CC BY
14Graduate Student, Moscow State University of Psychology & Education, Moscow, Russia; e-mail:
taruntaev.pavel@mail.ru
Abstract: The impact of digital socialization on the development of children occupies a significant place in modern research. Our goal was to study the relationship between the use of digital devices and the development of the imagination of a preschooler. We assumed that the level of development of nonverbal imagination in older preschoolers who have 2 hours or more of screen time per day would be lower than in children who have less than 1 hour of screen time per day. To assess active (using applications, video games) and passive (watching video products) screen time of older preschoolers, a questionnaire by M. Bortsova and S. Nekrasov was used: "Regulations on the use of gadgets by a child". To determine the level of development of non-verbal imagination, the technique of O. Dyachenko "Dorisovyvanie" was used. The sample consisted of 189 preschool children aged 5-7 attending kindergartens in Moscow and their parents. Children were divided into three groups according to the level of imagination (low, medium and high). Performance levels were factors in a one-way analysis of variance to compare children's screen time. Children with a low level of imaginative development significantly differed [F(2,236) = 6.25, p = 0.001] in terms of passive screen time (M = 11.2; SD = 5.5) from children with an average (M = 8.2; SD = 5.2) and a high level of imagination development (M = 8.7; SD = 5.9). In addition, these children significantly differed [F(2,235) = 11.22, p = 0.001] from children with a high and medium level of imagination development in terms of active screen time (M = 8.4; SD = 5.8): from groups of children with a level (M =4.7; SD = 5.3) and high (M = 5; SD = 4.8). Consequently, the hypothesis was confirmed, the level of development of the imagination is associated with screen time.
Keywords: digital socialization, non-verbal imagination, digital devices; screen time DOI:
MEDIATOR EFFECTS OF SELF-REGULATION IN THE RELATIONSHIP BETWEEN SCHOOL ENGAGEMENT
AND ACADEMIC SUCCESS IN ADOLESCENCE
Tatiana Fomina
Leading researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia; email: tanafomina@mail.ru
Anna Potanina
Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail:
a.m.potan@gmail.com
Abstract: Self-regulated learning and school engagement are significant factors of students' academic success in different ages. The presented research aims to identify the mediator role of conscious self-regulation in the relationship between the components of school engagement and the academic performance of adolescents. 1127 (43% female) Russian adolescents aged 10-17 participated in this study. School engagement was assessed by the Multidimensional Scale of School Engagement (Wang et al., 2019) adapted to the Russian sample. The questionnaire evaluates behavioral, cognitive, emotional, and social components of engagement. For the assessment of self-regulation, the Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ) was used (Morosanova, Bondarenko, 2015) containing the following scales: planning, modeling, programming, results evaluation, flexibility, independence, reliability, responsibility, and integrative indicator i.e., the general level of self-regulation. New significant results were obtained on the relationship between conscious self-regulation and school engagement, as well as the specifics of their joint contribution to the academic performance of students of different ages. It was shown that conscious self-regulation acts not only as a resource for academic success but also as a factor mediating the impact of school engagement (its general level and individual components) on academic performance. An analysis of moderated mediation revealed significant
moderation 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
