ВЗАИМОСВЯЗЬ ОСОБЕННОСТЕЙ САМОРЕГУЛЯЦИИ И ПРИНЯТИЯ ТЕХНОЛОГИЙ У СТУДЕНТОВ ВУЗА

Abstract

Education is increasingly using various technologies: training management systems, different platforms, mobile devices, social networks, etc. In the conditions of distance learning, the requirements for the independence of students are increasing, learning activity is carried out based on self-regulation. The authors carried out the study in April-May of 2020 in the context of switching of full-time students to distant learning. The paper aims at the study of the interrelation between self-regulation and the acceptance of technologies by high school students. The hypothesis of the research: The respondents, who have high performance of the self-regulation level, will demonstrate a higher level of technology acceptance. By the time of collecting the materials, the students have been studying online for two months using distance training technologies. The authors carried out the study of the selected group of 75 students of higher education institutions. In general, according to the results, the authors noted low values on the Modeling, Assessment of Results, and Flexibility scales and higher values on the Programming scale. The study revealed differences between male and female groups on the Modeling, Reliability, and General Level of Self-regulation scales (p≤0.05). The respondents, who subjectively assess the quality of Internet connection as low, in general, are more loyal to the technologies and, to a greater extent, show their intention to use technologies in their training. The study identified negative correlations between the Reliability, General Level of Self-regulation, and Personal Utility scales of two techniques. In this case, the hypothesis was not confirmed: it turned out that the respondents with a high level of self-regulation tended to believe that technologies were not so useful in their activity as they did not promote its efficiency.