FEATURES OF STUDENTS’ PERSONALITY TRUST IN COMMUNICATIVE NETWORK ACTIVITY

Abstract

The article is devoted to the actual problem of personality trust of students in the conditions of network activity. The study of students’ personality trust in communicative network activity is of scientific significance due to the widespread inclusion of the Internet in life. Personality trust in the virtual world regulates human behavior. The aim of the study is to identify the features of students’ personality trust in communicative network activity. Methodology and methods of research. The article used research methods: theoretical, empirical, methods of mathematical processing of psychological data: Friedman’s Xr2–criterion, Mann-Whitney U-criterion, Spearman’s rank correlation coefficient. Computer data processing was carried out using the software packages “Excel” and “IBM SPSS Statistics 21”. A set of the following methods was used: “Methodology for studying the trust/distrust of a person to the world, other people, and oneself” (A. B. Kupreichenko) (the authors introduced an additional construct “virtual world”); “Questionnaire for problematic use of social networks” (N.A. Sirota, D.V. Moskovchenko, V.M. Yaltonsky, A.V. Yaltonskaya); “Methodology for assessing involvement in the use of information and communication technologies” (A.N. Tatarko, E.V. Maklasova, Z.H. Lepshokova, V.N. Galyapina, M.V. Efremova, D.I. Dubrov, M.A. Bultseva, E. .V Bushina, A.A Mironova). The empirical base of the study consisted of 200 respondents: boys – 100 people, girls – 100 people. Average age 20,6 years. Results and scientific novelty. For the first time, the personality trust of students in communicative network activity is considered. As a result of the empirical study, conclusions were drawn that self-confidence prevails among students in the virtual world. A comparative analysis based on gender showed that girls trust other people online more than boys. Differences were found on the scales “Trust in other people”, “Compulsive use”, “Cognitive absorption”, “Committing economic actions”, “Smartphone use”. The analysis revealed significant relationships between the components of personality trust and communicative network activity. A high level of self-confidence reduces anxious mental return to virtuality, growing trust in other people contributes to a feeling of comfort and security in communication, and with demonstrated trust in the virtual world, the desire to regularly stay in it increases. Practical significance. The results obtained during the study of the characteristics of students’ personality trust in communicative network activity can be used to organize a digital educational environment and make practical recommendations for conducting training work in order to develop digital competence skills.