ИСПОЛЬЗОВАНИЕ ШКОЛЬНИКАМИ ИНТЕРНЕТ-РЕСУРСОВ ДЛЯ РЕШЕНИЯ УЧЕБНЫХ И ПОЗНАВАТЕЛЬНЫХ ЗАДАЧ

Abstract

The article is devoted to the problem of using Internet resources by schoolchildren for solving cognitive tasks and self-development. A review of the literature noted a nonlinear (parabolic) relationship between the time spent on the Internet and the level of psychosocial well-being of a student. The article is aimed at identifying a similar relationship between the time, when a student uses the Internet and the student’s willingness to use the Internet for solving cognitive tasks and cognitive development. The question of the age dynamics of the ability to use Internet resources for solving cognitive tasks was also investigated. To test these ideas, a survey was conducted where schoolchildren from Yaroslavl participated in three age groups: 12-13 years old, 14-15 years old and 15-16 years old. The total sample size was 134 people. It was found out that the time spent on the Internet does not change with age, but the ability to use the Internet for solving cognitive problems and self-development increases with age. It was also found out that an increase in the time spent on the Internet and an increase in dependence on the Internet is negatively associated with the ability to use Internet resources for solving cognitive tasks and cognitive self-development. The study revealed that the turning point when schoolchildren change their attitude to the Internet and it turns from a means of entertainment and communication into a means of cognitive development is 14-15 years. At the same time, even in the senior school age, there remains a small group of boys and girls who do not want to use the Internet as a means of learning and development and treat it exclusively as a means of communication and entertainment. These individuals have a high level of Internet addiction.