The Influence of the Computer Passion on the Development of Teens’ Reflection
Keywords:
risk of computer addiction, computer enthusiasm, reflection, social regulation of behaviorAbstract
In proposed publication there are results of research held among 7th and 9th grade at Kyiv school with the risk of computer addiction and its relationship with the level of reflection development. The assumption in the research is that the high level of PC’s enthusiasm destructs the development of reflection as a mechanism of behavior regulation. The empirical research covered
48 students and consisted of two consecutive phases: measuring the level of computer’s enthusiasm and measuring of reflection’s level among interviewed students. The results of questionnaire demonstrated a high level of computer and Internet activity among the pupils. The most of the respondents in the number of 26 pointed that they play computer games often and very often. There were only six girls among this group of respondents. Besides the frequency of computer games playing, these pupils also demonstrated a high level of activity in the different kinds of Internet practices like a long stay in the social Network, staying online during 4 and more hours a day. The analysis of the row of critically evaluated judgments which were directed on the deeper diagnosis the problems related with the PC’s enthusiasm showed that the most interested in computer and Internet pupils agree that they don’t notice as time passes when they online, that they have a desire to reduce staying on computer, that they feel emotional exaltation before connect the network, that they have problems with their study at school. The second part of research was directed on measuring of the level of the teen’s reflection. The general amount of respondents was 35 persons (only 9th grade students). The method of the diagnosis of the reflection’s level by A.V. Karpov has been chosen as the key instrument. There was proved in the publication the reliability of the main assumption of the research through the visual demonstration of the reverse feedback between the levels of the development of the reflection and the frequency of computer games playing.
References
Bigun N. V. Subyektyvni obrazu depresiyi u pidlitkiv yak predmet psyhologichnoyi refleksiyi [Teens’ subjective images of depression as an object of psychological reflection] / N. Bigun // Psyhologiya i suspilstvo. – 2007. – No 3. – P. 108–115.
2. Буряк В. К. Формування у студентів критичного стилю мислення / В. Буряк // Вища школа. – 2007. – № 3. – C. 21–30. Buryak V. K. Formuvanya u studentiv krytuchnogo stulyu muslennya [Forming Student’s Critical Style of Thinking]
/ V. Buryak // Vyshcha shkola. – 2007. – № 3. – С. 21–30.
3. Ильенков Э. В. Диалектическая логика: очерки истории и теории / Э. В. Ильенков. – М. : Политиздат, 1984. – 320 с.
Ilyenkov E. V. Dialekticheskaya logika: oherky istorii i teorii [Dialectical Logic:
Essays of the History and Theory] / E. V. Ilyenkov. – 2-ye izd. dop. – Moscov : Politizdat, 1984. – 320 p.
4. Карпов А. В. Рефлексивность как психическое свойство и методика ее диагностики // Психологический журнал. – 2003. – № 5. – С. 45–57.
Karpov A. V. Refleksivnost’ kak psyhicheskoe svoystvo i metodyka yeyo diagnos- tyky [Reflection as Psychological Property and the Methods of Its Diagnostics] // Psyhologicheskiy jurnal. – 2003. – No 5. – P. 45–57.
5. Психология подростка. Полное руководство / под общ. ред. А. А. Реана. –
СПб. : Прайм-ЕВРОЗНАК, 2008. – 504 c.
Psyhologiya podrostka. Polnoe rukovodstvo [Adolescent’ psychology. A Complete Guide] / pod. obshc. red. A. A. Reana. – Spb. : PRAYM-YEVROZNAK, 2008. – 504 p.
