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13groups by gender. We used psychological testing methods: the questionnaire "The level of computer game addiction" by O.M. Vidov; methodology "Indicator of coping strategies"; Kimberly-Young test for internet addiction; technique (MIG-TS). With the help of a theoretical analysis of the problem of risky Internet behavior, we determined that this is a complex construct that has various interpretations, the terminology is quite variable, in addition to the concept of "risk Internet behavior", the terms "Internet addiction" or "Internet addiction" are most often used in the literature. The general concept involves the definition of this phenomenon as a form of psychological dependence, which manifests itself in an obsessive passion for computer games, the subordination of one's choice to an external false goal and the achievement of progress in virtual gaming reality. As a result of the empirical study, it can be concluded that internet addiction affects the cooperative behavior of adolescents. The high frequency of using a technical tool is associated with the likelihood of signs of dependence, the structure of needs and the expansion of the bodily boundaries of adolescents, which has been fully confirmed.
Keywords: Internet addiction, risky Internet behavior, adolescents, coping behavior
DOI:
RELATIONS BETWEEN THE INDICATORS OF INTERNET ADDICTION AND SOCIO-PSYCHOLOGICAL ADJUSTMENT IN GIFTED HIGH SCHOOL CHILDREN
Svetlana Petrova
Senior Research Fellow, Psychological Institute of the Russian Academy of Education, Moscow, Russia; email: simarik2000@mail.ru
Abstract: The current studies of internet addiction and its effects on academic achievement, emotional and social well-being of children and youth maintain their relevance in connection with the increasing role of digital technology in all areas of life. Much of the data indicate a positive role of internet activity in the development and realization of potential and self-improvement of gifted schoolchildren. However, studies often demonstrate negative influence of internet passion and overuse which is accompanied by increases in emotional, social and psychological problems, as such as problems of self-esteem, emotional estrangement, social isolation and loneliness in users who simultaneously display high intellectual abilities. However, the effects of internet addiction on intellectually gifted school children remain insufficiently understood. Hence, the current study consisted of comparing the indicators of socio-psychological adjustment in 80 academically gifted students in grades X andXI with different degrees of internet addiction. All participants were enrolled in a program of advanced education on mathematics based on their school achievements. The Internet Addiction Test by K. Young and the Methodology of Social-Psychological Adjustment by K. Rogers & R. Diamond were used. The data obtained demonstrated high variation of the degrees of internet addiction indices. Meanwhile, any case of veritable addiction among the participants was not revealed. No significant age and gender differences were found in the studied indicators, except for higher rates of adaptability and compliance in girls, as well as maladaptation and the desire for dominance in boys. Correlation analysis revealed significant and rather strong negative correlations between the following indicators of internet addiction and social-psychological adjustment: adaptation, self-acceptance, emotional comfort, internality, - and positive correlations with indicators of dominance and escapism. The results are consistent with the idea of the negative impact of internet addiction on the social well-being of gifted high school students.
Keywords: Internet addiction, giftedness, social-psychological adjustment, high school children DOI:
TEENAGERS' SOCIAL NETWORKING AND EXTREMIST ATTITUDES
Vladimir 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.
