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18There is a displacement hypothesis, and simulation and communicative hypotheses (Bruggeman et al., 2019). In addition, there is a Goldilocks hypothesis that could help explain why well-being and internet use do not correlate linearly (Przybylski and Weinstein, 2017).
The main purpose of the study was to analyze the associations between life-satisfaction, integration of online social networks into daily behavior, features of online social networks, motives, and online risks in the context of various approaches. Research methods and sample. The sample consisted of 409 teenagers aged 12-17. A social media use integration scale was utilized to assess the incorporation of online behavior into everyday routines (Jenkins-Guarnieri et al., 2013). Respondents' perceived life-satisfaction was assessed using items based on the scale developed by Diener et al. (1985). Participants were asked about the motives of OSN use, online risks, and features of OSN use (Staksrud et al., 2013). Main results. Life satisfaction was negatively associated with social media use integreation and OSN use features. Risk factors were at the zero-order correlation level. A positive link was found between life-satisfaction and the number of online friends. The regression model accounted for 16% of the variance of life-satisfaction, with significant predictors such as the number of online friends, and the motive of content posting (positive), social media use integration, and risk factors (negative). Conclusion. These results partly support the displacement and stimulation hypotheses, but based on the regression results, it may be speculated that the detrimental impact of online social networks on teenagers' life-satisfaction is more significant. However, the more complex relationships between online social network use and life-satisfaction need to be considered.
Keywords: teenager's life-satisfaction, well-being, online social network
DOI:
FEATURES OF EMOTIONAL INTELLIGENCE OF ADOLESCENTS WITH DIFFERENT LEVELS OF INTERNET
ADDICTION
Olga Lebedenko
Associate Professor, Southern Federal University, Rostov-on-Don, Russia; e-mail: oalebedenko@sfedu.ru
Abstract: The relevance of the study of the features of emotional intelligence of adolescents with internet addiction is due to the widespread increase in internet use. Due to age characteristics, adolescence is the most dangerous period. The emotional sphere of teenagers suffers the most from excessive use of the internet, when natural communication is replaced by communication in the virtual world. The purpose of the current study was to analyze the assumptions about the existence of differences in the indicators of emotional intelligence in adolescents with different levels of internet addiction, as well as the relationship between the level of internet addiction and the emotional intelligence of adolescents. Research methods: "Internet addiction test" (K. Young, adapted by V.A. Loskutova); emotional intelligence questionnaire "EmIn" (D.V. Lyusin); Spearman correlation analysis; H-Kruskal-Wallis criterion. The study involved 91 adolescents aged 14-15 years (47 boys, 44 girls) from MAOU "School No. 96 Eureka-Development named after M.V. Nagibin", Rostov-on-Don. The main results of the study: adolescents with a high level of internet addiction had a low level of emotional intelligence (66.7%); adolescents with an average level of internet addiction had an average level of emotional intelligence (56%); adolescents with a low level of internet addiction had an average level of general emotional intelligence (46%). Statistically significant differences in all scales of emotional intelligence have been proven and significant moderate negative correlations between the scales "Level of Internet addiction" and the scale "intrapersonal emotional intelligence", "interpersonal emotional intelligence", "understanding of emotions", "general level of emotional intelligence" have been revealed. Thus, our assumptions are supported. Conclusion. The results of the study will be useful for psychologists and educators to develop an individual program of psychological and pedagogical support for adolescents with internet addiction and a low level of emotional intelligence.
Keywords: teenagers, internet addiction, emotional intelligence
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DOI:
PSYCHOMOTOR, COGNITIVE AND EMOTIONAL DEVELOPMENT OF A CHILD IN THE CONTEXT OF
DIGITALIZATION
Tatiana Mamma
Senior Lecturer, Head of the Scientific and Methodological Center, Institute of the Human Brain. N.P.
Ankylosing spondylitis RAS, NMC Owl-Nyanka LLC, St. Petersburg, Russia; e-mail: tm@nannyowl.ru
Valeria Karpinskaya
Leading expert, Institute of the Human Brain. N.P. Ankylosing spondylitis RAS, NMC Owl-Nyanka LLC, St.
Petersburg, Russia; e-mail: valeria.k@nannyowl.ru
Abstract: The digital world dictates its own rules for mastering the surrounding reality, where a greater role is given to cognitive functions and less to motor and sensory ones. Motor characteristics are included in all types of activity and testify to the real potentials, resources and reserves of the body as a whole. Usually, problems of sensorimotor development are expressed in clumsiness, poor coordination, delayed speech development, difficulties in sound pronunciation, and emotional and communication disorders. On the basis of LLC Scientific and Methodological Center Owl-Nyanka, a diagnostic procedure was created, the purpose of which is to determine the consistency of the sensorimotor spheres. The aim of the current study was to teach the effectiveness of solving sensory-motor tasks in children aged 5-6 years. The results were compared with the data on some subtests of the metric scale from N. Ozeretsky's studies of motor giftedness in children. Quantitative data on the motor activity of children aged 5-6 in the 1930s and 2021s were given using the subtest "Labyrinths". Based on the study, the following conclusions can be drawn: the time taken to solve sensorimotor tasks in children who passed the test in 2021 compared with children in 1930 decreased. At the same time, a decrease in accuracy was recorded: modern children made more mistakes when passing mazes. In addition, difficulties were found in orienting in the space of one's own body and in the task of maintaining balance. The importance of sensorimotor development in the functioning of cognitive processes, including abstract thinking, is emphasized both in the works of physiologists and psychologists of the last century (N.A. Bernshtein, B.G. Ananiev), and among contemporaries (E.A. Sergienko, B. M. Velichkovsky). In this regard, programs to study the dynamics of the formation and development of sensorimotor skills are relevant in the framework of preschool and school education.
Keywords: sensory and motor development, cognitive and emotional development DOI:
PSYCHOLOGICAL FEATURES OF RISKY INTERNET BEHAVIOR OF ADOLESCENTS
Irina Pankratova
Assistant professor, Federal State Autonomous Educational Institution of Higher Education "Southern Federal University", Rostov-on-Don, Russia; e-mail: iapankratova@sfedu.ru
Abstract: The relevance of our study is that in the modern world there is a great danger of the impact of computer games and network communication on the mental health of children. Also, the theoretical and practical aspects of creating psychological conditions for the prevention of gambling addictions in children have not been sufficiently developed. Thus, there exists a practical need to solve the problem of gambling addiction, and to explore the creation and testing of developments aimed at preventing this type of addiction. The aim of the current study was to investigate the risky internet behavior of adolescents. Our study involved 60 schoolchildren aged 10-14, who were subsequently divided into
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