CC BY
11Vladimir Sobkin
Professor, Institute of Education Management of the Russian Academy of Education, Moscow, Russia; email: Sobkin@mail.ru
Aleksandra Fedotova
Researcher, Institute of Education Management of the Russian Academy of Education, Moscow, Russia;
e-mail: AlexandraFedotova@rambler.ru
Abstract: Teenagers' protest activity and extremist attitudes are a significant component of the risk modern teenagers face during socialization, and social media is believed to be one of the main influences. This paper explores teenagers' attitudes towards protests, demonstrations and extremism, depending on the peculiarities of their social networking and their social status, deviant behavioral tendency and real-life interaction in class. The report is based on the data of an anonymous online questionnaire survey carried out by the staff at the Center for Sociology of Education of the Institute of Education Management of the Russian Academy of Education in 2020-2021. The study involved 40,575 students from grades 7-11 throughout 17 regions of the Russian Federation. Mathematical statistical methods were used for data processing. The data obtained in the research showed that teenagers' readiness to participate in active protest forms and involvement into extremist organizations' activity were connected to their activity on social media and aggressive behavior on the internet. According to the survey, views on protests and demonstrations depend on the student's social status: those with high status among classmates tend to choose active protest forms like participating in public protest events, appealing to the authorities, going to court. The data showed that deviant teenagers and the victims of school bullying were more likely to actively protest or assume extremist attitudes. The research also revealed specific gender and age differences: male students chose active forms of protest whereas female students preferred discussions with friends and family or hiding their protest. The legitimate protest activity increased with age (p<0,05 for all comparisons). The results allow us to conclude that teenagers' protest activity and their extremist attitudes are to a great extent a part of their overall life position.
Keywords: social media, adolescence, aggression, protest, self-presentation intensity DOI:
JUMPING OUT OF THE MIND: CHILDREN'S RESPONSE TO 'LIVING IN THE COMPUTER SIMULATION'
Eugene Subbotsky
Professor, Psychology Department, Lancaster University, London, UK; e-mail: subbotsky@me.com
Abstract: Relevance: With the progress of digital technologies, there appears to have arisen the philosophical argument that we live in a computer simulation and human consciousness is nothing but a headset that plunges our mind into simulated reality. The corollary of this provocative theory is that there must be a supreme programmer out there who can produce a computer technology sufficiently advanced to create a person and make them believe that they are a real individual with free will. Purpose: Accordingly, the purpose of the study was to examine the extent to which children are able to accept that such a supreme programmer can really exist out there.
Research methods: The study was in the form of an interview. In order to refer to the supreme programmer concept in a manner accessible to children, the term 'Almighty Wizard' was used. Sample: Russian children in Moscow, and British children in Lancaster, aged 4, 5, 6, 7, 9 and 11 years. Main results: The interview included three stages. The first stage examined whether children were ready to acknowledge the existence of the Almighty Wizard in the domain of the imagination (fairy tale and imaginary play). The aim of the second and third stages was to determine whether the children thought that the wizard was able to move from the domain of the imagination into the perceived world.
Altogether, the results of this interview showed that almost all the children refused to admit that the Almighty Wizard could exist outside their imagination.
Conclusion: Most children of all age groups in Russia and the UK strongly resisted the idea that they might live in a world of computer simulation.
Keywords: computer simulation, imagination, perception DOI:
RELATIONSHIP OF PSYCHOLOGICAL WELL-BEING WITH REGULATORY AND MOTIVATIONAL CHARACTERISTICS OF STUDENTS IN SECONDARY SCHOOL
Igor Tsyganov
Senior researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail:
i4321@mail.ru
Abstract: Relevance. Understanding the factors ensuring the stability of psychological well-being (PWB) will provide teachers and psychologists with a useful tool. Purpose of the study. The study investigated the differences in the relationship of psychological well-being with regulatory and motivational characteristics in students with different dynamics of psychological well-being in fifth and sixth grades. Research methods and sample. Longitudinal data of 155 secondary school pupils (Moscow and Kaluga) aged 10-12 years (M = 11 ± 0.28) were analyzed. According to two 5th and 6th grader surveys, we identified groups with decreasing, increasing, and stable PWB. Research methods: "Well-Being Manifestation Measure Scale" (modification: V.I. Morosanova et al., 2018), "The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)" (V.I. Morosanova, I.N. Bondarenko, 2018), "Academic Motivation Scale - School (AMS-S)" (T.O. Gordeeva et al., 2017). The academic performance indicator: the average score of success in learning Russian and mathematics. Main results. The decrease in PWB is associated with a weakening of the links between PWB and students' motivational and regulatory characteristics. In comparison with the 5th grade, in the 6th grade, conscious self-regulation ceases to be a regulatory resource for both PWB and academic performance. PWB stability is ensured by the strong relationship between self-regulation and PWB and the "inclusion" of all regulatory and motivational factors in this process. The increase in PWB is primarily associated with the actualization of personal development: an accentuated and stable relationship between PWB and self-esteem motivation was revealed. Conclusion. The study results allow us to obtain new data on changes occurring in the system of PWB and academic performance predictors during the beginning of secondary school education.
Keywords: psychological well-being, conscious self-regulation, motivation, younger adolescents DOI:
Philosophy of Digital Education
PRACTICAL PHILOSOPHY AS AN EDUCATIONAL TECHNOLOGY ON THE "IN SEARCH OF WISDOM CLUB'S ACTIVITY AT THE FACULTY OF PHILOSOPHY OF MOSCOW STATE UNIVERSITY
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