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26conditions that are significant for achieving goals (low modeling), decreased independence and regulatory flexibility. The development of conscious self-regulation of learning activities can be a resource for improving academic performance in fifth grade pupils with this syndrome.
Keywords: self-regulation, psychological well-being, motivation, personality DOI:
RELATIONSHIP BETWEEN THE USE OF SOCIAL MEDIA AND BODILY SELF ESTEEM AS SEXTING PRACTICES PREDICTORS AMONG 14 TO 18 YEARS OLD ADOLESCENTS IN BARRANQUILLA CITY
Gisell De La Rosa Gutierrez
Psychologist, Reformed University Corporation, Barranquilla, Colombia; e-mail:
Claudia Reyes Cervantes Psychologist, University of the Coast CUC, Barranquilla, Colombia; e-mail: [email protected]
Abstract: The objective of this investigation was to evaluate the existing relationship between the use of social media and bodily self-esteem as predictors of the sexting practice among 14-18 years old adolescents living in Barranquilla city. An associative strategy and empirical-analytical based study with a transversal predictive design was implemented. The participants were 405 adolescents: 39.5% (n=160) were men and 60.5% (n=245) were women, with an average age of 16.1 years (sd=1.4). 3 instruments were applied: Bodily Self Esteem Scale- (BSES, Peris & Maganto, 2016), Internet and Social Media Adolescent-Addiction Risk Scale (ISM-ARS, Peris, Maganto & Garaigordobil, 2018) and Sexting Scale (Peris & Maganto, 2016). The results showed significant scores on the addiction-symptom variable which was higher among over 16 years old adolescents in comparison with the ones that were between 14 and 16 years old. The geek trait variable showed differences between sexes, significantly greater among women than men. Meanwhile, age and socioeconomic stratum showed no significant difference. On the other hand, the physical attraction variable showed a direct relationship with erotic sexting and the sexting global scale. Lastly, the social-use variable had greater predictive weight, alongside physical attraction, predicting sexting practices at 39%. In conclusion, the greater the use of social media and the greater the body satisfaction, the greater the tendency towards sexting practices; meaning that, adolescent who feels most satisfied with their body make greater use of social media to share photos not only with sexual or erotic content multimedia but also of an explicit sexual nature.
Keywords: adolescents, sexting, body self-esteem, social networks, affective relationships, body image, social use, body satisfaction
DOI:
RELATIONSHIP BETWEEN THE USE OF DIGITAL DEVICES AND THE DEVELOPMENT OF THE
IMAGINATION OF A PRESCHOOLER
Nataliya Denisenkova
Professor, Moscow State University of Psychology & Education, Moscow, Russia; e-mail: nataliya-
Pavel Taruntaev
50
Graduate Student, Moscow State University of Psychology & Education, Moscow, Russia; e-mail:
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: [email protected]
Anna Potanina
Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia; e-mail:
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
