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

Abstract

The article is devoted to the problem of communicative network activity among students of different areas of professional training. The study of the communicative activity of students, its impact on their life becomes necessary due to their high involvement in the virtual world. The main form of interaction on the Internet for students is communicative network activity. The purpose of the research is to study the differences in communicative network activity among students of different areas of professional training. The author used such research methods as: theoretical, empirical, methods of mathematical processing of psychological data: H-Kruskal-Wallis criterion, U-Mann-Whitney criterion. Computer data processing was carried out using the software packages "Excel" and "IBM SPSS Statistics 21". A set of the following methods is used: "Questionnaire of problematic use of social networks"; "Methodology for assessing involvement in the use of information and communication technologies". The empirical base of the study was 240 respondents, with an average age of 20.3 years. Students of the technical direction have an uncontrolled mental return to the virtual world, a tendency to use electronic technologies in a variety of ways; the cognitive absorption and the appearance of negative consequences of immersion in the Internet are slightly expressed in the scientific profile; the humanitarian direction lacks diversity in the use of electronic technologies, however, they have a high involvement in performing economic actions in the virtual world. It is important to note the existence of general trends that are independent of the professional direction of the training of students: the priority of online communication, communication in social networks, visiting the Internet in order to avoid feeling lonely. The results obtained during the study of the differences in the communicative network activity of students of different areas of professional training can be used to make practical recommendations for the formation and development of digital competence skills.