学生对多任务处理态度的心理和数字因素

E. Rasskazova, G. Soldatova
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引用次数: 0

摘要

介绍。尽管来自认知方法的证据表明,在多任务处理条件下,表现会下降,但多任务处理越来越被视为一项需要培养的重要技能,尤其是在年轻人中。本研究旨在揭示学生多任务主观评价的个人因素(个人特质、基本需求满足)和数字因素(用户活动、组合活动、技术态度、数字能力)及其多任务态度。方法论和研究方法。在研究过程中,260名莫斯科大学的学生回答了关于他们多任务处理及其态度的问题,然后填写了评估主观幸福感、学习态度、个人特征、基本心理需求、用户和综合活动、对技术的态度、数字能力和对教育数字化的渴望的量表。采用描述性统计、Pearson相关分析、分组比较方法(Pearson卡方检验、Student’s t检验)对数据进行处理。据学生们估计,他们几乎把白天一半的时间花在结合不同的活动上。大多数学生认为多任务处理是一项有用的技能,并希望提高它。多任务处理得分越高,责任心、经验开放性、能力、积极情绪,以及科技癖和数字技能都越强。在综合活动水平较高、技术狂热、技术国家性较高的学生中,以及对数字化教育机会估计较高的学生中,提高自己多任务处理能力的愿望更高。三分之二的学生认为多任务处理是一种有用的能力;每两个学生中就有一个认为多任务处理能力可以通过训练来培养。多任务处理和改进它的愿望与把多任务处理作为一种训练和发展的技能的态度有关,而它的有用性或独特性的想法实际上与心理和数字因素无关。进一步的研究可能旨在揭示主观多任务处理与活动日记数据和实验组织多任务处理之间的关系。科学的新奇。从综合的角度,结合个人特点和网络活动的特点,调查了年轻人对多任务处理格式的态度。现实意义。学生对同时做几件事的个人选择的多任务处理态度的特点,在其他方面反映了对多任务处理的积极态度和发展它的愿望,可以成为制定教育计划的重要组成部分,以及在教育数字化条件下提供师生互动的重要知识。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Psychological and digital factors of student attitudes towards multitasking
Introduction. Despite the evidence from the cognitive approach that performance decreases under multitasking conditions, multitasking is increasingly seen as an important skill to develop, especially among young people.Aim. The present research aims to reveal personal (personal traits, satisfaction of basic needs) and digital (user activity, combined activity, attitude to technology, digital competence) factors of subjective assessment of multitasking in students and their attitude to multitasking.Methodology and research methods. In the course of the research, 260 students of Moscow universities answered questions about their multitasking and their attitude to it, and then filled out the scales for assessing subjective well-being, attitudes towards learning, personal traits, basic psychological needs, user and combined activity, attitudes to technology, digital competence and the desire for digitalisation of education. The data were processed using descriptive statistics, Pearson’s correlation analysis, group comparison methods (Pearson’s Chi-square, Student’s t-test).Results. According to the estimates of the students, they spend almost half of their daytime combining different activities. Most of students consider multitasking as a useful skill and would like to improve it. Higher multitasking scores are associated with greater conscientiousness, openness to experience, competence, positive emotions, as well as technophilia, digital skills. The desire to improve own multitasking is higher among students with a higher level of combined activity, technophilia, technorationality, as well as among students, who higher estimate the opportunities of digitalisation in education. Two out of three students consider multitasking as a useful ability; every second student thinks that multitasking can be developed by training. Multitasking and the desire to improve it are related to the attitude towards multitasking as a trained and developed skill, while the idea of its usefulness or uniqueness is practically not related to psychological and digital factors. Further research may be aimed at revealing relationships between subjective multitasking with activity diary data and experimentally organised multitasking.Scientific novelty. The attitude to multitasking format among young people was investigated from the perspective of a comprehensive approach, which combines personal characteristics and peculiarities of online activity.Practical significance. The peculiarities of students’ attitudes towards multitasking as a personal choice of doing several things simultaneously, reflecting among other things a positive attitude towards multitasking and a desire to develop it, can become a significant component to develop educational programmes, as well as important knowledge to provide interaction between teachers and students under the conditions of digitalisation in education.
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