The article is devoted to the current problem of Internet addiction of young people in the context of digitalization of modern education and the practical implementation of interactive learning technologies. The authors pay attention to the definitions of such concepts as virtual educational environment, virtual learning process, interactive learning. The article analyzes the manifestations and consequences of Internet addiction among modern youth. The authors emphasize that the psychophysiological mechanisms that can affect the development of Internet-dependent behavior are insufficiently studied. One of these mechanisms can be the inhibitory control, which, according to the authors of the article, is able to signal the presence of a danger of the formation of the Internet addiction.The article presents the results of an experimental study aimed at studying young men and women’s computer and Internet addiction with the help of “The method of screening diagnostics of computer dependence” (Yuryeva L.N., Bolbot T.Yu.) and the “Internet addiction” test by K. Young (adaptation by V.A. Loskutova). It was found that most of the subjects have a high level of dependence. Also, the assessment of the formation of the inhibitory control was carried out using the ReBOS technique, reflex metric measurements (by E. G. Vergunov). The authors concluded that young men and women with a higher degree of dependence demonstrate a low level of formation of the inhibitory control, subjects who have a lower degree of dependence both on a computer and on the Internet have a more flexible nervous system, which is indicated by the higher level of the inhibitory control formation. Thus, it can be assumed that students who are less dependent on the Internet will be able to adapt more easily to a fast-changing environment.
The article is devoted to the problem of the influence of gender identity on the professional self-determination of modern boys and girls. The problem is relevant in connection with changes in gender stereotypes of masculinity - femininity. The paper presents the results of an experimental study aimed at identifying the influence of gender identity on the professional self-determination of boys and girls. The following psychodiagnostic methods were used in the study: “A question-naire to identify the motives of professional choice”, “Questionnaire of motives for choosing a profession”, “Methodology for studying professional identity statuses” (A.A. Azbel, A.G. Gretsov), a questionnaire to determine the degree of gender identity (S. Bem), a questionnaire “Who am I?” (M. Kuhn, T. McPartland). The results showed that both in the sample of girls and in the sample of boys, the formed professional identity prevails. Such young people are focused on making a conscious choice of further professional path or have already made such a choice. Also, based on the results obtained, it was concluded that mostly girls and boys are character-ized by a gender typed Self-concept, their answers coincide with the feminine and masculine characteristics of the personality, respectively. During the experiment, a significant correlation was established between gender identity and the motives of professional choice, as well as the status of professional identity. Thus, according to the results of the experimental study, it was concluded that gender identity affects the professional self-determination of modern boys and girls.
The article is devoted to the problem of social intelligence of young teachers, which is considered as the basis for the success of professional activities. The emphasis is put on studying the relationship between the level of development of social intelligence and the characteristics of pedagogical communication of a beginning teacher. The article presents the results of a pilot study that was carried out to identify a possible relationship between the mentioned parameters. The experiment involved young teachers (with no more than three years of work experience) of general educational institutions and final-year students of the university who had completed teaching practice. The level of development of social intelligence was studied with the help of the "Social Intelligence" test created by J. Guildford and M. Saliven (Russian adaptation by E.S. Mikhailova); the style of pedagogical communication was identified by the test called "Diagnostic methods of the styles of pedagogical communication" (authors: N.P. Fetiskin, V.V. Kozlov, G.M. Manuilov). The obtained data allows us for the conclusion that there is a relationship between the level of development of the social intelligence of beginning teachers and the style (model) of pedagogical communication used by them: teachers with more developed social intelligence use the most constructive and optimal models of pedagogical communication and interaction with students. The results of the research can be helpful in improving the quality of pedagogical education, professional training of students – teachers-to-be.
The article is devoted to the problem of self-destructive behavior of the individual in adolescence, which has become quite common in modern Russia. The paper presents an analysis of the concept of "self-destructive behavior", provides various points of view and approaches to this concept, and draws a parallel between such concepts as "deviant behavior" and "addictive behavior". Special attention is paid to the leading socio-psychological factors that contribute to the emergence of self-destructive behavior in adolescence, among which there are violations of family relations, difficulties in adapting adolescents in society, features of self-esteem and self-attitude, difficulties in communicating with adults and peers. The article presents the results of an experimental study on the identification of socio-psychological determinants of self-destructive behavior of adolescents. The main methods were used: conversation, observation (I A. Korobeynikov); questionnaire of suicide risk (modification of T.N. Razuvaeva); method of diagnostics of the degree of manifestation of codependent behavior patterns of B. Weyhold; questionnaire "behavior of parents and the attitude of teenagers to them" (L.I. Wasserman, I.A. gorkova, E.E. Romitsina); method of studying self-esteem by Dembo-Rubinstein; multi-level personal questionnaire "Adaptability" (A.G. Maklakov); method of studying self-relation of S.R. Pantileev, V.V. Stolina. The authors concluded that the study group of adolescents has a tendency to deviant behavior, most often, it is tobacco Smoking, alcohol use, psychoactive substances, many of them have a tendency to suicidal behavior and violation of social norms. As a result of the research, the priority significance of the following socio-psychological determinants for self-destructive behavior of adolescents was determined: expressed negativity of parents' attitude to the adolescent, problems of adaptation, weak and contradictory self-attitude, orientation to unproductive communication styles.
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