The process of digitalization, creating conditions for the formation of new types of addictions - digital addictions, has transformed the existing mechanisms for the dissemination of chemical forms of addictive behavior. Changes in the forms, methods and varieties of psychoactive substances (PS) and behavioral models actualize the need for a deep understanding of the causes of this phenomenon and the definition of markers for its manifestation. The complexity of the preventive diagnosis of addictive behavior raises the question of using new, fundamentally different mechanisms for obtaining information. The oculography (or eyetracking) method has the necessary qualities, which allows you to determine the hidden intentions of a person by analyzing his oculomotor activity. The purpose of the study is to determine the diagnostic capabilities of the eye-tracking method in identifying a tendency to addictive behavior. The study was conducted as part of a laboratory experiment using the Tobii Pro Spectrum eyetracker by demonstrating the stimulus material “search for words in the fieldword”. The experiment tested the hypothesis of confirming the experience of using drugs, tobacco-containing substances and alcohol among young people on the basis of the psychophysiological data obtained as a result of eye-tracking. As a result of the study, it was found that the subjects do not show statistically significant differences in the search for neutral and trigger stimuli in the «Alcoholism» group, but they notice and read neutral words in the «Drug addiction» group more often. The conducted experiment allows us to state that the oculography method has diagnostic capabilities in relation to identifying markers of addictive behavior in the group of drug use. The continuation of experimental research in this direction seems promising and in demand, since the use of the psychophysiological methodincreases the reliability of the data obtained, minimizes the factor of social desirability and optimizes the diagnostic procedure itself.

Introduction. Addictive behaviour of students today is one of the most acute problems of the education system. Not only chemical addiction leads to serious problems, but also social networks, smartphones, gaming addictions lead to a significant decrease in the level of physical and mental health of adolescents and young men, socio-psychological maladaptation in society, violation of their psychological well-being and in critical cases – the development of suicidal risks. Nevertheless, a comprehensive study of the experience in psychological and pedagogical research in the field of addictive behaviour with the generalisation of methodological approaches and empirical results has not been conducted yet (although such review studies are present in relation to general and specific issues of addictive behaviour, its spread in individual countries or geographical regions, the role of the family, etc.). At the same time, such studies are necessary to ensure a complete understanding of the problem from the perspective of the educational organisation and the possibilities of the educational environment in the prevention of the spread of addictive behaviour among students.Aim. The aim of the study was to review and systematise international research in the field of psychological and pedagogical study of addictive behaviour of students.Methodology and research methods. The selection of scientific publications in the international scientometric database Scopus was carried out for inclusion in the review with search depth from 2011 to the present. The authors used the following keywords complexes for the search: “addiction&school”, “addictive behaviour&school”, “drug&school”, “alcohol&school”, “tobacco&school”, “internet addiction&school”, “gambling&school”. The specified word complexes such as “article title, short description, keywords” were included in the search section. Additional search restrictions were the type of articles (reviews, article); the chosen field of science was “Psychology” and an additional keyword was “adolescent”. After analysis the final list of selected publications amounted to 246 works.Results. The results of the study made it possible to systematise scientific publications and identify trends in the consideration of addictive behaviour in psychological and pedagogical research in the education system. Thus, it was revealed that the definition of addictive behaviour has a specific interpretation in relation to the concept of dependent behaviour. Behavioural manifestations of addictive behaviour in chemical and behavioural addictions have similar characteristics, whereas personal predictors, which determine the propensity of students to choose this deviation, may have ambivalent characteristics depending on the chosen form of addictive behaviour. At the same time, the forms of addictive behaviour of students in the educational environment are diverse and include both chemical addictions (smoking, alcohol and drug addiction) and behavioural variants of addictive behaviour (Internet addiction and dependence on video and computer games). At the same time, any of the listed addictions individually, or taking into account their combined nature, leads to a decrease in the success of training and unsatisfactory academic performance of students. In addition, difficulties in learning and interacting with other subjects of the educational environment may (among other things) be a factor stimulating the emergence of addictive behaviour as a form of care or compensation. Prevention of addictive behaviour, as a rule, is based on informing about the negative consequences of addictions, but it can take into account both the peculiarities of social behaviour and learning of adolescents and young men, as well as their personal characteristics, which act as zones of vulnerability for the development of addiction.Scientific novelty. The scientific novelty lies in the fact that the authors systematised scientific research in the field of psychological and pedagogical study of addictive behaviour of students, taking into account current trends in the spread of both chemical and non-chemical addictions, as well as their combined nature of distribution among adolescents and young men.Practical significance. The practical significance is due to the potential possibilities of using the data obtained to organise effective prophylactic work for preventing the development of addictive behaviour among students within the framework of the educational process in an educational organisation, taking into account international experience and psychological and pedagogical basis.

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университет 620017, Россия, г. Екатеринбург, пр. Космонавтов, д. 26 Аннотация. В статье рассматривается вопрос изучения проявлений эмоционального интеллекта в рамках электронной коммуникации, в частности восприятие и осмысление электронных текстов разной эмоциональной валентности педагогами и обучающимися. Данная проблема становиться актуальной ввиду возрастающей роли опосредованных способов коммуникации в рамках построения и организации образовательного процесса: информация, передаваемая в цифровой среде, значительно видоизменяется посредством сокращений, жаргонизмов, а также различных графических символов. Для решения данной исследовательской задачи был выбран метод окулографии, позволяющий зафиксировать непроизвольное внимание человека на значимые стимулы с возможностью фиксации времени его реакции. Для изучения скорости прочтения и осмысления текстов, имеющих разную эмоциональную окраску, оформленных с использованием различных средств выражения эмоций в цифровой коммуникации, в рамках лабораторного эксперимента был разработан стимульный материал, представленный 15 слайдами с скриншотами информационных сообщений одинакового объема, но с разной эмоциональной окраской и несколькими вариантами оформления. В сборе данных приняли участие 12 студентов (7 девушек и 5 юношей) и 11 педагогов вуза (7 женщин и 4 мужчины). Общая выборка составила 23 человека. Для обработки полученных результатов применялись методы математикостатистического анализа (дескриптивная статистика, сравнительный анализ). В результате были выделены специфические особенности восприятия эмоций у педагогов и обучающихся. Было обнаружено, что педагоги и обучающиеся с разной скоростью воспринимают информацию, оформленную различными способами (с ошибками, сокращениями, графическими символами, разными шрифтами и т. д.). Статистически подтверждено, что педагоги быстрее прочитывают и воспринимают тексты, различные по эмоциональной окраске. Исследование выполнено в рамках государственного задания по теме «Исследование эмоционального интеллекта субъектов образовательной среды в условиях цифровизации».

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