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class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113703881/%D0%AD%D0%BA%D0%B7%D0%B8%D1%81%D1%82%D0%B5%D0%BD%D1%86%D0%B8%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE_%D1%81%D0%BC%D1%8B%D1%81%D0%BB%D0%BE%D0%B2%D1%8B%D0%B5_%D1%81%D0%BE%D1%81%D1%82%D0%B0%D0%B2%D0%BB%D1%8F%D1%8E%D1%89%D0%B8%D0%B5_%D0%BF%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B3%D0%BE_%D0%B1%D0%BB%D0%B0%D0%B3%D0%BE%D0%BF%D0%BE%D0%BB%D1%83%D1%87%D0%B8%D1%8F_%D1%83_%D1%81%D1%82%D1%83%D0%B4%D0%B5%D0%BD%D1%82%D0%BE%D0%B2_%D1%81_%D1%80%D0%B0%D0%B7%D0%BB%D0%B8%D1%87%D0%BD%D1%8B%D0%BC_%D0%BE%D0%BF%D1%8B%D1%82%D0%BE%D0%BC_%D0%BA%D0%BE%D0%BC%D0%BF%D1%8C%D1%8E%D1%82%D0%B5%D1%80%D0%BD%D1%8B%D1%85_%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE%D0%B8%D0%B3%D1%80">Экзистенциально-смысловые составляющие психологического благополучия у студентов с различным опытом компьютерных видеоигр</a></div><div class="wp-workCard_item"><span>Герценовские чтения: психологические исследования в образовании</span><span>, Sep 23, 2019</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b3435fa3e5ac228aad4400c4bac5d4dc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110597767,"asset_id":113703881,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110597767/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113703881"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i 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Смысловая наполненность жизни человека является системообразующим фактором субъективного благополучия личности. Однако в настоящий момент недостаточно изученной остается ценностно-смысловая сфера молодых людей, увлекающихся online-играми. В связи с этим настоящее исследование посвящено выявлению и анализу экзистенциальной исполненности у респондентов с различным игровым опытом. Объектом исследования являлись студенты вузов Санкт-Петербурга. В качестве предмета исследования рассматривались экзистенциально-смысловые характеристики участников исследования. Гипотезы: 1) существуют особенности экзистенциальной исполненности у студентов с различным игровым опытом; 2) студенты, имеющие фрустрированные экзистенциальные потребности, предпочитают определенные жанры компьютерных игр, которые субъективно их удовлетворяют. Выборка исследования: 94 человека в возрасте от 18 до 30 лет (средний возраст 21 год). Средний возраст, в котором участники исследования начали играть в компьютерные игры, составил 10 лет. В состав выборки вошли 19 мужчин (20,2 %) и 75 девушек (79,8 %), обучающиеся в различных учебных заведениях высшего профессионального образования. Программа эмпирического исследования включала формирование репрезентативного списка наиболее популярных компьютерных игр с опорой на проведенный теоретический анализ, рейтинг на различных тематических интернет-ресурсах; проведение психодиагностического обследования респондентов для уточнения специфики их игрового и экзистенциального опыта. Методики исследования: анкета для сбора информации о социальнодемографических характеристиках выборки и прошлом игровом опыте; методика изучения актуализации экзистенциальных проблем Л. А. Цыдзик (АЭП); шкала экзистенции А. Лэнгле и К. Орглер. Методы статистической обработки полученных данных: анализ описательных статистик для обобщения первичных результатов, полученных при проведении эмпирического исследования; однофакторный дисперсионный анализ (ANOVA); корреляционный анализ. По результатам проведенного исследования были установлены статистически значимые различия в количестве положительно окрашенных описаний игрового опыта в группах студентов, испытывающих экзистенциальное напряжение и не переживающих фрустрации экзистенциальных смыслов. Респонденты с актуализированными экзистенциальными проблемами склонны давать больше позитивных характеристик компьютерной игре. 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В статье рассмотрены коммуникативные практики просветительских правовых онлайн-проектов, не предполагающих прямой коммерческой выгоды, которые остаются практически не изученными в современных психологических и педагогических работах. Цель исследования: анализ коммуникативных практик просветительских правовых онлайн-проектов с разным уровнем популярности. Выявлено, что стратегии популярных онлайн-проектов связаны с реализацией практик поддержания осведомленности и включенности читателя: использование коротких сообщений, содержащих эмоционально окрашенную профессиональную лексику, преобладание экономической и социально-политической тематики. 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А. И. Герцена 191186, Россия, г. Санкт-Петербург, наб. р. Мойки, д. 48 2 Санкт-Петербургский национальный исследовательский университет информационных технологий, механики и оптики 197101, Россия, г. Санкт-Петербург, Кронверкский пр., д. 49 Аннотация. Информационный образ мы понимаем как целостную знаковую структуру текстовых и визуальных компонентов сетевого облика человека, которая является метастабильным образованием, ограниченным возможностями сетевого интерфейса и содержательно наполненным в зависимости от глубин самораскрытия. Актуальным становится вопрос о том, насколько информационный образ репрезентирует индивидуальнопсихологические особенности школьников, в частности их психологические проблемы. В связи с этим целью данного исследования стал анализ компонентов сетевого информационного образа российского школьника как цифровых предикторов психологических проблем, на примере анализа профилей в социальной сети «ВКонтакте». Выборка исследования-71 школьник (64% девочек, 36% мальчиков, средний возраст 15,3 лет). С помощью методов автоматизированного анализа нами были выгружены основные данные из профилей подростков в социальной сети Вконтакте. Анализ данных позволил описать компоненты информационного образа российского школьника и определить его типы: расширенный информационный образ, включающий широкий спектр текстовой и визуальной информации и выполняющий функцию самораскрытия, и формальный информационный образ, представленный только основной социально-демографической информацией. С помощью методики «Психологические проблемы подростков» (Л. А. Регуш) и Шкалы интернет-зависимости (С. Чен) были выявлены достоверно значимые различия в выраженности проблем и особенностей интернет-аддикции у подростков с различными типами информационного образа. Подростки с расширенным информационным образом достоверно больше озабочены проблемами с родителями, в виртуальной среде у них чаще отмечаются такие проблемы, связанные с интернет-аддикцией, как управление временем, проведенным в интернете, внутриличностные проблемы и проблемы со здоровьем, которые вызываются использованием интернета. Подростки с формальным информационным образом достоверно больше озабочены проблемами со сверстниками. С помощью регрессионного анализа была определена роль компонентов информационного образа при фактическом определении психологических проблем: недостаток базовой социально-демографической информации (ФИО, никнейм, короткий id, возраст, дата рождения) указывает на наличие проблемного взаимодействия со сверстниками. 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Journal of the Higher School of Economics</span><span>, Sep 30, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31e38c2e85e7c6959762037690af64e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110597790,"asset_id":113703870,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110597790/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113703870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113703870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113703870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113703870]").text(description); $(".js-view-count[data-work-id=113703870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113703870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113703870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 113703870, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31e38c2e85e7c6959762037690af64e6" } } $('.js-work-strip[data-work-id=113703870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113703870,"title":"Психологические факторы доверия к популярным видеоблогерам у современной молодежи","translated_title":"","metadata":{"publisher":"National Research University – Higher School of Economics","grobid_abstract":"В настоящее время интернет-технологии проникают практически во все сферы жизни современной молодежи: коммуникативную, познавательную, ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ ДОВЕРИЯ К ПОПУЛЯРНЫМ ВИДЕОБЛОГЕРАМ У СОВРЕМЕННОЙ МОЛОДЕЖИ И.М. БОГДАНОВСКАЯ a , А.Б. УГЛОВА a , Н.Н. КОРОЛЕВА a Исследование выполнено в рамках государственного задания при финансовой поддержке Минпросвещения России (проект № FSZN-2020-0027). Резюме Представлены результаты исследования психологических факторов доверия к популярным видеоблогерам у современной молодежи. Исследование доверия в видеоблогах представляет значительный интерес, так как, несмотря на значимость данной формы виртуального общения, количество отечественных теоретических и эмпирических исследований по данной проблеме невелико. В качестве методического инструментария исследования использованы авторская анкета, методика «Личностный дифференциал», методика «Вера в людей» М. Розенберга, рефлексивный опросник уровня доверия к себе, модифицированная методика межличностного доверия Р. Левицки, М. Стивенсон, Б. Банкер, методика оценки доверия к информации в электронных СМИ. В исследовании приняли участие 70 студентов российских вузов. В статье обсуждаются результаты описательного, корреляционного и факторного анализа. Установлено, что большая часть респондентов склонны доверять мнению видеоблогеров. Среди компонентов доверия наиболее ярко выделяется стремление к установлению тождества, идентичности с предпочитаемым видеоблогером. Новым результатом стало выявление взаимосвязи самооценки интереса и компетентности по отношению к тематике, обсуждаемой в видеоблогах, с общим уровнем доверия к видеоблогеру. Показано, что факторная структура доверия включает один независимый и два коррелированных фактора. Независимый фактор охватывает параметры самооценочной компетентности в жизненных сферах, обсуждаемых в видеоблогах, самооценку интереса, а также интегральную оценку доверия к себе. Взаимосвязанные факторы отражают преобладание когнитивных аспектов восприятия видеоблогера, рационального ожидания эквивалентного обмена и расчета полезностей либо аффективно окрашенного отношения к влогеру, основанного на общей вере в людей, стремлении к установлению с ним тождества, идентификации.","publication_date":{"day":30,"month":9,"year":2021,"errors":{}},"publication_name":"Psychology. 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Выборка составляла 245 молодых людей в возрасте 18-22 лет, из них 48% мужчин. Полученные данные подвергались эксплораторному и конфирматорному факторному анализу. Выделена и подтверждена структура методики, включающая в себя 10 факторов: сфера экономики и управления, сфера здравоохранения, сфера образования, креативная сфера, сфера медиа, сфера производства, сфера силовых структур, сфера маркетинга и продаж, сфера IT, научно-исследовательская сфера. Результаты эксплораторного факторного анализа выявили большую факторную нагрузку и объяснили примерно 75,25% отклонений. Результаты конфирматорного факторного анализа выявили приемлемые соответствия модели, где χ 2 /df=2,2, CFI=0,862, SRMR=0,080, и RMESA=0,070 (95% C.I.; 0,064, 0,076). Коэффициенты альфа Кронбаха колебались от 0,68 до 0,89, демонстрируя достаточный уровень надежности. Настоящее исследование подтверждает, что предложенный тест ценностей является валидным и надежным инструментом для их оценки в контексте современного информационного общества. Обсуждаются практические приложения для профориентации. 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Социокультурные ценности старшеклассников, представленные в профилях социальных сетей, выстраиваются в определенной иерархии, и отражают характерные для молодежной массовой культуры образцы и нормы поведения, способные оказывать влияние на регуляцию их реального поведения, в том числе на специфику переживания психологических проблем. Это влияние может быть как позитивным, так и негативным, что подчеркивает актуальность исследования взаимосвязи социокультурных ценностей и психологических проблем у старшеклассников на материале социальных сетей. Цель исследования: выявление взаимосвязи психологических проблем и социокультурных ценностей старшеклассников, отраженных в профилях социальных сетей. Материалы и методы. Исследование социокультурных ценностей старшеклассников проводилось с помощью метода автоматизированного сбора открытой информации со страницы профиля в социальной сети «ВКонтакте» с последующим контент-анализом; изучение психологических проблем старшеклассников в виртуальной среде проводилось с помощью теста CIAS (шкала интернет зависимости Чена, в адаптации В. Л. Малыгина, К. А. Феклисова), в реальной коммуникации с помощью методики «Психологические проблемы подростков» (Л. А. Регуш и др.). Выборку составили 143 старшеклассника (82 девушки и 61 юноша), в возрасте от 15 лет до 17 лет (ср. возраст = 15,8). Методы математической статистики: контент-анализ, методы описательной статистики, корреляционный анализ. Результаты исследования. Социокультурные ценности старшеклассников, отражённые в профилях социальных сетей, включают ориентацию на поиск новых впечатлений, гедонизм, культурные и социально-политические ценности, ценности познания. Ведущие социокультурные ценности в социальных сетях отражают характерные для молодежной массовой культуры образцы и нормы поведения, включаются в регуляцию их реального поведения, в том числе и в переживание психологических проблем. Выявлено, что преобладание развлекательного контента указывает на увеличение времени, проводимого в интернете (r=0,45; p\u003c0,001) и возрастание риска интернет-зависимости (r=0,44; p\u003c0,001). Интерес к социальнополитической проблематике связан со страхом перед будущим (r=0,45; p\u003c0,001), но снижает толерантность ко времени, проводимому в интернете (r=-0,46; p\u003c0,001). Познавательный контент, наличие групп, посвященных социальной и культурной проблематике являются ресурсом снижения проблемности взаимодействия со сверстниками (r=-0,44; p\u003c0,001) из-за увеличения спектра доступных коммуникативных практик. Принятие культурных ценностей отрицательно взаимосвязано с проблемной озабоченностью старшеклассников (r=-0,44; p\u003c0,001) и ослабляет страх перед будущим (r=-0,46; p\u003c0,001). Заключение. Полученные данные могут быть использованы психологами, работающими в системе образования, для выработки рекомендаций по оптимизации процесса использования информационных технологий, а также для экспресс-диагностики интернет-аддикции и проблемной озабоченности старшеклассников.","publication_date":{"day":1,"month":11,"year":2022,"errors":{}},"publication_name":"Perspektivy nauki i obrazovaniâ","grobid_abstract_attachment_id":110597788},"translated_abstract":null,"internal_url":"https://www.academia.edu/113703865/The_relationship_of_socio_cultural_values_and_psychological_problems_in_high_school_students_based_on_the_material_of_social_networks_","translated_internal_url":"","created_at":"2024-01-18T12:49:15.573-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4762676,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41582920,"work_id":113703865,"tagging_user_id":4762676,"tagged_user_id":null,"co_author_invite_id":6970363,"email":"a***a@list.ru","display_order":0,"name":"Анна Углова","title":"The relationship of socio-cultural values and psychological problems in high school students (based on the material of social networks)"}],"downloadable_attachments":[{"id":110597788,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110597788/thumbnails/1.jpg","file_name":"pdf_220524.pdf","download_url":"https://www.academia.edu/attachments/110597788/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_relationship_of_socio_cultural_value.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110597788/pdf_220524-libre.pdf?1705613183=\u0026response-content-disposition=attachment%3B+filename%3DThe_relationship_of_socio_cultural_value.pdf\u0026Expires=1732753769\u0026Signature=FdvLtCTvyD0wNWWgjouw0Sel~Z6PUOCaqvc~M4xYst~QAMI0nM54K52GaeykZaWRHP~SJdO0cIbaS1L~pf6WjKQMcNzehDOThdittvz-zeGtkoPxv4PEX~cW2DdZ2QWso9LdqhhoIljC2UHRgt8QJhf3swjBtOMOKL9rXLdUiqVklYgyqvrPUU0zoyY~6ZQ7dTB1phaOjHz0u8BL9pwhW6p91PdNll78uTNEtX8fzpcbi-8DQiQ7mn6Pwag0n0CPb54j3TFLsO-CF590JZPRD-1I19eVDWxUoOkRy2YGRMJjHgbUTOfmBiBEDVPA4htDzIuKTx44BoBmf5q6kc4pmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_relationship_of_socio_cultural_values_and_psychological_problems_in_high_school_students_based_on_the_material_of_social_networks_","translated_slug":"","page_count":15,"language":"ru","content_type":"Work","owner":{"id":4762676,"first_name":"Irina","middle_initials":null,"last_name":"Bogdanovskaya","page_name":"Bogdanovskaya","domain_name":"herzen-spb","created_at":"2013-07-06T12:33:41.217-07:00","display_name":"Irina Bogdanovskaya","url":"https://herzen-spb.academia.edu/Bogdanovskaya"},"attachments":[{"id":110597788,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110597788/thumbnails/1.jpg","file_name":"pdf_220524.pdf","download_url":"https://www.academia.edu/attachments/110597788/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_relationship_of_socio_cultural_value.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110597788/pdf_220524-libre.pdf?1705613183=\u0026response-content-disposition=attachment%3B+filename%3DThe_relationship_of_socio_cultural_value.pdf\u0026Expires=1732753769\u0026Signature=FdvLtCTvyD0wNWWgjouw0Sel~Z6PUOCaqvc~M4xYst~QAMI0nM54K52GaeykZaWRHP~SJdO0cIbaS1L~pf6WjKQMcNzehDOThdittvz-zeGtkoPxv4PEX~cW2DdZ2QWso9LdqhhoIljC2UHRgt8QJhf3swjBtOMOKL9rXLdUiqVklYgyqvrPUU0zoyY~6ZQ7dTB1phaOjHz0u8BL9pwhW6p91PdNll78uTNEtX8fzpcbi-8DQiQ7mn6Pwag0n0CPb54j3TFLsO-CF590JZPRD-1I19eVDWxUoOkRy2YGRMJjHgbUTOfmBiBEDVPA4htDzIuKTx44BoBmf5q6kc4pmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":85362,"name":"Descriptive Statistics","url":"https://www.academia.edu/Documents/in/Descriptive_Statistics"}],"urls":[{"id":38706652,"url":"https://doi.org/10.32744/pse.2022.5.24"}]}, dispatcherData: dispatcherData }); 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Обобщение биологических, социальных и психологических предикторов саморазрушающего поведения является одной из основных задач для мирового здравоохранения в настоящее время. По этой причине актуальна разработка интегративной модели саморазрушающего поведения, учитывающей многообразие биопсихосоциальных факторов, а также их представленность в виртуальной среде. Интегративная модель может быть использована для создания автоматизированных систем анализа социокультурных факторов риска саморазрушающего поведения, а также помогающими специалистами, для создания программ профилактики, сопровождения и коррекции. Цель исследования: описание и обобщение факторов реальной и виртуальной среды, опосредующих риск развития саморазрушающего поведения и создание иерархической обобщенной модели данного поведения на основе синтеза биопсихосоциальной и киберпсихологической парадигм. Материалы и методы. Для целостного анализа основных концепций и создания общей модели саморазрушающего поведения нами был использованы: комбинированный подход, который включает в себя контент-анализ, для описания факторов, опосредующих саморазрушающее поведение; метод экспертных оценок для отбора значимых факторов; математико-статистический анализ для обработки полученных данных (методы описательной статистики, кластерный анализ (метод Варда)). Результаты исследования. В результате кластерного анализа были выделены следующие компоненты модели саморазрушающего поведения: 1) «Особенности самоотношения» (23,2%) (динамический компонент, зависит от конкретной ситуации, является высокозначимым для очной диагностики; 2) «Эндогенные факторы саморазрушающего поведения» (20,2%) (нарушения эмоционально-волевой сферы); 3) «Экзогенные факторы саморазрушающего поведения» (21,4%) (негативные факторы воспитания); 4) «Негативные факторы социокультурной среды» (17,3%) (травматичные микро-и макрофакторы, которые могут спровоцировать возникновение саморазрушающей симптоматики); 5) «Индивидуальные особенности развившиеся в процессе становления личности» (14,2%) (индивидуальные предикторы саморазрушения); 6) «Факторы изоляции от социальной среды» (3,6%) (ряд личностных предикторов, мешающих открытому активному взаимодействию с другими и получению помощи). Заключение. Получен ряд новых данных, описывающих структуру обобщенной модели саморазрушающего поведения и основные направления анализа рисков. Выделены ведущие факторы микро-и макро-социокультурной среды, представляющие широкий спектр маркеров, доступных для изучения через анализ виртуальной коммуникации. Показана возможность объединения биопсихосоциальной модели и возможностей киберпсихологического подхода для создания динамичной цифровой модели мониторинга, позволяющей проводить общую оценку рисков для больших выборок для минимизации ресурсов индивидуальной диагностики.","publication_date":{"day":1,"month":3,"year":2023,"errors":{}},"publication_name":"Perspektivy nauki i 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В настоящее время ключевые задачи образования связаны с успешной социализацией, развитием личностной зрелости подрастающего поколения. В то же время социокультурные трансформации современности приводят к изменению путей и моделей взросления школьников. Несмотря на значительный интерес исследователей к данной проблеме, практически отсутствуют работы, раскрывающие вариативный характер путей взросления современных подростков, отраженных в их автобиографических представлениях о будущем. Цель исследования-выявить основные структурные и содержательные характеристики траекторий взросления, отраженные в психологической автобиографии современных школьников, и определить их гендерную специфику. Материалы и методы. Для изучения проблемы было проведено эмпирическое исследование, в котором приняли участие 1 031 чел.-подростки в возрасте от 12 до 17 лет. Сбор эмпирических данных осуществлялся посредством модифицированного варианта методики «Психологическая автобиография» Е. Ю. Коржовой. Математико-статистический анализ результатов осуществлялся посредством однофакторного дисперсионного анализа (ANOVA), корреляционного анализа с применением коэффициента линейной корреляции Пирсона. Результаты исследования. В целом субъективная временная перспектива подростков характеризуется значительной протяженностью, позитивной эмоциональной окраской. На основании результатов корреляционного анализа определены основные траектории взросления современных подростков. Выявлена гендерная специфика в структурной организации и содержании представлений о будущем. Для юношей более характерны траектории взросления, связанные с самостоятельностью, разнообразием впечатлений, материальным успехом, социальным признанием, творчеством, развлечениями и развитием своего внутреннего мира. Девушки ориентированы на удовлетворенность процессом жизни, общение, интеграцию сфер жизни. Обсуждение и заключение. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113703853/The_role_of_personality_traits_in_the_formation_of_problematic_Internet_use_in_high_school_students">The role of personality traits in the formation of problematic Internet use in high school students</a></div><div class="wp-workCard_item"><span>Perspectives of Science and Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction. In the modern educational environment, the informatization of the learning process ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction. In the modern educational environment, the informatization of the learning process changes the process of development and socialization of schoolchildren. The widespread introduction of information technologies has both a constructive and destructive impact on the formation of young people. This actualizes the need to research the inner world of students who are affected by the negative consequences of excessive involvement in the Internet environment to create a modern system of psychological and pedagogical support. The purpose of the study: to study the influence of the characteristics of personal maturity on the formation of problematic Internet use of high school students. Materials and methods. The study of problematic Internet use was conducted using the CIAS test (Chen&#39;s Internet Addiction scale, adapted by V. L. Malygin, K. A. Feklisova). To study personal characteristics, such methods were used as: the scale of self-assessment of personal maturity (A.V. M...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c56f316f41c3b2223fc0e614ef30608" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110597786,"asset_id":113703853,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110597786/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113703853"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113703853"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113703853; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113703853]").text(description); $(".js-view-count[data-work-id=113703853]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113703853; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113703853']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 113703853, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7c56f316f41c3b2223fc0e614ef30608" } } $('.js-work-strip[data-work-id=113703853]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113703853,"title":"The role of personality traits in the formation of problematic Internet use in high school students","translated_title":"","metadata":{"abstract":"Introduction. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104977535"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104977535/%D0%A1%D0%B5%D0%BC%D0%B0%D0%BD%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%BE_%D0%BF%D1%80%D0%B5%D0%B4%D0%BC%D0%B5%D1%82%D0%BD%D0%BE%D0%B9_%D0%BE%D0%B1%D0%BB%D0%B0%D1%81%D1%82%D0%B8_%D0%B8%D1%81%D1%81%D0%BB%D0%B5%D0%B4%D0%BE%D0%B2%D0%B0%D0%BD%D0%B8%D0%B9_%D0%BA%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D1%8B%D1%85_%D0%BF%D1%80%D0%B0%D0%BA%D1%82%D0%B8%D0%BA_%D0%B2_%D0%B2%D0%B8%D1%80%D1%82%D1%83%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9_%D1%81%D1%80%D0%B5%D0%B4%D0%B5"><img alt="Research paper thumbnail of Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде" class="work-thumbnail" src="https://attachments.academia-assets.com/104558890/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104977535/%D0%A1%D0%B5%D0%BC%D0%B0%D0%BD%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%BE_%D0%BF%D1%80%D0%B5%D0%B4%D0%BC%D0%B5%D1%82%D0%BD%D0%BE%D0%B9_%D0%BE%D0%B1%D0%BB%D0%B0%D1%81%D1%82%D0%B8_%D0%B8%D1%81%D1%81%D0%BB%D0%B5%D0%B4%D0%BE%D0%B2%D0%B0%D0%BD%D0%B8%D0%B9_%D0%BA%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D1%8B%D1%85_%D0%BF%D1%80%D0%B0%D0%BA%D1%82%D0%B8%D0%BA_%D0%B2_%D0%B2%D0%B8%D1%80%D1%82%D1%83%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9_%D1%81%D1%80%D0%B5%D0%B4%D0%B5">Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде</a></div><div class="wp-workCard_item"><span>Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой интернет-коммуникации, требующей комплексной феноменологической характеристики. Структурное моделирование предметной области исследований виртуальных практик позволит выделить общие и различающиеся тенденции в англоязычных и российских публикациях по данной проблеме. Цель исследования: построение семантического пространства предметной области исследований коммуникативных практик в виртуальной среде. Материалы и методы. Объектом исследования выступил корпус статей, по проблеме коммуникации в виртуальном пространстве из наукометрических баз eLibrary.Ru и Scopus (период с 2015 по 2022 гг., объем публикаций-4000 документов). Методы построения семантического пространства: 1) контент-анализ, для описания смысловых размерностей предметного поля исследований; 2) методы автоматизированной выгрузки данных (программа библиометрического анализа «VOSviewer»); 3) методы описательной статистики, кластерный анализ (метод k-means).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d17d127bd7fb5c7113ddb0cd2aa5800" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104558890,"asset_id":104977535,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104558890/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104977535"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104977535"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104977535; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104977535]").text(description); $(".js-view-count[data-work-id=104977535]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104977535; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104977535']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104977535, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1d17d127bd7fb5c7113ddb0cd2aa5800" } } $('.js-work-strip[data-work-id=104977535]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104977535,"title":"Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде","translated_title":"","metadata":{"doi":"10.32744/pse.2023.3.28","abstract":"Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой интернет-коммуникации, требующей комплексной феноменологической характеристики. 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Методы построения семантического пространства: 1) контент-анализ, для описания смысловых размерностей предметного поля исследований; 2) методы автоматизированной выгрузки данных (программа библиометрического анализа «VOSviewer»); 3) методы описательной статистики, кластерный анализ (метод k-means).","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде"},"translated_abstract":"Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой интернет-коммуникации, требующей комплексной феноменологической характеристики. Структурное моделирование предметной области исследований виртуальных практик позволит выделить общие и различающиеся тенденции в англоязычных и российских публикациях по данной проблеме. Цель исследования: построение семантического пространства предметной области исследований коммуникативных практик в виртуальной среде. Материалы и методы. Объектом исследования выступил корпус статей, по проблеме коммуникации в виртуальном пространстве из наукометрических баз eLibrary.Ru и Scopus (период с 2015 по 2022 гг., объем публикаций-4000 документов). 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Смысловая наполненность жизни человека является системообразующим фактором субъективного благополучия личности. Однако в настоящий момент недостаточно изученной остается ценностно-смысловая сфера молодых людей, увлекающихся online-играми. В связи с этим настоящее исследование посвящено выявлению и анализу экзистенциальной исполненности у респондентов с различным игровым опытом. Объектом исследования являлись студенты вузов Санкт-Петербурга. В качестве предмета исследования рассматривались экзистенциально-смысловые характеристики участников исследования. Гипотезы: 1) существуют особенности экзистенциальной исполненности у студентов с различным игровым опытом; 2) студенты, имеющие фрустрированные экзистенциальные потребности, предпочитают определенные жанры компьютерных игр, которые субъективно их удовлетворяют. Выборка исследования: 94 человека в возрасте от 18 до 30 лет (средний возраст 21 год). Средний возраст, в котором участники исследования начали играть в компьютерные игры, составил 10 лет. В состав выборки вошли 19 мужчин (20,2 %) и 75 девушек (79,8 %), обучающиеся в различных учебных заведениях высшего профессионального образования. Программа эмпирического исследования включала формирование репрезентативного списка наиболее популярных компьютерных игр с опорой на проведенный теоретический анализ, рейтинг на различных тематических интернет-ресурсах; проведение психодиагностического обследования респондентов для уточнения специфики их игрового и экзистенциального опыта. Методики исследования: анкета для сбора информации о социальнодемографических характеристиках выборки и прошлом игровом опыте; методика изучения актуализации экзистенциальных проблем Л. А. Цыдзик (АЭП); шкала экзистенции А. Лэнгле и К. Орглер. Методы статистической обработки полученных данных: анализ описательных статистик для обобщения первичных результатов, полученных при проведении эмпирического исследования; однофакторный дисперсионный анализ (ANOVA); корреляционный анализ. По результатам проведенного исследования были установлены статистически значимые различия в количестве положительно окрашенных описаний игрового опыта в группах студентов, испытывающих экзистенциальное напряжение и не переживающих фрустрации экзистенциальных смыслов. Респонденты с актуализированными экзистенциальными проблемами склонны давать больше позитивных характеристик компьютерной игре. 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В статье рассмотрены коммуникативные практики просветительских правовых онлайн-проектов, не предполагающих прямой коммерческой выгоды, которые остаются практически не изученными в современных психологических и педагогических работах. Цель исследования: анализ коммуникативных практик просветительских правовых онлайн-проектов с разным уровнем популярности. Выявлено, что стратегии популярных онлайн-проектов связаны с реализацией практик поддержания осведомленности и включенности читателя: использование коротких сообщений, содержащих эмоционально окрашенную профессиональную лексику, преобладание экономической и социально-политической тематики. Коммуникативные стратегии менее популярных проектов включают манипулятивные приемы воздействия на пользователей.","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"grobid_abstract_attachment_id":110597773},"translated_abstract":null,"internal_url":"https://www.academia.edu/113703879/%D0%9A%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D1%8B%D0%B5_%D0%BF%D1%80%D0%B0%D0%BA%D1%82%D0%B8%D0%BA%D0%B8_%D0%BF%D1%80%D0%BE%D1%81%D0%B2%D0%B5%D1%82%D0%B8%D1%82%D0%B5%D0%BB%D1%8C%D1%81%D0%BA%D0%B8%D1%85_%D0%BF%D1%80%D0%B0%D0%B2%D0%BE%D0%B2%D1%8B%D1%85_%D0%BE%D0%BD%D0%BB%D0%B0%D0%B9%D0%BD_%D0%BF%D1%80%D0%BE%D0%B5%D0%BA%D1%82%D0%BE%D0%B2_%D0%BD%D0%B0_%D0%BF%D1%80%D0%B8%D0%BC%D0%B5%D1%80%D0%B5_telegram_%D0%BA%D0%B0%D0%BD%D0%B0%D0%BB%D0%BE%D0%B2_","translated_internal_url":"","created_at":"2024-01-18T12:49:20.876-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4762676,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":110597773,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110597773/thumbnails/1.jpg","file_name":"1992-6464-2023-208-176-188.pdf","download_url":"https://www.academia.edu/attachments/110597773/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"110597773.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110597773/1992-6464-2023-208-176-188-libre.pdf?1705613174=\u0026response-content-disposition=attachment%3B+filename%3D110597773.pdf\u0026Expires=1732830325\u0026Signature=OCE0DOfzp7Ck1R8HAgKEERzJu1XVtslhZXD5CGe9QeKq01EIwy6I-2Z2ahRrg-q703jdBGEhA9ROFWF5l0E75VrSrGl4yD35ypWtkazbH9gEKJen5GdcZz8PUj0ebDNPegAA1pBaMBkcIEx9WBo4S0p7kbAQyYUAT1ux-vX2Z-Zj6w-SUypguJyl8srFWA5~IPbfesBGjESGWLygBcZDzIBIdgs3C6xa-6wN20fOgCC2ewa-B7SKTDl0~4f0u5bOAPnKU-Q4DEOoUaK9geoB7j0ZE8On2a1WHqdA3DSIu9iw5MFfFn9IwL-tC2UgvuMjOJvSFbb3jRavnIfmHAQ4Jg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Коммуникативные_практики_просветительских_правовых_онлайн_проектов_на_примере_telegram_каналов_","translated_slug":"","page_count":13,"language":"ru","content_type":"Work","owner":{"id":4762676,"first_name":"Irina","middle_initials":null,"last_name":"Bogdanovskaya","page_name":"Bogdanovskaya","domain_name":"herzen-spb","created_at":"2013-07-06T12:33:41.217-07:00","display_name":"Irina Bogdanovskaya","url":"https://herzen-spb.academia.edu/Bogdanovskaya"},"attachments":[{"id":110597773,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110597773/thumbnails/1.jpg","file_name":"1992-6464-2023-208-176-188.pdf","download_url":"https://www.academia.edu/attachments/110597773/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"110597773.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110597773/1992-6464-2023-208-176-188-libre.pdf?1705613174=\u0026response-content-disposition=attachment%3B+filename%3D110597773.pdf\u0026Expires=1732830325\u0026Signature=OCE0DOfzp7Ck1R8HAgKEERzJu1XVtslhZXD5CGe9QeKq01EIwy6I-2Z2ahRrg-q703jdBGEhA9ROFWF5l0E75VrSrGl4yD35ypWtkazbH9gEKJen5GdcZz8PUj0ebDNPegAA1pBaMBkcIEx9WBo4S0p7kbAQyYUAT1ux-vX2Z-Zj6w-SUypguJyl8srFWA5~IPbfesBGjESGWLygBcZDzIBIdgs3C6xa-6wN20fOgCC2ewa-B7SKTDl0~4f0u5bOAPnKU-Q4DEOoUaK9geoB7j0ZE8On2a1WHqdA3DSIu9iw5MFfFn9IwL-tC2UgvuMjOJvSFbb3jRavnIfmHAQ4Jg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[{"id":38706666,"url":"https://doi.org/10.33910/1992-6464-2023-208-176-188"}]}, dispatcherData: dispatcherData }); 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А. И. Герцена 191186, Россия, г. Санкт-Петербург, наб. р. Мойки, д. 48 2 Санкт-Петербургский национальный исследовательский университет информационных технологий, механики и оптики 197101, Россия, г. Санкт-Петербург, Кронверкский пр., д. 49 Аннотация. Информационный образ мы понимаем как целостную знаковую структуру текстовых и визуальных компонентов сетевого облика человека, которая является метастабильным образованием, ограниченным возможностями сетевого интерфейса и содержательно наполненным в зависимости от глубин самораскрытия. Актуальным становится вопрос о том, насколько информационный образ репрезентирует индивидуальнопсихологические особенности школьников, в частности их психологические проблемы. В связи с этим целью данного исследования стал анализ компонентов сетевого информационного образа российского школьника как цифровых предикторов психологических проблем, на примере анализа профилей в социальной сети «ВКонтакте». Выборка исследования-71 школьник (64% девочек, 36% мальчиков, средний возраст 15,3 лет). С помощью методов автоматизированного анализа нами были выгружены основные данные из профилей подростков в социальной сети Вконтакте. Анализ данных позволил описать компоненты информационного образа российского школьника и определить его типы: расширенный информационный образ, включающий широкий спектр текстовой и визуальной информации и выполняющий функцию самораскрытия, и формальный информационный образ, представленный только основной социально-демографической информацией. С помощью методики «Психологические проблемы подростков» (Л. А. Регуш) и Шкалы интернет-зависимости (С. Чен) были выявлены достоверно значимые различия в выраженности проблем и особенностей интернет-аддикции у подростков с различными типами информационного образа. Подростки с расширенным информационным образом достоверно больше озабочены проблемами с родителями, в виртуальной среде у них чаще отмечаются такие проблемы, связанные с интернет-аддикцией, как управление временем, проведенным в интернете, внутриличностные проблемы и проблемы со здоровьем, которые вызываются использованием интернета. Подростки с формальным информационным образом достоверно больше озабочены проблемами со сверстниками. С помощью регрессионного анализа была определена роль компонентов информационного образа при фактическом определении психологических проблем: недостаток базовой социально-демографической информации (ФИО, никнейм, короткий id, возраст, дата рождения) указывает на наличие проблемного взаимодействия со сверстниками. 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Journal of the Higher School of Economics</span><span>, Sep 30, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="31e38c2e85e7c6959762037690af64e6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110597790,"asset_id":113703870,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110597790/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113703870"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113703870"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113703870; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113703870]").text(description); $(".js-view-count[data-work-id=113703870]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113703870; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113703870']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 113703870, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "31e38c2e85e7c6959762037690af64e6" } } $('.js-work-strip[data-work-id=113703870]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113703870,"title":"Психологические факторы доверия к популярным видеоблогерам у современной молодежи","translated_title":"","metadata":{"publisher":"National Research University – Higher School of Economics","grobid_abstract":"В настоящее время интернет-технологии проникают практически во все сферы жизни современной молодежи: коммуникативную, познавательную, ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ ДОВЕРИЯ К ПОПУЛЯРНЫМ ВИДЕОБЛОГЕРАМ У СОВРЕМЕННОЙ МОЛОДЕЖИ И.М. БОГДАНОВСКАЯ a , А.Б. УГЛОВА a , Н.Н. КОРОЛЕВА a Исследование выполнено в рамках государственного задания при финансовой поддержке Минпросвещения России (проект № FSZN-2020-0027). Резюме Представлены результаты исследования психологических факторов доверия к популярным видеоблогерам у современной молодежи. Исследование доверия в видеоблогах представляет значительный интерес, так как, несмотря на значимость данной формы виртуального общения, количество отечественных теоретических и эмпирических исследований по данной проблеме невелико. В качестве методического инструментария исследования использованы авторская анкета, методика «Личностный дифференциал», методика «Вера в людей» М. Розенберга, рефлексивный опросник уровня доверия к себе, модифицированная методика межличностного доверия Р. Левицки, М. Стивенсон, Б. Банкер, методика оценки доверия к информации в электронных СМИ. В исследовании приняли участие 70 студентов российских вузов. В статье обсуждаются результаты описательного, корреляционного и факторного анализа. Установлено, что большая часть респондентов склонны доверять мнению видеоблогеров. Среди компонентов доверия наиболее ярко выделяется стремление к установлению тождества, идентичности с предпочитаемым видеоблогером. Новым результатом стало выявление взаимосвязи самооценки интереса и компетентности по отношению к тематике, обсуждаемой в видеоблогах, с общим уровнем доверия к видеоблогеру. Показано, что факторная структура доверия включает один независимый и два коррелированных фактора. Независимый фактор охватывает параметры самооценочной компетентности в жизненных сферах, обсуждаемых в видеоблогах, самооценку интереса, а также интегральную оценку доверия к себе. Взаимосвязанные факторы отражают преобладание когнитивных аспектов восприятия видеоблогера, рационального ожидания эквивалентного обмена и расчета полезностей либо аффективно окрашенного отношения к влогеру, основанного на общей вере в людей, стремлении к установлению с ним тождества, идентификации.","publication_date":{"day":30,"month":9,"year":2021,"errors":{}},"publication_name":"Psychology. 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Выборка составляла 245 молодых людей в возрасте 18-22 лет, из них 48% мужчин. Полученные данные подвергались эксплораторному и конфирматорному факторному анализу. Выделена и подтверждена структура методики, включающая в себя 10 факторов: сфера экономики и управления, сфера здравоохранения, сфера образования, креативная сфера, сфера медиа, сфера производства, сфера силовых структур, сфера маркетинга и продаж, сфера IT, научно-исследовательская сфера. Результаты эксплораторного факторного анализа выявили большую факторную нагрузку и объяснили примерно 75,25% отклонений. Результаты конфирматорного факторного анализа выявили приемлемые соответствия модели, где χ 2 /df=2,2, CFI=0,862, SRMR=0,080, и RMESA=0,070 (95% C.I.; 0,064, 0,076). Коэффициенты альфа Кронбаха колебались от 0,68 до 0,89, демонстрируя достаточный уровень надежности. Настоящее исследование подтверждает, что предложенный тест ценностей является валидным и надежным инструментом для их оценки в контексте современного информационного общества. Обсуждаются практические приложения для профориентации. 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Социокультурные ценности старшеклассников, представленные в профилях социальных сетей, выстраиваются в определенной иерархии, и отражают характерные для молодежной массовой культуры образцы и нормы поведения, способные оказывать влияние на регуляцию их реального поведения, в том числе на специфику переживания психологических проблем. Это влияние может быть как позитивным, так и негативным, что подчеркивает актуальность исследования взаимосвязи социокультурных ценностей и психологических проблем у старшеклассников на материале социальных сетей. Цель исследования: выявление взаимосвязи психологических проблем и социокультурных ценностей старшеклассников, отраженных в профилях социальных сетей. Материалы и методы. Исследование социокультурных ценностей старшеклассников проводилось с помощью метода автоматизированного сбора открытой информации со страницы профиля в социальной сети «ВКонтакте» с последующим контент-анализом; изучение психологических проблем старшеклассников в виртуальной среде проводилось с помощью теста CIAS (шкала интернет зависимости Чена, в адаптации В. Л. Малыгина, К. А. Феклисова), в реальной коммуникации с помощью методики «Психологические проблемы подростков» (Л. А. Регуш и др.). Выборку составили 143 старшеклассника (82 девушки и 61 юноша), в возрасте от 15 лет до 17 лет (ср. возраст = 15,8). Методы математической статистики: контент-анализ, методы описательной статистики, корреляционный анализ. Результаты исследования. Социокультурные ценности старшеклассников, отражённые в профилях социальных сетей, включают ориентацию на поиск новых впечатлений, гедонизм, культурные и социально-политические ценности, ценности познания. Ведущие социокультурные ценности в социальных сетях отражают характерные для молодежной массовой культуры образцы и нормы поведения, включаются в регуляцию их реального поведения, в том числе и в переживание психологических проблем. Выявлено, что преобладание развлекательного контента указывает на увеличение времени, проводимого в интернете (r=0,45; p\u003c0,001) и возрастание риска интернет-зависимости (r=0,44; p\u003c0,001). Интерес к социальнополитической проблематике связан со страхом перед будущим (r=0,45; p\u003c0,001), но снижает толерантность ко времени, проводимому в интернете (r=-0,46; p\u003c0,001). Познавательный контент, наличие групп, посвященных социальной и культурной проблематике являются ресурсом снижения проблемности взаимодействия со сверстниками (r=-0,44; p\u003c0,001) из-за увеличения спектра доступных коммуникативных практик. Принятие культурных ценностей отрицательно взаимосвязано с проблемной озабоченностью старшеклассников (r=-0,44; p\u003c0,001) и ослабляет страх перед будущим (r=-0,46; p\u003c0,001). Заключение. Полученные данные могут быть использованы психологами, работающими в системе образования, для выработки рекомендаций по оптимизации процесса использования информационных технологий, а также для экспресс-диагностики интернет-аддикции и проблемной озабоченности старшеклассников.","publication_date":{"day":1,"month":11,"year":2022,"errors":{}},"publication_name":"Perspektivy nauki i obrazovaniâ","grobid_abstract_attachment_id":110597788},"translated_abstract":null,"internal_url":"https://www.academia.edu/113703865/The_relationship_of_socio_cultural_values_and_psychological_problems_in_high_school_students_based_on_the_material_of_social_networks_","translated_internal_url":"","created_at":"2024-01-18T12:49:15.573-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4762676,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41582920,"work_id":113703865,"tagging_user_id":4762676,"tagged_user_id":null,"co_author_invite_id":6970363,"email":"a***a@list.ru","display_order":0,"name":"Анна Углова","title":"The relationship of socio-cultural values and psychological problems in high school students (based on the material of social networks)"}],"downloadable_attachments":[{"id":110597788,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110597788/thumbnails/1.jpg","file_name":"pdf_220524.pdf","download_url":"https://www.academia.edu/attachments/110597788/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_relationship_of_socio_cultural_value.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110597788/pdf_220524-libre.pdf?1705613183=\u0026response-content-disposition=attachment%3B+filename%3DThe_relationship_of_socio_cultural_value.pdf\u0026Expires=1732753769\u0026Signature=FdvLtCTvyD0wNWWgjouw0Sel~Z6PUOCaqvc~M4xYst~QAMI0nM54K52GaeykZaWRHP~SJdO0cIbaS1L~pf6WjKQMcNzehDOThdittvz-zeGtkoPxv4PEX~cW2DdZ2QWso9LdqhhoIljC2UHRgt8QJhf3swjBtOMOKL9rXLdUiqVklYgyqvrPUU0zoyY~6ZQ7dTB1phaOjHz0u8BL9pwhW6p91PdNll78uTNEtX8fzpcbi-8DQiQ7mn6Pwag0n0CPb54j3TFLsO-CF590JZPRD-1I19eVDWxUoOkRy2YGRMJjHgbUTOfmBiBEDVPA4htDzIuKTx44BoBmf5q6kc4pmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"The_relationship_of_socio_cultural_values_and_psychological_problems_in_high_school_students_based_on_the_material_of_social_networks_","translated_slug":"","page_count":15,"language":"ru","content_type":"Work","owner":{"id":4762676,"first_name":"Irina","middle_initials":null,"last_name":"Bogdanovskaya","page_name":"Bogdanovskaya","domain_name":"herzen-spb","created_at":"2013-07-06T12:33:41.217-07:00","display_name":"Irina Bogdanovskaya","url":"https://herzen-spb.academia.edu/Bogdanovskaya"},"attachments":[{"id":110597788,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/110597788/thumbnails/1.jpg","file_name":"pdf_220524.pdf","download_url":"https://www.academia.edu/attachments/110597788/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"The_relationship_of_socio_cultural_value.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/110597788/pdf_220524-libre.pdf?1705613183=\u0026response-content-disposition=attachment%3B+filename%3DThe_relationship_of_socio_cultural_value.pdf\u0026Expires=1732753769\u0026Signature=FdvLtCTvyD0wNWWgjouw0Sel~Z6PUOCaqvc~M4xYst~QAMI0nM54K52GaeykZaWRHP~SJdO0cIbaS1L~pf6WjKQMcNzehDOThdittvz-zeGtkoPxv4PEX~cW2DdZ2QWso9LdqhhoIljC2UHRgt8QJhf3swjBtOMOKL9rXLdUiqVklYgyqvrPUU0zoyY~6ZQ7dTB1phaOjHz0u8BL9pwhW6p91PdNll78uTNEtX8fzpcbi-8DQiQ7mn6Pwag0n0CPb54j3TFLsO-CF590JZPRD-1I19eVDWxUoOkRy2YGRMJjHgbUTOfmBiBEDVPA4htDzIuKTx44BoBmf5q6kc4pmQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":85362,"name":"Descriptive Statistics","url":"https://www.academia.edu/Documents/in/Descriptive_Statistics"}],"urls":[{"id":38706652,"url":"https://doi.org/10.32744/pse.2022.5.24"}]}, dispatcherData: dispatcherData }); 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Обобщение биологических, социальных и психологических предикторов саморазрушающего поведения является одной из основных задач для мирового здравоохранения в настоящее время. По этой причине актуальна разработка интегративной модели саморазрушающего поведения, учитывающей многообразие биопсихосоциальных факторов, а также их представленность в виртуальной среде. Интегративная модель может быть использована для создания автоматизированных систем анализа социокультурных факторов риска саморазрушающего поведения, а также помогающими специалистами, для создания программ профилактики, сопровождения и коррекции. Цель исследования: описание и обобщение факторов реальной и виртуальной среды, опосредующих риск развития саморазрушающего поведения и создание иерархической обобщенной модели данного поведения на основе синтеза биопсихосоциальной и киберпсихологической парадигм. Материалы и методы. Для целостного анализа основных концепций и создания общей модели саморазрушающего поведения нами был использованы: комбинированный подход, который включает в себя контент-анализ, для описания факторов, опосредующих саморазрушающее поведение; метод экспертных оценок для отбора значимых факторов; математико-статистический анализ для обработки полученных данных (методы описательной статистики, кластерный анализ (метод Варда)). Результаты исследования. В результате кластерного анализа были выделены следующие компоненты модели саморазрушающего поведения: 1) «Особенности самоотношения» (23,2%) (динамический компонент, зависит от конкретной ситуации, является высокозначимым для очной диагностики; 2) «Эндогенные факторы саморазрушающего поведения» (20,2%) (нарушения эмоционально-волевой сферы); 3) «Экзогенные факторы саморазрушающего поведения» (21,4%) (негативные факторы воспитания); 4) «Негативные факторы социокультурной среды» (17,3%) (травматичные микро-и макрофакторы, которые могут спровоцировать возникновение саморазрушающей симптоматики); 5) «Индивидуальные особенности развившиеся в процессе становления личности» (14,2%) (индивидуальные предикторы саморазрушения); 6) «Факторы изоляции от социальной среды» (3,6%) (ряд личностных предикторов, мешающих открытому активному взаимодействию с другими и получению помощи). Заключение. Получен ряд новых данных, описывающих структуру обобщенной модели саморазрушающего поведения и основные направления анализа рисков. Выделены ведущие факторы микро-и макро-социокультурной среды, представляющие широкий спектр маркеров, доступных для изучения через анализ виртуальной коммуникации. Показана возможность объединения биопсихосоциальной модели и возможностей киберпсихологического подхода для создания динамичной цифровой модели мониторинга, позволяющей проводить общую оценку рисков для больших выборок для минимизации ресурсов индивидуальной диагностики.","publication_date":{"day":1,"month":3,"year":2023,"errors":{}},"publication_name":"Perspektivy nauki i 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В настоящее время ключевые задачи образования связаны с успешной социализацией, развитием личностной зрелости подрастающего поколения. В то же время социокультурные трансформации современности приводят к изменению путей и моделей взросления школьников. Несмотря на значительный интерес исследователей к данной проблеме, практически отсутствуют работы, раскрывающие вариативный характер путей взросления современных подростков, отраженных в их автобиографических представлениях о будущем. Цель исследования-выявить основные структурные и содержательные характеристики траекторий взросления, отраженные в психологической автобиографии современных школьников, и определить их гендерную специфику. Материалы и методы. Для изучения проблемы было проведено эмпирическое исследование, в котором приняли участие 1 031 чел.-подростки в возрасте от 12 до 17 лет. Сбор эмпирических данных осуществлялся посредством модифицированного варианта методики «Психологическая автобиография» Е. Ю. Коржовой. Математико-статистический анализ результатов осуществлялся посредством однофакторного дисперсионного анализа (ANOVA), корреляционного анализа с применением коэффициента линейной корреляции Пирсона. Результаты исследования. В целом субъективная временная перспектива подростков характеризуется значительной протяженностью, позитивной эмоциональной окраской. На основании результатов корреляционного анализа определены основные траектории взросления современных подростков. Выявлена гендерная специфика в структурной организации и содержании представлений о будущем. Для юношей более характерны траектории взросления, связанные с самостоятельностью, разнообразием впечатлений, материальным успехом, социальным признанием, творчеством, развлечениями и развитием своего внутреннего мира. Девушки ориентированы на удовлетворенность процессом жизни, общение, интеграцию сфер жизни. Обсуждение и заключение. 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wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/113703853/The_role_of_personality_traits_in_the_formation_of_problematic_Internet_use_in_high_school_students">The role of personality traits in the formation of problematic Internet use in high school students</a></div><div class="wp-workCard_item"><span>Perspectives of Science and Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Introduction. In the modern educational environment, the informatization of the learning process ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Introduction. In the modern educational environment, the informatization of the learning process changes the process of development and socialization of schoolchildren. The widespread introduction of information technologies has both a constructive and destructive impact on the formation of young people. This actualizes the need to research the inner world of students who are affected by the negative consequences of excessive involvement in the Internet environment to create a modern system of psychological and pedagogical support. The purpose of the study: to study the influence of the characteristics of personal maturity on the formation of problematic Internet use of high school students. Materials and methods. The study of problematic Internet use was conducted using the CIAS test (Chen&#39;s Internet Addiction scale, adapted by V. L. Malygin, K. A. Feklisova). To study personal characteristics, such methods were used as: the scale of self-assessment of personal maturity (A.V. M...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7c56f316f41c3b2223fc0e614ef30608" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":110597786,"asset_id":113703853,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/110597786/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="113703853"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="113703853"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 113703853; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=113703853]").text(description); $(".js-view-count[data-work-id=113703853]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 113703853; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='113703853']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 113703853, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7c56f316f41c3b2223fc0e614ef30608" } } $('.js-work-strip[data-work-id=113703853]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":113703853,"title":"The role of personality traits in the formation of problematic Internet use in high school students","translated_title":"","metadata":{"abstract":"Introduction. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="104977535"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/104977535/%D0%A1%D0%B5%D0%BC%D0%B0%D0%BD%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%BE_%D0%BF%D1%80%D0%B5%D0%B4%D0%BC%D0%B5%D1%82%D0%BD%D0%BE%D0%B9_%D0%BE%D0%B1%D0%BB%D0%B0%D1%81%D1%82%D0%B8_%D0%B8%D1%81%D1%81%D0%BB%D0%B5%D0%B4%D0%BE%D0%B2%D0%B0%D0%BD%D0%B8%D0%B9_%D0%BA%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D1%8B%D1%85_%D0%BF%D1%80%D0%B0%D0%BA%D1%82%D0%B8%D0%BA_%D0%B2_%D0%B2%D0%B8%D1%80%D1%82%D1%83%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9_%D1%81%D1%80%D0%B5%D0%B4%D0%B5"><img alt="Research paper thumbnail of Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде" class="work-thumbnail" src="https://attachments.academia-assets.com/104558890/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/104977535/%D0%A1%D0%B5%D0%BC%D0%B0%D0%BD%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%BE_%D0%BF%D1%80%D0%B5%D0%B4%D0%BC%D0%B5%D1%82%D0%BD%D0%BE%D0%B9_%D0%BE%D0%B1%D0%BB%D0%B0%D1%81%D1%82%D0%B8_%D0%B8%D1%81%D1%81%D0%BB%D0%B5%D0%B4%D0%BE%D0%B2%D0%B0%D0%BD%D0%B8%D0%B9_%D0%BA%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D1%8B%D1%85_%D0%BF%D1%80%D0%B0%D0%BA%D1%82%D0%B8%D0%BA_%D0%B2_%D0%B2%D0%B8%D1%80%D1%82%D1%83%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9_%D1%81%D1%80%D0%B5%D0%B4%D0%B5">Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде</a></div><div class="wp-workCard_item"><span>Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде</span><span>, 2023</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой интернет-коммуникации, требующей комплексной феноменологической характеристики. Структурное моделирование предметной области исследований виртуальных практик позволит выделить общие и различающиеся тенденции в англоязычных и российских публикациях по данной проблеме. Цель исследования: построение семантического пространства предметной области исследований коммуникативных практик в виртуальной среде. Материалы и методы. Объектом исследования выступил корпус статей, по проблеме коммуникации в виртуальном пространстве из наукометрических баз eLibrary.Ru и Scopus (период с 2015 по 2022 гг., объем публикаций-4000 документов). Методы построения семантического пространства: 1) контент-анализ, для описания смысловых размерностей предметного поля исследований; 2) методы автоматизированной выгрузки данных (программа библиометрического анализа «VOSviewer»); 3) методы описательной статистики, кластерный анализ (метод k-means).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d17d127bd7fb5c7113ddb0cd2aa5800" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104558890,"asset_id":104977535,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104558890/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="104977535"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="104977535"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 104977535; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=104977535]").text(description); $(".js-view-count[data-work-id=104977535]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 104977535; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='104977535']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 104977535, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1d17d127bd7fb5c7113ddb0cd2aa5800" } } $('.js-work-strip[data-work-id=104977535]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":104977535,"title":"Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде","translated_title":"","metadata":{"doi":"10.32744/pse.2023.3.28","abstract":"Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой интернет-коммуникации, требующей комплексной феноменологической характеристики. 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Методы построения семантического пространства: 1) контент-анализ, для описания смысловых размерностей предметного поля исследований; 2) методы автоматизированной выгрузки данных (программа библиометрического анализа «VOSviewer»); 3) методы описательной статистики, кластерный анализ (метод k-means).","publication_date":{"day":null,"month":null,"year":2023,"errors":{}},"publication_name":"Семантическое пространство предметной области исследований коммуникативных практик в виртуальной среде"},"translated_abstract":"Актуальность исследований коммуникативных практик в виртуальной среде связана со сложной природой интернет-коммуникации, требующей комплексной феноменологической характеристики. Структурное моделирование предметной области исследований виртуальных практик позволит выделить общие и различающиеся тенденции в англоязычных и российских публикациях по данной проблеме. Цель исследования: построение семантического пространства предметной области исследований коммуникативных практик в виртуальной среде. Материалы и методы. Объектом исследования выступил корпус статей, по проблеме коммуникации в виртуальном пространстве из наукометрических баз eLibrary.Ru и Scopus (период с 2015 по 2022 гг., объем публикаций-4000 документов). Методы построения семантического пространства: 1) контент-анализ, для описания смысловых размерностей предметного поля исследований; 2) методы автоматизированной выгрузки данных (программа библиометрического анализа «VOSviewer»); 3) методы описательной статистики, кластерный анализ (метод k-means).","internal_url":"https://www.academia.edu/104977535/%D0%A1%D0%B5%D0%BC%D0%B0%D0%BD%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%BE_%D0%BF%D1%80%D0%B5%D0%B4%D0%BC%D0%B5%D1%82%D0%BD%D0%BE%D0%B9_%D0%BE%D0%B1%D0%BB%D0%B0%D1%81%D1%82%D0%B8_%D0%B8%D1%81%D1%81%D0%BB%D0%B5%D0%B4%D0%BE%D0%B2%D0%B0%D0%BD%D0%B8%D0%B9_%D0%BA%D0%BE%D0%BC%D0%BC%D1%83%D0%BD%D0%B8%D0%BA%D0%B0%D1%82%D0%B8%D0%B2%D0%BD%D1%8B%D1%85_%D0%BF%D1%80%D0%B0%D0%BA%D1%82%D0%B8%D0%BA_%D0%B2_%D0%B2%D0%B8%D1%80%D1%82%D1%83%D0%B0%D0%BB%D1%8C%D0%BD%D0%BE%D0%B9_%D1%81%D1%80%D0%B5%D0%B4%D0%B5","translated_internal_url":"","created_at":"2023-07-27T03:20:12.231-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4762676,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":104558890,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104558890/thumbnails/1.jpg","file_name":"И._М._Богдановская._Семантическое_пространство.pdf","download_url":"https://www.academia.edu/attachments/104558890/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"104558890.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104558890/%D0%98._%D0%9C._%D0%91%D0%BE%D0%B3%D0%B4%D0%B0%D0%BD%D0%BE%D0%B2%D1%81%D0%BA%D0%B0%D1%8F._%D0%A1%D0%B5%D0%BC%D0%B0%D0%BD%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%BE-libre.pdf?1690456772=\u0026response-content-disposition=attachment%3B+filename%3D104558890.pdf\u0026Expires=1732830325\u0026Signature=ZI6ON0EYMtnhCuxRl5e2vHzoevn6aKw38Jj9j7DsV3LMKUF00q7Q0ZGAJj03koUfrjS~Sfq-9J~KQCR9Th~Ky36kEK5QjRT6b5wyjCuSBHElgYzup-U9s4LEGTEFrI4cVhjhDTGb6xdpjOS2GZdQokvohnQsAfnBhg4iANOKUDU7p3IR6FHn4a3zCBNnEBb8Qe795jtVt1rvFLGdjohLS3mHv8tkKJER9D6aNNRmP1pZErfLyeOJzybi21aRXFKEKMlIoJTIh2YUtmfVVl0s4MaEaGnzUEU8MMVZlBQxiOVBbWw1jgClZYzQ7UlIs3SxvFEzjOC8kl6wN4A0J~dqbQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Семантическое_пространство_предметной_области_исследований_коммуникативных_практик_в_виртуальной_среде","translated_slug":"","page_count":null,"language":"ru","content_type":"Work","owner":{"id":4762676,"first_name":"Irina","middle_initials":null,"last_name":"Bogdanovskaya","page_name":"Bogdanovskaya","domain_name":"herzen-spb","created_at":"2013-07-06T12:33:41.217-07:00","display_name":"Irina Bogdanovskaya","url":"https://herzen-spb.academia.edu/Bogdanovskaya"},"attachments":[{"id":104558890,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/104558890/thumbnails/1.jpg","file_name":"И._М._Богдановская._Семантическое_пространство.pdf","download_url":"https://www.academia.edu/attachments/104558890/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"104558890.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/104558890/%D0%98._%D0%9C._%D0%91%D0%BE%D0%B3%D0%B4%D0%B0%D0%BD%D0%BE%D0%B2%D1%81%D0%BA%D0%B0%D1%8F._%D0%A1%D0%B5%D0%BC%D0%B0%D0%BD%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%BE%D0%B5_%D0%BF%D1%80%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%81%D1%82%D0%B2%D0%BE-libre.pdf?1690456772=\u0026response-content-disposition=attachment%3B+filename%3D104558890.pdf\u0026Expires=1732830325\u0026Signature=ZI6ON0EYMtnhCuxRl5e2vHzoevn6aKw38Jj9j7DsV3LMKUF00q7Q0ZGAJj03koUfrjS~Sfq-9J~KQCR9Th~Ky36kEK5QjRT6b5wyjCuSBHElgYzup-U9s4LEGTEFrI4cVhjhDTGb6xdpjOS2GZdQokvohnQsAfnBhg4iANOKUDU7p3IR6FHn4a3zCBNnEBb8Qe795jtVt1rvFLGdjohLS3mHv8tkKJER9D6aNNRmP1pZErfLyeOJzybi21aRXFKEKMlIoJTIh2YUtmfVVl0s4MaEaGnzUEU8MMVZlBQxiOVBbWw1jgClZYzQ7UlIs3SxvFEzjOC8kl6wN4A0J~dqbQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":5401,"name":"Computer-Mediated Communication","url":"https://www.academia.edu/Documents/in/Computer-Mediated_Communication"},{"id":20585,"name":"Computer-Mediated Discourse Analysis","url":"https://www.academia.edu/Documents/in/Computer-Mediated_Discourse_Analysis"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="1069171" id="journalarticles"><div class="js-work-strip profile--work_container" data-work-id="68839776"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/68839776/%D0%9F%D0%A1%D0%98%D0%A5%D0%9E%D0%9B%D0%9E%D0%93%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%95_%D0%A4%D0%90%D0%9A%D0%A2%D0%9E%D0%A0%D0%AB_%D0%94%D0%9E%D0%92%D0%95%D0%A0%D0%98%D0%AF_%D0%9A_%D0%9F%D0%9E%D0%9F%D0%A3%D0%9B%D0%AF%D0%A0%D0%9D%D0%AB%D0%9C_%D0%92%D0%98%D0%94%D0%95%D0%9E%D0%91%D0%9B%D0%9E%D0%93%D0%95%D0%A0%D0%90%D0%9C_%D0%A3_%D0%A1%D0%9E%D0%92%D0%A0%D0%95%D0%9C%D0%95%D0%9D%D0%9D%D0%9E%D0%99_%D0%9C%D0%9E%D0%9B%D0%9E%D0%94%D0%95%D0%96%D0%98"><img alt="Research paper thumbnail of ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ ДОВЕРИЯ К ПОПУЛЯРНЫМ ВИДЕОБЛОГЕРАМ У СОВРЕМЕННОЙ МОЛОДЕЖИ" class="work-thumbnail" src="https://attachments.academia-assets.com/79170978/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/68839776/%D0%9F%D0%A1%D0%98%D0%A5%D0%9E%D0%9B%D0%9E%D0%93%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%95_%D0%A4%D0%90%D0%9A%D0%A2%D0%9E%D0%A0%D0%AB_%D0%94%D0%9E%D0%92%D0%95%D0%A0%D0%98%D0%AF_%D0%9A_%D0%9F%D0%9E%D0%9F%D0%A3%D0%9B%D0%AF%D0%A0%D0%9D%D0%AB%D0%9C_%D0%92%D0%98%D0%94%D0%95%D0%9E%D0%91%D0%9B%D0%9E%D0%93%D0%95%D0%A0%D0%90%D0%9C_%D0%A3_%D0%A1%D0%9E%D0%92%D0%A0%D0%95%D0%9C%D0%95%D0%9D%D0%9D%D0%9E%D0%99_%D0%9C%D0%9E%D0%9B%D0%9E%D0%94%D0%95%D0%96%D0%98">ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ ДОВЕРИЯ К ПОПУЛЯРНЫМ ВИДЕОБЛОГЕРАМ У СОВРЕМЕННОЙ МОЛОДЕЖИ</a></div><div class="wp-workCard_item"><span>Психология. Журнал Высшей школы экономики</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Представлены результаты исследования психологических факторов доверия к популярным видеоблогерам ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Представлены результаты исследования психологических факторов доверия к популярным видеоблогерам у современной молодежи. Исследование доверия в видеоблогах представляет значительный интерес, так как, несмотря на значимость данной формы виртуального общения, количество отечественных теоретических и эмпирических исследований по<br />данной проблеме невелико. В качестве методического инструментария исследования<br />использованы авторская анкета, методика «Личностный дифференциал», методика «Вера<br />в людей» М. Розенберга, рефлексивный опросник уровня доверия к себе, модифицированная методика межличностного доверия Р. Левицки, М. Стивенсон, Б. Банкер, методика<br />оценки доверия к информации в электронных СМИ. В исследовании приняли участие 70<br />студентов российских вузов. В статье обсуждаются результаты описательного, корреляционного и факторного анализа. Установлено, что большая часть респондентов склонны<br />доверять мнению видеоблогеров. Среди компонентов доверия наиболее ярко выделяется<br />стремление к установлению тождества, идентичности с предпочитаемым видеоблогером.<br />Новым результатом стало выявление взаимосвязи самооценки интереса и компетентности<br />по отношению к тематике, обсуждаемой в видеоблогах, с общим уровнем доверия к видеоблогеру. Показано, что факторная структура доверия включает один независимый и два<br />коррелированных фактора. Независимый фактор охватывает параметры самооценочной<br />компетентности в жизненных сферах, обсуждаемых в видеоблогах, самооценку интереса, а<br />также интегральную оценку доверия к себе. Взаимосвязанные факторы отражают преобладание когнитивных аспектов восприятия видеоблогера, рационального ожидания эквивалентного обмена и расчета полезностей либо аффективно окрашенного отношения к влогеру, основанного на общей вере в людей, стремлении к установлению с ним тождества,<br />идентификации.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="36fbd7832e792e8402de826fa71ab03d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":79170978,"asset_id":68839776,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/79170978/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="68839776"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="68839776"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68839776; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68839776]").text(description); $(".js-view-count[data-work-id=68839776]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68839776; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='68839776']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 68839776, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "36fbd7832e792e8402de826fa71ab03d" } } $('.js-work-strip[data-work-id=68839776]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":68839776,"title":"ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ ДОВЕРИЯ К ПОПУЛЯРНЫМ ВИДЕОБЛОГЕРАМ У СОВРЕМЕННОЙ МОЛОДЕЖИ","translated_title":"","metadata":{"doi":"10.17323/1813-8918-2021-3-451-467","abstract":"Представлены результаты исследования психологических факторов доверия к популярным видеоблогерам у современной молодежи. Исследование доверия в видеоблогах представляет значительный интерес, так как, несмотря на значимость данной формы виртуального общения, количество отечественных теоретических и эмпирических исследований по\nданной проблеме невелико. В качестве методического инструментария исследования\nиспользованы авторская анкета, методика «Личностный дифференциал», методика «Вера\nв людей» М. Розенберга, рефлексивный опросник уровня доверия к себе, модифицированная методика межличностного доверия Р. Левицки, М. Стивенсон, Б. Банкер, методика\nоценки доверия к информации в электронных СМИ. В исследовании приняли участие 70\nстудентов российских вузов. В статье обсуждаются результаты описательного, корреляционного и факторного анализа. Установлено, что большая часть респондентов склонны\nдоверять мнению видеоблогеров. Среди компонентов доверия наиболее ярко выделяется\nстремление к установлению тождества, идентичности с предпочитаемым видеоблогером.\nНовым результатом стало выявление взаимосвязи самооценки интереса и компетентности\nпо отношению к тематике, обсуждаемой в видеоблогах, с общим уровнем доверия к видеоблогеру. Показано, что факторная структура доверия включает один независимый и два\nкоррелированных фактора. Независимый фактор охватывает параметры самооценочной\nкомпетентности в жизненных сферах, обсуждаемых в видеоблогах, самооценку интереса, а\nтакже интегральную оценку доверия к себе. Взаимосвязанные факторы отражают преобладание когнитивных аспектов восприятия видеоблогера, рационального ожидания эквивалентного обмена и расчета полезностей либо аффективно окрашенного отношения к влогеру, основанного на общей вере в людей, стремлении к установлению с ним тождества,\nидентификации.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Психология. Журнал Высшей школы экономики"},"translated_abstract":"Представлены результаты исследования психологических факторов доверия к популярным видеоблогерам у современной молодежи. Исследование доверия в видеоблогах представляет значительный интерес, так как, несмотря на значимость данной формы виртуального общения, количество отечественных теоретических и эмпирических исследований по\nданной проблеме невелико. В качестве методического инструментария исследования\nиспользованы авторская анкета, методика «Личностный дифференциал», методика «Вера\nв людей» М. Розенберга, рефлексивный опросник уровня доверия к себе, модифицированная методика межличностного доверия Р. Левицки, М. Стивенсон, Б. Банкер, методика\nоценки доверия к информации в электронных СМИ. В исследовании приняли участие 70\nстудентов российских вузов. В статье обсуждаются результаты описательного, корреляционного и факторного анализа. Установлено, что большая часть респондентов склонны\nдоверять мнению видеоблогеров. Среди компонентов доверия наиболее ярко выделяется\nстремление к установлению тождества, идентичности с предпочитаемым видеоблогером.\nНовым результатом стало выявление взаимосвязи самооценки интереса и компетентности\nпо отношению к тематике, обсуждаемой в видеоблогах, с общим уровнем доверия к видеоблогеру. Показано, что факторная структура доверия включает один независимый и два\nкоррелированных фактора. Независимый фактор охватывает параметры самооценочной\nкомпетентности в жизненных сферах, обсуждаемых в видеоблогах, самооценку интереса, а\nтакже интегральную оценку доверия к себе. Взаимосвязанные факторы отражают преобладание когнитивных аспектов восприятия видеоблогера, рационального ожидания эквивалентного обмена и расчета полезностей либо аффективно окрашенного отношения к влогеру, основанного на общей вере в людей, стремлении к установлению с ним тождества,\nидентификации.","internal_url":"https://www.academia.edu/68839776/%D0%9F%D0%A1%D0%98%D0%A5%D0%9E%D0%9B%D0%9E%D0%93%D0%98%D0%A7%D0%95%D0%A1%D0%9A%D0%98%D0%95_%D0%A4%D0%90%D0%9A%D0%A2%D0%9E%D0%A0%D0%AB_%D0%94%D0%9E%D0%92%D0%95%D0%A0%D0%98%D0%AF_%D0%9A_%D0%9F%D0%9E%D0%9F%D0%A3%D0%9B%D0%AF%D0%A0%D0%9D%D0%AB%D0%9C_%D0%92%D0%98%D0%94%D0%95%D0%9E%D0%91%D0%9B%D0%9E%D0%93%D0%95%D0%A0%D0%90%D0%9C_%D0%A3_%D0%A1%D0%9E%D0%92%D0%A0%D0%95%D0%9C%D0%95%D0%9D%D0%9D%D0%9E%D0%99_%D0%9C%D0%9E%D0%9B%D0%9E%D0%94%D0%95%D0%96%D0%98","translated_internal_url":"","created_at":"2022-01-20T07:31:16.846-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4762676,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":41582910,"work_id":68839776,"tagging_user_id":4762676,"tagged_user_id":null,"co_author_invite_id":6970363,"email":"a***a@list.ru","display_order":0,"name":"Анна Углова","title":"ПСИХОЛОГИЧЕСКИЕ ФАКТОРЫ ДОВЕРИЯ К ПОПУЛЯРНЫМ ВИДЕОБЛОГЕРАМ У СОВРЕМЕННОЙ МОЛОДЕЖИ"},{"id":42301286,"work_id":68839776,"tagging_user_id":4762676,"tagged_user_id":33134773,"co_author_invite_id":null,"email":"k***a@mail.ru","affiliation":"РГПУ им. 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(In Russ.)</span><span>, 2016</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">В статье представлены результаты эмпирического исследования виртуальной самопрезентации пользоват...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">В статье представлены результаты эмпирического исследования виртуальной самопрезентации пользователей различных<br />социальных сетей (Instagram и «ВКонтакте») молодого возраста. Выявлены две ведущие стратегии самопрезентации молодежи<br />в социальных сетях: ориентация на управление впечатлением о себе и ориентация на самораскрытие. Показано, что данные<br />стратегии реализуются пользователями с различными целями и мотивами интернет-коммуникации. Выявлена специфика<br />мотивов и целей общения, предпочитаемых стратегий и тактик виртуальной самопрезентации в зависимости от используемой<br />социальной сети.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5426186031fdc52ff7a062e031fb1fd0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61080665,"asset_id":40797957,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61080665/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40797957"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40797957"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40797957; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40797957]").text(description); $(".js-view-count[data-work-id=40797957]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40797957; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40797957']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40797957, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5426186031fdc52ff7a062e031fb1fd0" } } $('.js-work-strip[data-work-id=40797957]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40797957,"title":"СТРАТЕГИИ ВИРТУАЛЬНОЙ САМОПРЕЗЕНТАЦИИ МОЛОДЕЖИ В РАЗЛИЧНЫХ СОЦИАЛЬНЫХ СЕТЯХ","translated_title":"","metadata":{"abstract":"В статье представлены результаты эмпирического исследования виртуальной самопрезентации пользователей различных\nсоциальных сетей (Instagram и «ВКонтакте») молодого возраста. Выявлены две ведущие стратегии самопрезентации молодежи\nв социальных сетях: ориентация на управление впечатлением о себе и ориентация на самораскрытие. Показано, что данные\nстратегии реализуются пользователями с различными целями и мотивами интернет-коммуникации. Выявлена специфика\nмотивов и целей общения, предпочитаемых стратегий и тактик виртуальной самопрезентации в зависимости от используемой\nсоциальной сети.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Informatics and education. (In Russ.)"},"translated_abstract":"В статье представлены результаты эмпирического исследования виртуальной самопрезентации пользователей различных\nсоциальных сетей (Instagram и «ВКонтакте») молодого возраста. Выявлены две ведущие стратегии самопрезентации молодежи\nв социальных сетях: ориентация на управление впечатлением о себе и ориентация на самораскрытие. Показано, что данные\nстратегии реализуются пользователями с различными целями и мотивами интернет-коммуникации. Выявлена специфика\nмотивов и целей общения, предпочитаемых стратегий и тактик виртуальной самопрезентации в зависимости от используемой\nсоциальной сети.","internal_url":"https://www.academia.edu/40797957/%D0%A1%D0%A2%D0%A0%D0%90%D0%A2%D0%95%D0%93%D0%98%D0%98_%D0%92%D0%98%D0%A0%D0%A2%D0%A3%D0%90%D0%9B%D0%AC%D0%9D%D0%9E%D0%99_%D0%A1%D0%90%D0%9C%D0%9E%D0%9F%D0%A0%D0%95%D0%97%D0%95%D0%9D%D0%A2%D0%90%D0%A6%D0%98%D0%98_%D0%9C%D0%9E%D0%9B%D0%9E%D0%94%D0%95%D0%96%D0%98_%D0%92_%D0%A0%D0%90%D0%97%D0%9B%D0%98%D0%A7%D0%9D%D0%AB%D0%A5_%D0%A1%D0%9E%D0%A6%D0%98%D0%90%D0%9B%D0%AC%D0%9D%D0%AB%D0%A5_%D0%A1%D0%95%D0%A2%D0%AF%D0%A5","translated_internal_url":"","created_at":"2019-10-31T09:11:10.236-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4762676,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":33229402,"work_id":40797957,"tagging_user_id":4762676,"tagged_user_id":33134773,"co_author_invite_id":null,"email":"k***a@mail.ru","affiliation":"РГПУ им. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38614143"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38614143/%D0%9F%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B5_%D1%85%D0%B0%D1%80%D0%B0%D0%BA%D1%82%D0%B5%D1%80%D0%B8%D1%81%D1%82%D0%B8%D0%BA%D0%B8_%D0%BA%D0%B8%D0%B1%D0%B5%D1%80%D1%81%D0%BF%D0%BE%D1%80%D1%82%D1%81%D0%BC%D0%B5%D0%BD%D0%BE%D0%B2_%D0%B2_%D0%B8%D0%B7%D0%B1%D1%80%D0%B0%D0%BD%D0%BD%D0%BE%D0%B9_%D0%B4%D0%B8%D1%81%D1%86%D0%B8%D0%BF%D0%BB%D0%B8%D0%BD%D0%B5_%D0%BA%D0%BE%D0%BC%D0%BF%D1%8C%D1%8E%D1%82%D0%B5%D1%80%D0%BD%D0%BE%D0%B3%D0%BE_%D1%81%D0%BF%D0%BE%D1%80%D1%82%D0%B0"><img alt="Research paper thumbnail of Психологические характеристики киберспортсменов в избранной дисциплине компьютерного спорта" class="work-thumbnail" src="https://attachments.academia-assets.com/58690483/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38614143/%D0%9F%D1%81%D0%B8%D1%85%D0%BE%D0%BB%D0%BE%D0%B3%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B5_%D1%85%D0%B0%D1%80%D0%B0%D0%BA%D1%82%D0%B5%D1%80%D0%B8%D1%81%D1%82%D0%B8%D0%BA%D0%B8_%D0%BA%D0%B8%D0%B1%D0%B5%D1%80%D1%81%D0%BF%D0%BE%D1%80%D1%82%D1%81%D0%BC%D0%B5%D0%BD%D0%BE%D0%B2_%D0%B2_%D0%B8%D0%B7%D0%B1%D1%80%D0%B0%D0%BD%D0%BD%D0%BE%D0%B9_%D0%B4%D0%B8%D1%81%D1%86%D0%B8%D0%BF%D0%BB%D0%B8%D0%BD%D0%B5_%D0%BA%D0%BE%D0%BC%D0%BF%D1%8C%D1%8E%D1%82%D0%B5%D1%80%D0%BD%D0%BE%D0%B3%D0%BE_%D1%81%D0%BF%D0%BE%D1%80%D1%82%D0%B0">Психологические характеристики киберспортсменов в избранной дисциплине компьютерного спорта</a></div><div class="wp-workCard_item"><span>International Culture & TechnologyStudiesonline multimedia journal</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Аннотация. В исследовании рассматривались психологические характеристики киберспортсменов: свойст...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Аннотация. В исследовании рассматривались психологические характеристики киберспортсменов: свойства нервной системы, мотивы киберспортивной деятельности, волевые качества личности, направленность личности в игровом процессе (коллективизм-индивидуализм) и особенности принятия решений. Выбор этих характеристик был сделан на основании пилотажного исследования, в котором изучались мнения экспертов (профессиональных киберспортсменов) о психологических факторах успешности в данном виде спортивной деятельности. Выборка исследования включала 56 респондентов в возрасте от 17 до 29 лет (средний возраст-22 года). Основную группу исследования составили 42 человека-участника киберспортивных игр, объединенные в 3 подгруппы по 14 человек в соответствии с дисциплинами компьютерного спорта, в которых соревнуются данные игроки (класс «Шутеры», класс «MOBA», класс «Файтинги»). Критерием для отбора респондентов являлось участие в киберспортивных турнирах, проходящих в off-line режиме. В число участников исследования вошли: экс-чемпионка России по дисциплине «Tekken Tag Tournament», рейтинговые участники международных соревнований, участники профессиональных киберспортивных команд, а также призёры соревнований различного уровня. В зависимости от вида компьютерной игры киберспортсмены различаются по частным свойствам нервной системы («сила тормозного процесса» и «инертность нервных процессов»), выраженности мотива «коллективистская направленность», по общему показателю воли и волевым качествам инициативность, энергичность, смелость и деловитость; на уровне тенденции представлены различия по частному свойству нервной системы «сила возбудительного процесса». Влияние игрового стажа проявляется в различиях по парным факторам темперамента S и N (снижается склонность к поведению типа S и увеличивается, к поведению типа N); влияние времени, уделяемого киберспорту, проявляется в различиях по волевым качествам ответственность, инициативность, энергичность; влияние успешности в киберспорте влияет на мотивацию и волевые качества киберспортсменов. На основе анализа эмпирических данных были составлены типологические портреты представителей трёх классов киберспортивных дисциплин («Шутеры», «MOBA» и «Файтинги»). Ключевые слова: киберспорт, киберспортсмен, психологические характеристики 1. Исследования психологических характеристик участников киберспортивных игр Психологические особенности-это особенности проявления психических и психофизиологических свойств человека, выступающие с одной стороны критериями его</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0adc41e758bd5c9609595ed7f6456d1c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58690483,"asset_id":38614143,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58690483/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38614143"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38614143"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38614143; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38614143]").text(description); $(".js-view-count[data-work-id=38614143]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38614143; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38614143']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38614143, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0adc41e758bd5c9609595ed7f6456d1c" } } $('.js-work-strip[data-work-id=38614143]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38614143,"title":"Психологические характеристики киберспортсменов в избранной дисциплине компьютерного спорта","translated_title":"","metadata":{"issue":"4","volume":"3","abstract":"Аннотация. В исследовании рассматривались психологические характеристики киберспортсменов: свойства нервной системы, мотивы киберспортивной деятельности, волевые качества личности, направленность личности в игровом процессе (коллективизм-индивидуализм) и особенности принятия решений. Выбор этих характеристик был сделан на основании пилотажного исследования, в котором изучались мнения экспертов (профессиональных киберспортсменов) о психологических факторах успешности в данном виде спортивной деятельности. Выборка исследования включала 56 респондентов в возрасте от 17 до 29 лет (средний возраст-22 года). Основную группу исследования составили 42 человека-участника киберспортивных игр, объединенные в 3 подгруппы по 14 человек в соответствии с дисциплинами компьютерного спорта, в которых соревнуются данные игроки (класс «Шутеры», класс «MOBA», класс «Файтинги»). Критерием для отбора респондентов являлось участие в киберспортивных турнирах, проходящих в off-line режиме. В число участников исследования вошли: экс-чемпионка России по дисциплине «Tekken Tag Tournament», рейтинговые участники международных соревнований, участники профессиональных киберспортивных команд, а также призёры соревнований различного уровня. В зависимости от вида компьютерной игры киберспортсмены различаются по частным свойствам нервной системы («сила тормозного процесса» и «инертность нервных процессов»), выраженности мотива «коллективистская направленность», по общему показателю воли и волевым качествам инициативность, энергичность, смелость и деловитость; на уровне тенденции представлены различия по частному свойству нервной системы «сила возбудительного процесса». Влияние игрового стажа проявляется в различиях по парным факторам темперамента S и N (снижается склонность к поведению типа S и увеличивается, к поведению типа N); влияние времени, уделяемого киберспорту, проявляется в различиях по волевым качествам ответственность, инициативность, энергичность; влияние успешности в киберспорте влияет на мотивацию и волевые качества киберспортсменов. На основе анализа эмпирических данных были составлены типологические портреты представителей трёх классов киберспортивных дисциплин («Шутеры», «MOBA» и «Файтинги»). Ключевые слова: киберспорт, киберспортсмен, психологические характеристики 1. Исследования психологических характеристик участников киберспортивных игр Психологические особенности-это особенности проявления психических и психофизиологических свойств человека, выступающие с одной стороны критериями его","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Culture \u0026 TechnologyStudiesonline multimedia journal"},"translated_abstract":"Аннотация. В исследовании рассматривались психологические характеристики киберспортсменов: свойства нервной системы, мотивы киберспортивной деятельности, волевые качества личности, направленность личности в игровом процессе (коллективизм-индивидуализм) и особенности принятия решений. Выбор этих характеристик был сделан на основании пилотажного исследования, в котором изучались мнения экспертов (профессиональных киберспортсменов) о психологических факторах успешности в данном виде спортивной деятельности. Выборка исследования включала 56 респондентов в возрасте от 17 до 29 лет (средний возраст-22 года). Основную группу исследования составили 42 человека-участника киберспортивных игр, объединенные в 3 подгруппы по 14 человек в соответствии с дисциплинами компьютерного спорта, в которых соревнуются данные игроки (класс «Шутеры», класс «MOBA», класс «Файтинги»). Критерием для отбора респондентов являлось участие в киберспортивных турнирах, проходящих в off-line режиме. В число участников исследования вошли: экс-чемпионка России по дисциплине «Tekken Tag Tournament», рейтинговые участники международных соревнований, участники профессиональных киберспортивных команд, а также призёры соревнований различного уровня. В зависимости от вида компьютерной игры киберспортсмены различаются по частным свойствам нервной системы («сила тормозного процесса» и «инертность нервных процессов»), выраженности мотива «коллективистская направленность», по общему показателю воли и волевым качествам инициативность, энергичность, смелость и деловитость; на уровне тенденции представлены различия по частному свойству нервной системы «сила возбудительного процесса». Влияние игрового стажа проявляется в различиях по парным факторам темперамента S и N (снижается склонность к поведению типа S и увеличивается, к поведению типа N); влияние времени, уделяемого киберспорту, проявляется в различиях по волевым качествам ответственность, инициативность, энергичность; влияние успешности в киберспорте влияет на мотивацию и волевые качества киберспортсменов. На основе анализа эмпирических данных были составлены типологические портреты представителей трёх классов киберспортивных дисциплин («Шутеры», «MOBA» и «Файтинги»). 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It analyzes the potentials of information technologies in vocational psychodiagnostics of senior schoolchildren. The article describes the theoretical and methodological grounds, content and diagnostic potentials of the computerized method in vocational psychodiagnostics. The computerized method includes three blocks of sub-tests to identify intellectual potential, personal qualities, professional interests and values, career orientations, as well as subtests to analyze the specific life experience of senior schoolchildren. The results of diagnostics allow developing an integrated psychodiagnostic conclusion with recommendations. The article contains options of software architecture for the given method.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="92fa7abdfb9209bd3e1df8a8d5003104" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51226671,"asset_id":30793332,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51226671/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30793332"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30793332"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30793332; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30793332]").text(description); $(".js-view-count[data-work-id=30793332]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30793332; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30793332']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 30793332, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "92fa7abdfb9209bd3e1df8a8d5003104" } } $('.js-work-strip[data-work-id=30793332]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30793332,"title":"Methodology for vocational psychodiagnostics of senior schoolchildren using information technologies","translated_title":"","metadata":{"abstract":"The article identifies the role and main problems of vocational psychodiagnostics in modern socio-cultural conditions. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30229126"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30229126/%D0%A1%D1%82%D1%80%D1%83%D0%BA%D1%82%D1%83%D1%80%D0%BD%D1%8B%D0%B5_%D0%B8_%D1%81%D0%BE%D0%B4%D0%B5%D1%80%D0%B6%D0%B0%D1%82%D0%B5%D0%BB%D1%8C%D0%BD%D1%8B%D0%B5_%D0%BE%D1%81%D0%BE%D0%B1%D0%B5%D0%BD%D0%BD%D0%BE%D1%81%D1%82%D0%B8_%D1%80%D0%B0%D0%BD%D0%BD%D0%B8%D1%85_%D0%B4%D0%B5%D1%82%D1%81%D0%BA%D0%B8%D1%85_%D0%B2%D0%BE%D1%81%D0%BF%D0%BE%D0%BC%D0%B8%D0%BD%D0%B0%D0%BD%D0%B8%D0%B9_%D0%BB%D0%B8%D1%86_%D1%81%D0%BE%D0%B2%D0%B5%D1%80%D1%88%D0%B8%D0%B2%D1%88%D0%B8%D1%85_%D0%BE%D1%81%D0%BE%D0%B1%D0%BE_%D1%82%D1%8F%D0%B6%D0%BA%D0%B8%D0%B5_%D0%BF%D1%80%D0%B5%D1%81%D1%82%D1%83%D0%BF%D0%BB%D0%B5%D0%BD%D0%B8%D1%8F"><img alt="Research paper thumbnail of Структурные и содержательные особенности ранних детских воспоминаний лиц, совершивших особо тяжкие преступления" class="work-thumbnail" src="https://attachments.academia-assets.com/50690114/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30229126/%D0%A1%D1%82%D1%80%D1%83%D0%BA%D1%82%D1%83%D1%80%D0%BD%D1%8B%D0%B5_%D0%B8_%D1%81%D0%BE%D0%B4%D0%B5%D1%80%D0%B6%D0%B0%D1%82%D0%B5%D0%BB%D1%8C%D0%BD%D1%8B%D0%B5_%D0%BE%D1%81%D0%BE%D0%B1%D0%B5%D0%BD%D0%BD%D0%BE%D1%81%D1%82%D0%B8_%D1%80%D0%B0%D0%BD%D0%BD%D0%B8%D1%85_%D0%B4%D0%B5%D1%82%D1%81%D0%BA%D0%B8%D1%85_%D0%B2%D0%BE%D1%81%D0%BF%D0%BE%D0%BC%D0%B8%D0%BD%D0%B0%D0%BD%D0%B8%D0%B9_%D0%BB%D0%B8%D1%86_%D1%81%D0%BE%D0%B2%D0%B5%D1%80%D1%88%D0%B8%D0%B2%D1%88%D0%B8%D1%85_%D0%BE%D1%81%D0%BE%D0%B1%D0%BE_%D1%82%D1%8F%D0%B6%D0%BA%D0%B8%D0%B5_%D0%BF%D1%80%D0%B5%D1%81%D1%82%D1%83%D0%BF%D0%BB%D0%B5%D0%BD%D0%B8%D1%8F">Структурные и содержательные особенности ранних детских воспоминаний лиц, совершивших особо тяжкие преступления</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">В статье рассматриваются структурные и содержательные особенности ранних детских воспоминаний лиц...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">В статье рассматриваются структурные и содержательные особенности ранних детских воспоминаний лиц, совершивших особо тяжкие преступления. В ходе сравнительного эмпирического исследования было установлено, что воспоминания преступников отличают такие характеристики как: диссоциированная позиция рассказчика, расширение «психологического пространства» воспоминаний, тема «рискованного поведения» связанная с неосознаваемой аутоагрессией, темы смерти и наказания, амбивалентность, отсутствие социальных эмоций, внутренняя конфликтность потребностно-мотивационной сферы, низкий социальный интерес.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="144649a3d74e8da85ad0ea2c322ffc94" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":50690114,"asset_id":30229126,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/50690114/download_file?st=MTczMjgyNjcyNSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30229126"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30229126"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30229126; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30229126]").text(description); $(".js-view-count[data-work-id=30229126]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30229126; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30229126']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 30229126, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "144649a3d74e8da85ad0ea2c322ffc94" } } $('.js-work-strip[data-work-id=30229126]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30229126,"title":"Структурные и содержательные особенности ранних детских воспоминаний лиц, совершивших особо тяжкие преступления","translated_title":"","metadata":{"abstract":"В статье рассматриваются структурные и содержательные особенности ранних детских воспоминаний лиц, совершивших особо тяжкие преступления. 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