RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4567510.22363/2313-1683-2024-21-4-1036-1063LKACYZPERSONALITY IN CONTEMPORARY EDUCATIONAL SPACE: ACADEMIC SUPERVISION, DIGITALIZATION, COMMUNICATIONЛИЧНОСТЬ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ: НАУЧНОЕ РУКОВОДСТВО, ЦИФРОВИЗАЦИЯ, КОММУНИКАЦИЯResearch ArticleAttitudes towards Digital Educational Technologies among University Students of Different Fields of Study: Role of Academic Motivation and Personality TraitsОтношение к цифровым образовательным технологиям у студентов разных направлений обучения: роль академической мотивации и личностных чертhttps://orcid.org/0000-0001-5831-154735766733000Q-5276-20167717-2834NovikovaIrina A.НовиковаИрина Александровна

Ph.D. in Psychology, Associate Professor, is Associate Professor at the Psychology and Pedagogics Department

кандидат психологических наук, доцент, доцент кафедры психологии и педагогики

novikova_ia@pfur.ruhttps://orcid.org/0000-0002-6526-726257222720667ACD-4333-20221819-7877BychkovaPolina A.БычковаПолина Александровна

Ph.D. in Psychology, is Assistant at the Psychology and Pedagogics Department

кандидат психологических наук, ассистент кафедры психологии и педагогики

bychkova_pa@pfur.ru571919980666172-5460ShlyakhtaDmitriy A.ШляхтаДмитрий Александрович

Ph.D. in Psychology, Associate Professor, is Associate Professor at the Psychology and Pedagogics Department

кандидат психологических наук, доцент, доцент кафедры психологи и педагогики

shlyakhta_da@pfur.ruhttps://orcid.org/0000-0003-3482-507056005222400Q-5419-20163416-1350NovikovAlexey L.НовиковАлексей Львович

Ph.D. in Philology, Associate Professor, is Associate Professor at the General and Russian Linguistics Department

кандидат филологических наук, доцент, доцент кафедры общего и русского языкознания

novikov_al@pfur.ruRUDN UniversityРоссийский университет дружбы народов имени Патриса Лумумбы15122024214VOL 21, NO4 (2024)ТОМ 21, №4 (2024)1036106329082025Copyright ©; 2024, Novikova I.A., Bychkova P.A., Shlyakhta D.A., Novikov A.L.Copyright ©; 2024, Новикова И.А., Бычкова П.А., Шляхта Д.А., Новиков А.Л.2024Novikova I.A., Bychkova P.A., Shlyakhta D.A., Novikov A.L.Новикова И.А., Бычкова П.А., Шляхта Д.А., Новиков А.Л.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/45675

Numerous research in recent years has focused on the pros and cons of using digital technologies in education. It has been established that difficulties associated with the digital transformation of education are determined not only by objective reasons, but also by the psychological characteristics of participants in the educational process and their attitudes towards digital educational technologies (DETs). The purpose of present study is to identify differences both in the attitudes towards DETs, and in the correlation of these attitudes’ indicators with personality traits and academic motivation between university students of different fields of study. The study involved 362 students (90.05% females), including 199 Psychology and 163 Philology students of RUDN University. Students’ attitudes towards DET were measured with The Attitudes towards DETs Scale for University Students based on the Tripartite Model of Attitudes. The educational motivation of students was measured with The Academic Motivation Scales based on Deci and Ryan’s Self-Determination Theory. The personality traits were measured with the short version of the NEO Five-Factor Inventory. The research findings show that the differences between Psychology and Philology students appear not so much in their attitudes towards DETs, but in the correlations and regression models of the studied variables. The most significant predictors of the attitudes towards DETs are Agreeableness, Conscientiousness and Motivation for personal growth in psychologists, and Openness, Extraversion and Intrinsic cognition motivation in philologists.

Многочисленные исследования последних лет посвящены плюсам и минусам использования цифровых технологий в образовании. Установлено, что трудности, связанные с цифровой трансформацией образования, определяются не только объективными причинами, но и психологическими особенностями участников образовательного процесса и их отношением к цифровым образовательным технологиям (ЦОТ). Цель исследования - выявление различий как в отношении к ЦОТ, так и во взаимосвязях показателей этого отношения с личностными чертами и академической мотивацией у студентов разных направлений подготовки. В исследовании приняли участие 362 студента (90,05 % девушки), в том числе 199 студентов-психологов и 163 студента-филолога РУДН. Отношение студентов к ЦОТ определялось с помощью авторской методики «Шкала диагностики отношения студентов к ЦОТ», разработанной на основе трехкомпонентной модели аттитюда. Академическая мотивация студентов измерялась с помощью опросника «Шкалы академической мотивации», основанного на теории самодетерминации Деси и Райана. Личностные черты диагностировались с помощью «Пятифакторного опросника». Результаты исследования показали, что различия между студентами психологического и филологического направлений подготовки проявляются не столько в их отношении к ЦОТ, сколько в корреляциях и регрессионных моделях изучаемых переменных. Наиболее значимыми предикторами отношения к ЦОТ у студентов-психологов являются доброжелательность (согласие), добросовестность и мотивация саморазвития, у студентов филологов - открытость, экстраверсия и познавательная мотивация.

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