great awareness of the importance and the declared preparedness, while specific motivation refers to the setting of specific goals. Applying the Digital Competence Index (DCI) in the samples of adolescents 12-17 years old (N=1203) and of parents of adolescents of the same age (N=1208) the relationship between general and specific motivation to improve digital competences and their links to the user’s activity, confidence, emotions, self-image on the Internet and its familiarization are considered. A high level of digital competence and excessive self-confidence in the user’s skills are associated with a less general motivation. A higher level of general and specific motivation is related to the participation of teachers and parents in the development of adolescent skills in the Internet. This extremely low self-confidence and the solution of any online problems by parents are associated with passive motivation, e.g. the desire to explore the Internet spontaneously through other people. Possible methods of developing active motivation to improve digital competence and the prevention of excessive confidence in adolescents are discussed

Received: 02/10/2017

Accepted: 02/17/2017

Pages: 3-14

DOI: 10.11621/npj.2017.0101

Keywords: Digital competence; motivation; Russian adolescen; emotions; self-image in the Internet; Online risks;

By: Soldatova, Galina U.; Rasskazova E.I.;

Available Online: 03/30/2017

Soldatova Galina U., Rasskazova Elena I. (2016). Models of digital competence and online activity of Russian adolescents. National Psychological Journal. 2, 50-60.

a:2:{s:4:"TEXT";s:2144:"<p>
     Having established the conception of digital competence consisting of four components (knowledge, skills, motivation and responsibility) implemented in four areas (content, communication, consumption, and the techno-sphere), we propose the idea of models of digital competence as a specific systems of adolescents’ beliefs about their abilities and desires in the online world. These models (1) may be realistic or illusory, (2) their development is mediated by the motivation and online activity and (3) they regulate further online activities as well as the further development of digital competence. On the basis of nationwide study of digital competence (N=1203 Russian adolescents of 12-17 years) using latent class method we revealed 5 models of digital competence corresponding to its lowest level, the average level at high and low motivation, high specific (in the components of skill and safety) and high general level. It has been shown that higher appraisal of their digital competence is related to the opportunity of a more prolonged and self-service access to the Internet as well as the history of independent development of skills online. The illusion of digital competence is associated with a wide but shallow exploration activities online. Motivational component is related to the participation and recognition of the role of others in the development of digital competence, in comparison with others’ online skills and knowledge, as well as subjectively lower «digital divide» with parents. We suggest that the motivational component of the digital competence is developed if adolescent has a successful interaction via Internet, learn from other people and also if the range of her activities and interests online activity involves and requires the development of new skills.
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     Based on digital competence model’s analysis, we have figured out 3 main types of Internet-users: (1) beginners, (2) experienced users, (3) advanced users. All these types fall into different risk groups, determined by variable possibilities of facing content-, communication-, technical- and customers- online-threats.
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Received: 05/26/2016

Accepted: 06/02/2016

Pages: 50-60

DOI: 10.11621/npj.2016.0205

Keywords: Digital competence; internet activity; online activities; adolescents; digital model of competence; the illusion of digital competence;

By: Soldatova, Galina U.; Rasskazova E.I.;

Available Online: 08/30/2016

Tkhostov A.Sh., Rasskazova E.I., Emelin V.A. Psychodiagnostics of subjective perception of personal identifications: using a modified method “Who Am I?”. National Psychological Journal, 2(14), 60-71

a:2:{s:4:"TEXT";s:1897:"<p>
     The interdisciplinary approach in studies of identity has to employ methods that allow to study and compare the prognostic value of diagnostic criteria of identification which are suggested within the line of various concepts. The objective of this research is to study the steadiness and correlation of identification values according to a number of criteria, and also their relationship to subjective well-being, coping strategies, and also the severity of psychopathology symptoms in subjects without mental illness. The method of “Who Am I?” by M. Kuhn and T. McPartland was completed by a quantitative Likert scale to which extent each identity is liked (emotional evaluation), is often actualized (significance), is important for the subject (psychological centrality), and is recognized by others (perceived social recognition).
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     The two samples, psychology students (n1=82) and adult subjects (n2=50), show sufficient consistency of identification values, impossibility to interchange the criteria, and the possibility of reliable calculation of a single indicator coherence/incoherence in evaluations identifications. Positive assessment, psychological centrality and awareness of their identities more often contribute to choosing active behavioural and cognitive coping strategies. The additional consideration of consistency in values results in better prediction of the inclination to positive reformulation, appeal to religion and focus on emotions. Relationship of the importance of identification and depression was mediated by the emotional assessment: frequent thoughts about identification prevented depression only in the subjects with positive emotional evaluation of identity. In general, the use of quantitative assessment allows us to complete the qualitative analysis of identifications by general indicators of subjective experience of identity.
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Received: 05/27/2014

Accepted: 06/18/2014

Pages: 60-71

DOI: 10.11621/npj.2014.0208

Keywords: identity; subjective perception of identification; significance; perceived social recognition; subjective well-being; depressiveness; coping strategies;

By: Tkhostov А.Sh.; Rasskazova E.I.; Emelin, Vаdim A.;

Soldatova G.U., Rasskazova E.I. (2014). Psychological models of digital competence in Russian adolescents and parents. National Psychological Journal, 2(14), 27-35

a:2:{s:4:"TEXT";s:1827:"<p>
     Conducted in recent years Russian population studies of the Internet use by children show that the rapid skills development in children and adolescents is associated with a lack of awareness of the risks and dangers of the digital world, and also the possibilities of coping with them. The paper offers psychological models of digital competence in children and adults including four components: knowledge, skills, motivation, responsibility, as well as types of digital competence, i.e. media competence, communicative competence, technical competence, and consumer competence.
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     The paper performs the results of the development and methods validation of screening diagnosis index of digital competence according to population-based study on a representative sample of Russian 12-17 year-olders (N = 1203) and parents of adolescents in this age group (N = 1209) conducted by the Foundation for Internet Development and the Department of Psychology, Moscow Lomonosov State University, Moscow, Russia with Google support. Reliability-consistency scales of the knowledge skills and responsibility was sufficient (0.72-0.90) with inhomogeneity of motivation scale. The confirmatory factor analysis proved the compliance of the 4-component index model to the empirical data.
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     To verify the validity of the criteria we used the four tests assessing the respondents’ knowledge and skills in the areas of content, communication, technosphere and consumption sphere. The overall level of digital competence was for parents, 31 per cent from of the highest possible level, and for adolescents, the level was 34 per cent, with particular decline in motivation (20 per cent and 20 per cent respectively), which indicates the necessaity for motivating and informing educational programs in this area.
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Received: 09/12/2014

Accepted: 10/09/2014

Pages: 27-35

DOI: 10.11621/npj.2014.0204

Keywords: Digital competence; digital citizenship; digital competence index; psychodiagnostics;

By: Soldatova, Galina U.; Rasskazova E.I.;

Soldatova G.U., Rasskazova E.I. (2014). Adolescent security on the Internet: risks, coping and parental mediation. National Psychological Journal, 3(15), 39-51

a:2:{s:4:"TEXT";s:2047:"<p>
     The paper researches the possibilities and limitations of coping behaviour in children and adolescents on the Internet and the assistance of significant adults (parental mediation) in the context of the new social situation of development mediated by modern information and communication technologies, in particular, by the Internet. The study based on the EUKidsOnline II project was conducted in 11 regions of 7 federal districts of Russia (1025 “parent-child” pairs).
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     According to the research results the most common risks include dealing with negative sexual content, fraud and identity theft, meetings with online friends. Features of experiences and coping with risks online depend on the adolescent dominating activity on the web: those focused on their studies are less exposed to the risks mentioned, whereas their feelings are deeper and more enduring, they more frequently seek solutions using passive strategies. Those who fall into “content consumers” category are most exposed to the risk of coming across sexual content on the web as actively use various Internet resources including search engines. They experience fewer negative emotions, more frequently they actively seek to solve the problem almost without offline support.
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     The opportunity of parental mediation at the present moment is rather insignificant: a strategy of prohibitions associated with reduction of collision risks especially for research of teenagers; while the strategy of positive reinforcement and explanation is used effectively with adolescents doing various things on the Internet, it can be associated with a more realistic risk assessment and child using active coping strategies and social support. According to the data received the Internet could be considered as a complex psychological “instrument” that is internalizing by the child in his/her development. This internalization process determines his/her activities and self-regulation including his/her aptitude to coping with difficult life situations.
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Received: 11/25/2014

Accepted: 12/06/2014

Pages: 39-51

DOI: 10.11621/npj.2014.0305

Keywords: Online risks; difficult online situation; social situation of development; type of internet users; internet activity; coping; stress;

By: Soldatova, Galina U.; Rasskazova E.I.;

Emelin V. A., Rasskazova E. I., Tkhostov A. S. (2012). The psychological affects of information technology. National Psychological Journal, 1(7), 81-87

a:2:{s:4:"TEXT";s:447:"<p>The analysis of the psychological aspect of technological progress is shown. Its psychological effects such as the development and
chronology of mental illness, cyborgisation, invalidation, excess availability and loss of privacy, “blurring” the boundaries of corporeity,
increase in dependence risk, change in the structure of needs and activity are considered. Developments of diagnostic criteria for
each category of impact are shown.</p>";s:4:"TYPE";s:4:"HTML";}

Pages: 81-87

Keywords: technical progress; psychological effects of technological progress; mental illness; cyborgization; disability; excess availability and loss of privacy; “blurring” the boundaries of corporeality; structure of needs; structure of activity;

By: Emelin, Vаdim A.; Tkhostov А.Sh.; Rasskazova E.I.;


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