Social representations and information security of children and adolescents: the point of view of teachers (Part 1)

Бовина, И Б; Дворянчиков, Н В; Гаямова, С Ю; Милёхин, А В; Budykin, S V

doi:10.17759/psylaw.2017070101

Cited by 6 publications

(2 citation statements)

References 4 publications

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“…Социальные представления и информационная безопасность детей и подростков: точка зрения учителей (Часть 2 Как было отмечено в первой части настоящей работы [2], эффективность превентивных и профилактических программ определяется тем, как эта информация преломляется через призму обыденного мышления, отсюда возникает необходимость изучения того, как информационная безопасность интерпретируется взрослыми из ближайшего окружения детей и подростков, ибо именно эти люди могут защитить несовершеннолетних детей от воздействия информации, угрожающей из здоровью и развитию. Выбрав в качестве теоретической основы теорию социальных представлений, мы поместили в фокус внимания анализ связи между дистанцией до объекта представлений и особенностями самих социальных представлений.…”

Section: будыкин св* аспирант кафедры клинической и судебной психоunclassified

Social representations and information security of children and adolescents: the point of view of teachers (Part 2)

et al. 2017

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The purpose of the presented study is to analyze the social representations about the information security of children and adolescents in groups of teachers. The study is based on the ideas of the social representations theory, in particular, on the connection between social practices and social representations. The object of the study was teachers of secondary schools, the sample was 102 people aged 22 to 65 years, (M = 39.36 years, SD = 11.12 years, 91 women and 11 men). As a matter of the experience of schoolchildren all respondents were divided into three groups: teachers of children, teachers of adolescents, teachers of children and adolescents. The subject of the study was to reveal the specificity of the representations of teachers about the information security of children and adolescents. The supposed to revel the specificity of the representations as a matter of experience with schoolchildren of various ages. To test the assumptions, a questionnaire was developed, it consisted of 6 parts: In the first part, respondents were asked to evaluate this or that type of information, in terms of the threat it poses to the safety of children and adolescents. In the next four parts of the questionnaire, respondents were asked to answer questions of so-called «vignettes» (hypothetical situations), in each case it was necessary to propose a plan of action in the situation. The last part contained socio-demographic issues. As the volume of the article is limited, the present section discusses the results of the threat assessment and two hypothetical situations out of four.

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Section: будыкин св* аспирант кафедры клинической и судебной психоunclassified

Social representations and information security of children and adolescents: the point of view of teachers (Part 2)

et al. 2017

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“…Анализ ответов на дополнительный вопрос относительно того, как выстроить беседу с дочерью, свидетельствует о том, что, как и в группе учителей, работающих с детьми, с одной стороны, простраивалась линия «диагностики ситуации» -путем прямых вопросов «зачем?» и «откуда?» (7), а также выявления проблем дочери (2). С другой стороны, предлагались аргументы в пользу ценности жизни (5).…”

Section: ситуацияunclassified

Social representations and information security of children and adolescents: the point of view of teachers (Part 3)

et al. 2017

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The presented text is the last part of the article that reported the results of the study about the information security of children and adolescents in groups of teachers. The study was based on the ideas of the social representations theory, in particular, it concerned with the relations in between social practices and social representations. The object of the study was teachers of secondary schools, the sample included 102 people aged from 22 to 65 years, (M = 39.36 years, SD = 11.12 years, 91 women and 11 men). As a matter of the experience with schoolchildren the sample was divided into three groups: teachers of children, teachers of adolescents, and teachers of children and adolescents. To test the assumption concerning the specificity of the social representations as a matter of practice, a questionnaire was developed, it consisted of 6 parts: In the first part, respondents were asked to evaluate information, in terms of the threat it poses to the safety of children and adolescents. In the next four parts of the questionnaire, respondents were asked to answer questions concerning the hypothetical situations, in each case it was necessary to propose a plan of action in the situation. The last part contained socio-demographic issues. The results about last two situations out of four were discussed.

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Representations of Teachers and Elder Schoolchildren about the Risks of Interacting with the Internet

Panov

Patrakov

2020

Психологическая Наука И Образование

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The paper explores the notions of risks on the Internet in teachers and high school students. The study was carried out on a sample of teachers (n = 294) and school students of 9—11 grades (n = 180) using the analysis of social representations (Abric coefficient).The results confirmed that only a small part (5 out of 29) of the teachers’ notions about the riskiness of Internet communication is related to the use of the Internet; mostly they are based on some general ideas concerning risk behaviours in adolescents. At the same time, the teachers were not quite ready to cooperate with their colleagues to help reduce such risks: only 41.5% of the teachers showed readiness, given that they receive appropriate training. The study confirmed that the notions of risks associated with the active use of the Internet differ significantly in teachers and students, which can be explained by at least two reasons. Firstly, by the fact that the active use of the Internet does not affect the subjective well-being of the adolescents. Secondly, by the fact that for high school students, the Internet is a natural tool and a necessary attribute of their daily life, whereas, according to the outcomes of our study, only 20% of the teachers believe that they have the necessary skills to freely use the Internet as a means of their teaching activities. For the rest of the teachers, the Internet is still an object that must be mastered and treated as a source of threats and risks to the psychological development of schoolchildren.

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Social representations and information security of children and adolescents: the point of view of teachers (Part 1)

Cited by 6 publications

References 4 publications

Social representations and information security of children and adolescents: the point of view of teachers (Part 2)

Social representations and information security of children and adolescents: the point of view of teachers (Part 2)

Social representations and information security of children and adolescents: the point of view of teachers (Part 3)

Representations of Teachers and Elder Schoolchildren about the Risks of Interacting with the Internet

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