Differences in communicative network activity among students of different areas of professional training

Akimkina Yuliya Evgen'evna ORCID: 0000-0001-7184-5789 Assistant at the Department of Psychology and Pedagogy, Peoples' Friendship University of Russia named after Patrice Lumumba 117198, Russia, Moscow, Miklukho-Maklaya str., 6 akimkina_yue@rudn.ru

Introduction

The study of communicative network activity, its features, essence and problems among students is of high importance in the modern world, due not only to the positive impact on life activity, but also to the manifestation of negative consequences. The relevance of this work lies in the need to identify differences in communicative network activity between students of different areas of vocational training to analyze the formation of communicative network activity depending on the specifics of education and vocational training, as well as to detect possible advantages and disadvantages of communicative network activity among students of different areas of vocational training. The obtained research results can be used to organize the digital educational environment and make practical recommendations for the formation and development of students' digital competence skills. 

The novelty of the work is that for the first time the differences in the communicative network activity of students of different areas of professional training are considered. The aim of the study is to study the differences in communicative network activity among students of different areas of professional training. 

Students choose communicative network activity, which is aimed at meeting the needs of the emotional and sensory sphere, and is also a means of realization and self-expression. The use of the construct "communicative network activity" broadly covers the essence of the communication process in the virtual world, the interaction of the individual with other participants and the virtual world, emphasizes the activity and dynamism of the individual, diversity and availability of network infrastructure. There are a number of properties of students' communicative network activity: anonymity, irreversibility of information transmission, asynchrony of messages/letters, synchronicity of responses and receiving/transmitting information, variability of self-presentation, network identity, unlimited simultaneous contacts and network interaction in general, overcoming temporal and spatial boundaries. Along with the possibilities of communicative network activity, certain risks appear. The formation and development of digital competence becomes a prerequisite for being in the virtual world and an essential skill. 

Thus, the study of differences in communicative network activity among students of different areas of professional training helps to identify problems, features, trends, understand their needs and interests, thereby helping students develop digital competence skills. 

When planning the study, a hypothesis was put forward: there are differences in communicative network activity among students of different areas of professional training. 

The following research tasks were formulated:  

1. To identify differences in the strategies of communicative network activity of students of different areas of professional training.
2. To analyze the gender differences of students in different areas of professional training, expressed in strategies of communicative network activity.

Literature review

To study the strategies of students' communicative network activity, it is necessary to understand the essence of the phenomenon of communication. The term Internet communication is used by scientists to refer to communication activities between users. However, there is still no unified understanding of communication on the Internet. In the scientific literature, communication has been studied as the transmission of information ^[6]; as the exchange of information ^[13]; as social communication ^[14]; as an information process ^[12], as an existential process that results in understanding the meaning of life ^[17].  From the above brief explanations of the term communication, it follows that this is not only the transmission and receipt of information, but also a complex multitasking, multilateral act of interaction based on the activity of participants. The basics of Internet communication take their origins in communication in the real world between people ^[18], repeat them, while new forms are formed and developed, different from communication in reality ^[19].

T. A. Bondarenko pointed out one of the key differences between communication and communication – the absence of non-verbal means of communication, consisting of facial expressions, gestures, etc. and the deprivation of communication speech of paralinguistic means ^[5].

A. M. Agaltsev compared communication and communication as follows: 1) through communication, the true existence of a person is found, and communication is an obligatory tool for the effective functioning of society; 2) morality and moral values are laid in the process of communication, in turn, communication is devoid of depth of immersion; 3) mutual understanding is necessary for communication, and this condition is not mandatory for communication; 4) communication determines as a whole the personality of a person, his value orientations, morality, perception of the world, behavior, and in communication determines the effectiveness most often of the status or social role of a person ^[1].

The main characteristics of communication in the virtual world are anonymity and the ability to use any identity, the absence of borders (temporal, geographical, social), unlimited, asynchronous, impunity ^{[3; 4; 7; 8]}. Thus, communication in the virtual world is not only the transmission and receipt of information, but also the network activity of a person, a special form of interaction. In view of the comprehensive reflection of the term communication on the Internet, it is more appropriate to use the term communicative network activity, which emphasizes that being online is not limited to simple messaging, but involves active interaction with other participants through various Internet resources. Students' communicative network activity is associated with sending messages on forums, social networks, applications, discussion of topics, exchange of information and ideas, likes and emojis, documents, video communication, geolocation control, commenting and feedback on messages from other participants, self-presentation of personality, blogging and other forms of communication through the network. Developed communicative network activity allows you to communicate and collaborate effectively, express yourself, share and receive feedback from other participants.

A.G. Gorbacheva divides communication in the network into constructive and destructive network activity of the individual ^[10].

Destructive communicative network activity has a negative impact on the psychological health of a person, destroys the integrity of the psyche, harms and damages the psychological well-being of the participants in the interaction. ^[2], Destructive communicative network activity includes – compulsive use and cognitive absorption, the emergence of Internet addiction, cyberbullying (slander, attacks), cyberstalking (prolonged aggressive pursuit of an object), flaming (negative behavior, conflict similar to a "skirmish"), hating (unflattering statements inciting hatred), hyping (introducing some idea and "infecting" as many users as possible with it), selfism (obsession to demonstrate oneself in the virtual world). 

Constructive communicative network activity consists in effective interaction of a person with the virtual world, its participants, is aimed at building relationships with other people in a positive way, contributes to the formation and development of useful skills and abilities. Constructive communicative network activity includes self-presentation, blogging, dating sites, performing economic actions aimed at meeting needs and reducing time, simplifying the receipt of services and other issues.

Due to the fact that students spend a lot of time in the virtual world, the question arises about the safety of communicative network activity. The most important security tasks are the protection of personal data, the ability to build virtual relationships, avoid inciting conflicts, and be aware of the negative consequences of being online. Accordingly, mastering the skills of digital competence by students is a priority task. 

The results of the study by A. S. Volkova and M. M. Kudaeva of digital literacy among students of non-digital areas of professional training showed that the inclusion of media literacy programs in the educational process is necessary ^[8]. Other scientists who conducted research on digital skills in students came to similar conclusions ^[11].

Methodology and methods of research

The article presents an analysis of theoretical and empirical research of students' communicative network activity. The object of this study is the communicative network activity of students. The subject of the study is the differences in the communicative network activity of students of different areas of professional training. The purpose of this study is to identify differences in communicative network activity among students of different areas of professional training. The methodological basis of the study was the subjective-personal approach (A. G. Asmolov, V. N. Myasishchev). 

An empirical study was conducted on the basis of RUDN, MIIT, KemSU, MSU, RNIMU named after N.I. Pirogov. The sample size was 240 respondents (120 boys and 120 girls), aged 17 to 23, average age 20.3 years. Respondents of the following areas of professional training: natural science (80 people), humanities (80 people), technical (80 people). Data collection took place in the period from November 2021 to March 2023 and was carried out using software Microsoft Forms. Methods of statistical processing included: H is the Kruskal-Wallis criterion, U is the Mann-Whitney criterion.

The following methods were used in the work: 

- "Questionnaire of problematic use of social networks" (N.A. Sirota, D.V. Moskovchenko, V.M. Yaltonsky, A.V. Yaltonskaya) ^[16]. The use of the Questionnaire made it possible to study the behavior of students in the conditions of communication of social networks, as well as to identify problematic trends in their use, through the scales: "Preference for online communication", "Emotion regulation", "Compulsive behavior", "Cognitive absorption", "Negative consequences"; 

 - "Methodology for assessing involvement in the use of information and communication technologies" (A.N. Tatarko, E.V. Maklasova, Z.H. Lepshokova, etc.) ^[15]. The methodology is used to analyze the trends of students' involvement in the inclusion of electronic technologies in their life through scales: "Communication in social networks", "Economic actions on the Internet", "Smartphone use" and "A variety of areas of ICT use". 

Results of an empirical study

Figure 1 shows the results of a comparative analysis using H-Kruskal-Wallis criterion of the data of the methodology "Problematic use of social networks" in students of different areas of professional training. Statistically significant differences were found on the scales: "Cognitive absorption" in the natural science direction - 108.28, humanitarian – 116.39, technical – 136.48 (H=7,064, p=0.029); "Negative consequences" in students of the natural science direction – 106.62, humanitarian - 121.21, technical – 133.34 (H=7,065, p=0.029). Students of the technical direction have cognitive absorption, uncontrolled mental return to the virtual world, respectively, this leads to difficulties in planning Internet time. Respondents of the technical direction are aware of the risks and negative consequences due to excessive stay in the virtual world. Such consequences include social isolation, deterioration of the quality of life and the emergence of problems in the real world. The least pronounced cognitive absorption and the appearance of negative consequences of Internet visits among students of the natural science direction. It can be assumed that the professional orientation of students' training has an impact on Internet behavior due to differences in methods and approaches, areas of knowledge, and professional specialization.

The analysis of the following scales did not show statistically significant differences: "Compulsive use" in students of natural science - 107.32, humanities - 121.76, technical – 132.11 (H=5.163, p=0.076); "Emotion regulation" in students of natural science – 109.66, humanities - 124.06, technical – 127.53 (N=2.076, p=0.226); "Preference for online communication" of the natural science direction - 111.91, humanitarian – 115.10, technical – 134.22 (N=4.892, p=0.087). Based on the data obtained, it can be concluded that students have similar tendencies on the Internet in terms of compulsive use, visiting the virtual world in order to raise their emotional mood and preferences for online communication. 

Figure 1. Comparative analysis of the problematic use of social networks among students of different areas of professional training

Figure 1. Comparative analysis of problematic use of social networks among students of different areas of professional training

         Next, we will consider the results of a comparative analysis using the Mann-Whitney U-test in relation to the problematic use of social networks on the basis of gender in students of different areas of vocational training (Table 1). Differences were found in students of the humanities (U=693,500, p=0.057) and technical (H=649,000, p=0.053)directions on the scale of "Emotion regulation". Girls of both directions choose to cope with the feeling of loneliness, raise their emotional mood, improve their emotional state, with the help of virtual communication. Differences were found on the scales of "Cognitive absorption" (U=412,500, p=0.000) and "Negative consequences" (U=481,000, p=0.003) in students of the natural science direction and are more pronounced in young men. Young people are aware of the negative impact of uncontrolled Internet use, while the desire to be in the virtual world is high and there is an obsessive mental return.

Table 1. Gender differences of students in problematic use of social networks 

Table 1. Gender differences among students in problematic use of social networks

Let's move on to a comparative analysis of the results in the areas of professional training of students "Methods for assessing student involvement in the use of ICT" using The Kruskal-Wallis H-test (Fig. 2). Statistically significant differences were found in students on the scales: "Diversity of ICT use areas" natural science - 118.44, humanities – 112.24, technical – 128.9 (H=2.340, p=0.053). "Economic actions" natural-scientific direction -166.91, humanitarian – 191.79, technical – 171.38 (H=2.178, p=0.055). Students of the technical direction use electronic technologies in a more diverse way, most likely this is due to the professional orientation of the field of knowledge and its practical application. Humanities students use technology in a less diverse way. At the same time, the humanitarian areas of training are inherent in performing economic actions in the virtual world, such as making various payments, buying and purchasing goods and services, using applications, Internet platforms and services for economic purposes, etc. 

When analyzing the following scales, no statistically significant differences were revealed: "Smartphone use" natural science direction - 118.66, humanitarian - 119.20, technical – 123.58 (H=0.407, p=0.816); "Communication in social networks" natural science direction - 175.15, humanitarian - 182.30, technical – 180.71 (H=0.318, p=0.853). General trends in the student sample are observed in relation to the use of a smartphone and being in social networks for the purpose of communication. 

Figure 2. Comparative analysis of the assessment of involvement in the use of ICT among students of different areas of professional training

Figure 2. Comparative analysis of assessment of involvement in the use of ICT among students of different areas of professional training

         Table 2 presents a comparative analysis on the basis of gender among students of different areas of professional training. Differences were found in young men of the humanitarian direction on the scale of "Economic actions on the Internet" (U=429,000, p=0.000). Young men are more likely to purchase goods and services in the virtual world, use applications and other resources. Girls of technical training choose communication in social networks more often than boys of the same direction (scale "Communication in social networks" U=595,500, p=0.052). Also, tech girls tend to use a smartphone more often than boys ("Smartphone use" U=609,500, p=0.026). 

Table 2. Gender differences of students in the involvement of the use of electronic technologies

Table 2. Gender differences among students in involvement in the use of electronic technologies

         Conclusion

         The present study considers the communicative network activity of students as a dynamic information interaction in the virtual world, characterized by a number of features.  

         Let's present the main conclusions obtained during the study:

1. Students of the technical direction of vocational training have an uncontrolled mental return to the virtual world. Respondents use electronic technologies in a variety of ways, do not fully realize the risks and negative consequences due to excessive stay in the virtual world. The results of the gender analysis revealed that girls of the technical direction are more involved in communication in social networks than boys, to avoid feelings of loneliness, and also use a smartphone more often than boys of the same direction.
2. It was revealed that students of the natural science direction of professional training have a slightly pronounced cognitive absorption and the appearance of negative consequences of immersion in the Internet. Gender analysis has shown that boys are more prone to Internet-dependent behavior than girls and more than girls understand the negative consequences of uncontrolled Internet use. Students equally use a smartphone and communicate on social networks, perform economic actions, regardless of gender differences. 
3. Students of the humanities of vocational training use electronic technologies less variously. At the same time, humanitarians are more willing to perform economic actions in the virtual world, such as buying and purchasing goods and services, using applications, Internet platforms, services, etc. for economic purposes. With regard to gender differences, it was revealed that girls more often choose communication in the virtual world as a place that helps to cope with the feeling of loneliness, to raise their emotional mood. Boys are more likely to commit economic actions in the virtual world than girls.
4. The professional orientation of students' training influences the communicative network activity of students, due to differences in methods and approaches, areas of knowledge, professional specialization.

Based on the data obtained, it can be concluded that the student youth, in addition to differences in communicative network activity, has a number of similar trends. Among the most pronounced similar trends is the preference for online communication, communication in social networks, visiting the virtual world in order to avoid feelings of loneliness. 

The results obtained during the study of the differences in the communicative network activity of students in different areas of professional training can be used to make practical recommendations for the formation and development of digital competence skills.