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8moderation effects of the age factor (school grade) on the relationship between self-regulation, school engagement and academic performance. The most distinct mediation effects were found in grades 7, 10 and 11. The results are discussed within the context of the conscious self-regulation formation problem and the dynamics of engagement in different periods of school education.
Keywords: conscious self-regulation, school engagement, academic achievement, mediation analysis DOI:
COGNITIVE DEVELOPMENT OF CHILDREN INVOLVED IN THE DIGITAL WORLD TO VARYING DEGREES
Marina Isachenkova
Graduate student, Herzen State Pedagogical University of Russia, St. Petersburg, Russia; e-mail:
isachenkova@bk.ru
Elena Nikolaeva
Professor, Herzen State Pedagogical University of Russia, St. Petersburg, Russia; e-mail:
klemtina@yandex.ru
Abstract: The sudden shift in the child's ratio between real and digital worlds due to the pandemic has raised the question of the benefits and harms of gadgets and the conditions of their use at different stages of ontogenesis. Forced to study online and then do homework using a computer, schoolchildren violated all the norms of a healthy lifestyle. The aim of this study was to describe the reality of children under 11 in the digital world and to create evidence-based recommendations for teachers and parents regarding the norms of gadget use for different ages and the conditions under which this interaction will promote the cognitive development of a child of a particular age. An online survey of parents and children was conducted to realize this objective. Two questionnaires were developed, one for parents (to describe the gadget-use situation of pre-school children) and one for school-age children. The data were analyzed using SPSS software. A total of866 parents and 32 children participated in the survey. It was shown that 10.2% of children under the age of four had their own gadget. More than half of children (53.7%) were introduced to a gadget before the age of two, and 4.5% of children received a gadget before the age of six months. 64.4% of parents admitted that they give their children a gadget to do their own thing or to rest from their children. 37.5% of primary school age children had a social network account, and only 10% of them had an account with their parents, others did it themselves. The main conclusion of the work was that parents are ignorant of the possibilities of today's digital world aimed at creating apps for the cognitive development of the child, and thus accustom the child to the passive absorption of digital information.
Keywords: parents, children, gadgets, cognitive processes, apps, Internet DOI:
DEVELOPMENT OF THE CHILD'S GIFTEDNESS AND INTELLIGENCE IN DIFFERENT PERIODS
Elena Joukova
Senior Research Fellow, , Psychological Institute of the Russian Academy of Education, Moscow, Russia;
e-mail: JoukovaEC@yandex.ru
Diana Bogoyavlenskaya
