DEE Evaluation and Personal Characeristics Data.xlsx (1.96 MB)
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Evaluation of DEE by University Students’ Depending on Their Personal Characteristics

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posted on 14.02.2022, 03:05 authored by Nataly RadchikovaNataly Radchikova, Polyanskaya E.N., Nina Kozyreva, Lobanov Alexander, Maria OdintsovaMaria Odintsova, Marina SorokovaMarina Sorokova, Chernov Dmitry, Khodyakova Natalia, Natalia VasyaginaNatalia Vasyagina
The survey was devoted to the assessment of digital educational environment (DEE) by university students in connection with their personality characteristics. The survey was conducted using google forms and was anonymous. To identify personality traits, Big Five Inventory was used. Self-regulation resources were determined using self-activation and the style of self-regulation of behavior. To determine the attitude to learning in the DEE, the AUDEE Scale was used, and to determine the attitude to learning activities, Activity-Related Experiences Assessment technique (AREA). A questionnaire was also offered with questions about students’ socio-demographic characteristics and attitudes towards training at the DEE

History

Research questions / Hypotheses

1) Are personal characteristics correlated with DEE evaluation? 2) Is there a difference between Belarusian and Russian samples?

Participants / Sample description

Total N=1582 students from Belarus and Russia completed the questionnaire: 1059 (67%) from Russia. Mean age = 21,3 ±6,3 years (median = 19 years). The majority of respondents are female (N=1325 (84%)) and are receiving their first higher education (N=1369 (86,5%)). The experience in DEE is mainly restricted from half a year to 2 years (N=1139 (72%)).

Apparatus and materials

Online survey using the Internet platforms (Google Form)

Data collection procedure

The database was collected in September-December 2021

Statistical methods

1. Descriptive statistics 2. Inferential statistics

Results

It is possible to distinguish two groups based on the results of AUDEE scale: Acceptance group and Resistance group. The groups differ in agreeableness and conscientiousness, and both of these qualities are higher in Acceptance group. The members of the Acceptance group also have a higher level of self-activation and self-regulation of behavior: they better plan goals, program their actions and model conditions for achieving goals. The groups differ in patterns of experiences in learning activities: the members of the Resistance group make more efforts in learning activities with less pleasure, they are characterized by such experiences as meaninglessness and emptiness

Journal

Education and Science

Affiliation

Marina G. Sorokova, Doctor in Education, PhD in Physics and Mathematics, Head of Scientific and Practical Center for Comprehensive Support of Psychological Research PsyDATA, Professor, Chair of Applied Mathematics Department, Faculty of Information Technology, , Moscow State University of Psychology & Education, Moscow, Russia Maria A. Odintsova, PhD in Psychology, Professor, Chair of Psychology and Pedagogy of Distance Learning, Head of the Chair of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia Nataly P. Radchikova, PhD in Psychology, Associate Professor of the Department of Developmental Psychology, Faculty of Pre-School Pedagogy and Psychology, Moscow Pedagogical State University; Leading Researcher of Scientific and Practical Center for Comprehensive Support of Psychological Research PsyDATA, Moscow State University of Psychology & Education, Moscow, Russia