No abstract

This study examined the role of cyber socialization in various kinds of professional choices (field, profession, job, university). The sample consisted of 605 employed individuals, 181 males and 424 females, who graduated from university in the period from 2003 to 2017. We used the «Utrecht work engagement scale (UWES)» and a biographical questionnaire to assess the correctness and stability of professional choice, the importance and effectiveness of cyber technologies in it. The results of ANOVA showed that the graduation time factor increased the role of cyber socialization in professional self-determination but the efficiency of the appropriate application of cyber technologies remains insufficient in many aspects. For example, the cyber technologies importance factor increases the correctness of the university choice but reduces work absorption, a professional motivation indicator; in the group with high cyber technologies importance, the time factor increases the correctness of the job choice but reduces the correctness and stability of professional choice. Thus, cyber socialization gives certain advantages in matters of professional self-determination but does not overcome emerging negative trends which results in new risks associated with the fact that the widespread use of cyber technologies does not always help to make a correct and sustainable professional choice.

The article considers the relationship between the cyber socialization engagement and the Dark Tetrad of personality (Machiavellianism, narcissism, psychopathy, and sadism). The cyber socialization engagement was understood, according to the author’s concept, as having constructive and destructive components. The study purpose was to identify correlation and deterministic relationships between indicators of the cyber socialization engagement and the Dark Tetrad among young university students. The sample included 424 students from Russian universities. For measurements, «The cyber socialization engagement questionnaire» and «The Short Dark Tetrad Scale» were used. It has been established that the relationship between the indicators of the cyber socialization engagement and the Dark Tetrad has a qualitatively heterogeneous character – from the complete absence of connections to mutual determination. The strongest mutual determination is associated with the everyday sadism: it increases the destructive engagement in cyber socialization, explaining 12% of the total variance, and the latter, in turn, increases the severity of sadism (10.5%). It is advisable to take into account the revealed connections between the general cyber socialization engagement and the Dark Tetrad of the personality when organizing psychological support for the socialization of students in the context of expanding social interactions carried out in cyberspace.

В статье рассмотрена проблема факторов риска дезадаптивного поведения студентов и школьников в интернет-среде. Актуальность исследования обусловлена противоречием между большим количеством этих факторов, выявленных к настоящему времени для различных видов дезадаптивного поведения, и их фактической разрозненностью, связанной с отсутствием общего методологического подхода к систематизации. Цель исследования состояла в разработке и концептуальном обосновании обобщенной структуры факторов риска, которую можно применять для разнородных проявлений дезадаптивного поведения в интернет-среде. Представлен новый подход к концептуализации искомой структуры факторов риска, основанный на субъетном, деятельностном, метасистемном и субъектно-информационном подходах и включающий развитые в ходе исследования концептуальные положения. На основании анализа результатов 36 эмпирических исследований факторов риска интернет-среды, а также специально организованного исследования, выполненного на выборке из 316 студентов и школьников с помощью методов анкетирования и психодиагностики обоснована структура искомых факторов риска, включающая 2 типа, 6 классов, 30 видов и объединяющая факторы, имеющие взаимосвязи с четырьмя разнородными классами дезадаптивного поведения в интернет-среде (зависимость, виктимизация, аутоагрессия и агрессия). Обоснована перспективность прикладного применения данной структуры в рамках профессиональной деятельности психологов образования, педагогов и медиков для скрининговой диагностики риска дезадаптивного поведения студентов и школьников в интернет-среде. The article treats the issue of risk factors associated with students’ and schoolchildren’s maladaptive behavior in the Internet environment. The relevance of the research is accounted for by a great number of factors associated with various types of maladaptive behavior, the lack of systematization and the lack of a general methodological approach to systematization. The aim of the research is to elaborate and substantiate a generalized system of risk factors which can be used to analyze various manifestations of maladaptive behavior in the Internet environment. The article presents a new approach to the conceptualization of a system of risk factors on the basis of subject approach, activity approach, metasystemic approach, subject-informative approach, and on the basis of conceptual foundations of the present research. The analysis of 36 empirical investigations of risk factors associated with the Internet environment, as well as the analysis of questionnaires completed by 316 students and schoolchildren show that the system of risk factors includes 2 types, 6 classes and 30 subtypes of risk factors. Some risk factors are associated with four heterogeneous types of maladaptive behavior in the Internet environment (addiction, victimization, self-aggression, and aggression). The article substantiates the potential of using the system in educational psychologists’, teachers’, and medical workers’ professional activities as a means of diagnosing and preventing maladaptive behavior in students and schoolchildren in the Internet environment.

the article presents a review of the experience of practical testing (based in 385 experimental sites of the russian academy of education) of current achievements of scientific academic schools that are developing the traditions of education. the organization of the innovative scientific and practical activity of the experimental sites of the russian academy of education is examined by evaluating experimental sites in omsk oblast, Krasnoiarsk krai, stavropol krai, and the cities of Kursk, Penza, Gzhel, and Pushchino.