Метааналитическое исследование полезависимости — поленезависимости школьников на различных этапах цифровизации общества

Авторы

  • Анна Сергеевна Черных Российский государственный педагогический университет им. А. И. Герцена https://orcid.org/0000-0002-4879-305X

DOI:

https://doi.org/10.33910/2686-9527-2023-5-2-169-184

Ключевые слова:

метаанализ, цифровизация, цифровые технологии, когнитивный стиль, полезависимость, поленезависимость, школьный возраст, школьники

Аннотация

Введение. Начало двадцать первого века сопровождалось быстрым развитием цифровых технологий, кардинально изменивших жизненную среду современного человека. Процесс цифровизации стремительно и масштабно вошел в жизненное пространство как взрослых, так и детей, что впоследствии оказало значительное влияние не только на все сферы деятельности человека, но и на процессы его развития. Современные тенденции цифровой трансформации жизненной среды не могли не сказаться на характере формирования не только личностной, но и познавательной сферы подрастающего поколения. Целью исследования стало изучение характера изменений в уровне полезависимости — поленезависимости школьников разного возраста на различных этапах цифровизации общества.

Материалы и методы. Метааналитическое исследование было осуществлено в несколько этапов, в ходе которых проводился поиск источников, оценка их уместности на основе критериев включения и исключения, качественный и количественный анализ отобранных данных исследования. В результате для метааналитического исследования было отобрано 29 публикаций, выполненных на материале исследований полезависимости — поленезависимости учащихся школьного возраста.

Результаты. Определены основные тенденции изменений в уровне полезависимости — поленезависимости школьников разного возраста на различных этапах цифровизации общества. Исследование показало, что поленезависимость как младших школьников, так и младших подростков растет с каждым этапом цифровизации, в то время как поленезависимость старших подростков остается на всех этапах цифровизации примерно на одном и том же уровне.

Заключение. На основе полученных данных делается вывод, что влияние степени цифровизации жизненной среды на показатели полезависимости — поленезависимости школьников опосредуется возрастными закономерностями становления их когнитивно-стилевых характеристик. Перспективным продолжением исследования в рамках как зарубежной, так и отечественной психологической науки представляется изучение других «цифровых трансформаций» когнитивного потенциала школьников разного возраста на различных этапах цифровизации общества.

Библиографические ссылки

ЛИТЕРАТУРА

Баканов, А. С., Сиваш, О. Н. (2017) Взаимосвязь когнитивного стиля и профессиональной успешности при взаимодействии с информационными системами. Институт психологии Российской академии наук. Организационная психология и психология труда, т. 2, № 1, с. 161–174. EDN: YIRIVL

Богачева, Н. В. (2015) Индивидуально-стилевые особенности взрослых игроков (на материале компьютерных игр). Диссертация на соискание степени кандидата психологических наук. М., МГУ им. М. В. Ломоносова, 199 с.

Бороховский, Е. Ф., Бернард, Р. М. (2013) Количественные синтезы в социальных науках: методология и практика мета-анализа. Часть 1. Психология. Экономика. Право, № 2, с. 6–15. EDN: RBMQPD

Валиева, А. А., Шакирова, Г. Ф. (2021) Взаимосвязь когнитивного стиля «полезависимость/поленезависимость» и клипового мышления у одаренных подростков. В кн.: Р. А. Валеева (ред.). Педагогическое образование: новые вызовы и цели. VII Международный форум по педагогическому образованию: сборник научных трудов. Ч. IV. Казань: Изд-во Казанского университета, с. 74–83.

Гальченко, А. С., Григорьев, П. Е., Поскотинова, Л. В. (2020) Взаимосвязь интернет-зависимости с когнитивно- стилевыми особенностями обучающихся. Вестник Мининского университета, т. 8, № 3, с. 7–12. https://doi.org/10.26795/2307-1281-2020-8-3-7

Ермаков, П. Н., Денисова, Е. Г., Куприянов, И. В., Коленова, А. С. (2022) Психологические предикторы конструктивных и деструктивных форм информационного поведения молодежи. Российский психологический журнал, т. 19, № 2, с. 21–34. https://doi.org/10.21702/rpj.2022.2.2

Жеребненко, О. А., Кузнецова, Л. Б., Москаленко, С. В., Балыков, В. В. (2018) Исследование отношения младших школьников к современным цифровым технологиям посредством зоометафор. Современные исследования социальных проблем, т. 9, № 2-1, с. 37–54. https://doi.org/10.12731/2218-7405-2018-2-37-54

Иконникова, Г. Ю., Лисовская, Н. Б., Тужикова, Е. С. (2020) Проблема цифровизации в современном образовании (на примере РГПУ им. А. И. Герцена). Психология человека в образовании, т. 2, № 2, с. 150–156. https://doi.org/10.33910/2686-9527-2020-2-2-150-156

Никулина, Т. В., Стариченко, Е. Б. (2018) Информатизация и цифровизация образования: понятия, технологии, управление. Педагогическое образование в России, № 8, с. 107–113. http://dx.doi.org/10.26170/po18-08-15

Прохоров, А., Коник, Л. (2019) Цифровая трансформация. Анализ, тренды, мировой опыт. 2-е изд., испр. и доп. М.: КомНьюс Груп, 368 с.

Тульчинский, Г. Л. (2017) Цифровая трансформация образования: вызовы высшей школе. Философские науки, № 6, с. 121–136.

Холодная, М. А. (2004) Когнитивные стили. О природе индивидуального ума. 2-е изд. СПб.: Питер, 384 с.

Чеботарева, А. А., Чеботарев, В. Е., Розанов, А. С. и др. (2018) Информационное общество и информатизация образовательного пространства: проблемы и перспективы. В кн.: С. В. Иванова (ред.). Образовательное пространство в информационную эпоху. М.: Институт стратегии развития образования РАО, c. 157–166.

Черемошкина, Л. В. (2013) Интернет-активность как фактор влияния на когнитивные способности старших школьников. Вестник Московского университета. Серия 20: Педагогическое образование, № 1, с. 94–113. https://doi.org/10.51314/2073-2635-2013-1-94-113

Adegoke, B. A. (2011) Effect of direct and indirect teacher influence on dependent-prone students’ learning outcomes in secondary school mathematics. Electronic Journal of Research in Educational Psychology, vol. 9, no. 23, pp. 283–308. https://doi.org/10.25115/ejrep.v9i23.1438

Alevriadou, A., Tsakiridou, H., Hatzinikolaou, K., Grouios, G. (2004) Field dependence-independence of normally developing and mentally retarded boys of low and upper/middle socioeconomic status. Perceptual and Motor Skills, vol. 99, no. 3, pp. 913–923. https://doi.org/10.2466/pms.99.3.913-923

Aydın Ceran, S., Ates, S. (2020) Conceptual understanding levels of students with different cognitive styles: An evaluation in terms of different measurement techniques. Eurasian Journal of Educational Research, vol. 20, no. 88, pp. 149–178.

Barglow, R. (1994) The crisis of the self in the age of information: Computers, dolphins and dreams. London; New York: Routledge, 227 р.

Daneshamooz, S., Radmehr, F., Alamolhodaei, H., Mohajer, M. (2012) The effects of sleep duration on predictive factors of mathematical performance. ARPN Journal of Science and Technology, vol. 2, no. 4, pp. 283–291.

Dey, A. (2017) A study on the impact of social subdivisions (Hindus and Muslims) on children’s human figure drawing and cognitive style: An attempt to find the difference between the two social subdivisions. International Journal of Home Science, vol. 3, no. 1, pp. 206–209.

Dinges, N. G., Hollenbeck, A. R. (1978) Field dependence-independence in Navajo children. International Journal of Psychology, vol. 13, no. 3, pp. 215–220. https://doi.org/10.1080/00207597808246626

Farsi, M., Bagheri, M. S., Sharif, M., Nematollahi, F. (2014) Relationship between field dependence/independence and language proficiency of female EFL students. International Journal of Language Learning and Applied Linguistics World, vol. 6, no. 3, pp. 208–220.

Fritz, R. L., Stewart, B., Norwood, M. (2002) A Comparison of field-dependence cognitive styles of professionals in purchasing and consumer service and secondary marketing education students, with implications for workforce development. Journal of Career and Technical Education, vol. 18, no. 2, pp. 66–78. https://doi.org/10.21061/jcte.v18i2.610

Gargiulo, R. M. (1982) Reflection/impulsivity and field dependence/independence in retarded and nonretarded children of equal mental age. Bulletin of the Psychonomic Society, vol. 19, no. 2, pp. 74–77. https://doi.org/10.3758/BF03330044

Guisande, M. A., Páramo, M. F., Tinajero, C., Almeida, L. S. (2007) Field dependence-independence (FDI) cognitive style: An analysis of attentional functioning. Psicothema, vol. 19, no. 4, pp. 572–577. https://pubmed.ncbi.nlm.nih.gov/17959109

Guisande, M. A., Tinajero, C., Cadaveira, F., Páramo, M. F. (2012) Attention and visuospatial abilities: A neuropsychological approach in field-dependent and field-independent schoolchildren. Studia Psychologica, vol. 54, no. 2, pp. 83–94.

Horino, H. (2008) Cognitive styles of elite and non-elite female soccer players. In: T. Reilly, F. Korkusuz (eds.). Science and Football VI. The Proceedings of the Sixth World Congress on Science and Football. London: Routledge Publ., pp. 430–433.

Ifelunni, C. O., Ezema, R. F., Victor, S. et al. (2022) Cognitive styles as a correlate of pupils’ academic achievement in South-East, Nigeria. International Journal of Social Science and Human Research, vol. 5, no. 1, pp. 159–166. https://doi.org/10.47191/ijsshr/v5-i1-24

Lin, H.-C. K., Su, S.-H., Hsieh, Y.-C., Tsai, S.-C. (2014) Impacts of affective tutoring system on the academic achievement of primary school students with different cognitive styles—an example of marine education. The New Educational Review, vol. 38, no. 4, pp. 248–259. https://doi.org/10.15804/tner.14.38.4.19

Lockheed, M. E., Harris, A. M., Stone, M. K., Fitzgerald, M. L. (1977) Validation of a children’s group embedded figures test. Perceptual and Motor Skills, vol. 44, no. 3, pp. 1259–1263. https://doi.org/10.2466/pms.1977.44.3c.1259

Maghsudi, M. (2007) The interaction between field dependent/independent learning styles and learners’ linguality in third language acquisition. Language in India, vol. 7, no. 5, pp. 1–23.

Mebane, D., Johnson, D. J. (1970) A comparison of the performance of Mexican boys and girls on Witkin’s cognitive tasks. Interamerican Journal of Psychology, vol. 4, no. 3–4, pp. 227–239.

Mousavi, S., Radmehr, F., Alamolhodaei, H. (2012) The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity. Electronic Journal of Research in Educational Psychology, vol. 10, no. 28, pp. 1223–1248. https://doi.org/10.25115/ejrep.v10i28.1532

Mutlu, M., Temiz, B. K. (2013) Science process skills of students having field dependent and field independent cognitive styles. Educational Research and Reviews, vol. 8, no. 11, pp. 766–776.

Negroponte, N. (1995) Being digital. New York: Alfred A. Knopf Publ., 255 p.

Osborne, E. W. (2000) Effects of level of openness in agriscience experiments on student achievement and science process skill development. Journal of Southern Agricultural Education Research, vol. 50, no. 1, pp. 75–81.

Rezaeian, M. (2012) An investigation into the relationship between field dependence/independence, sex, and age, towards EFL proficiency in Iranian language learners. The Iranian EFL Journal, vol. 8, no. 5, pp. 82–98.

Saadatmanesh, S. (2014) The correlation between EFL learners’ multiple intelligences and their English achievement abilities regarding their learning styles. Merit Research Journal of Education and Review, vol. 2, no. 3, pp. 62–73.

Şahin, F., Ateş, S. (2020) Examination of the relationship between seventh-grade students’ scientific literacy among certain cognitive variables. Education and Science, vol. 45, no. 203, pp. 63–89. https://doi.org/10.15390/EB.2020.8552

Sirait, R. L., Sibuea, A. M., Murad, A. (2017) The effect of learning models and cognitive style on mathematics learning outcomes of grade 5 students. In: Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Vol. 104. Amsterdam: Atlantis Press, pp. 150–153. https://doi.org/10.2991/aisteel-17.2017.32

Tapscott, D. (1995) The digital economy: Promise and peril in the age of networked intelligence. New York: McGraw- Hill Publ., 368 p.

Thomson, K., Watt, A., Liukkonen, J. (2014) Developmental and cultural aspects of field-dependence in 11 and 12 years old Estonian and Finnish students. Trames. A Journal of the Humanities and Social Sciences, vol. 18, no. 1, pp. 89–101. https://doi.org/10.3176/tr.2014.1.06

Venkata Rao, B. (2007) Study of academic achievements in mathematics in relation to cognitive style and attitude towards mathematics. Global Journal for Research Analysis, vol. 3, no. 1, pp. 7–8.

Villalobos, J. A. L., Pintado, I. S., de Llano, J. M. A. et al. (2010) Utilidad del children’s embedded figures test en el trastorno por déficit de atención con hiperactividad. Clínica y Salud, vol. 21, no. 1, pp. 93–103. https://doi.org/10.5093/cl2010v21n1a8

Weymer, R. A. (2002) Factors affecting students’ performance in sixth grade modular technology education. Journal of Technology Education, vol. 13, no. 2, pp. 34–47. https://doi.org/10.21061/jte.v13i2.a.3

Witkin, H. A., Goodenough, D. R., Karp, S. A. (1967) Stability of cognitive styles from childhood to young adulthood. Journal of Personality and Social Psychology, vol. 7, no. 3-1, pp. 291–300. https://doi.org/10.1037/h0025070

Yaghoobi, A., Mokhtaran, M., Mohammadzadeh, S. (2019) Cognitive styles and psychological resilience as predictors of academic burnout. Iranian Evolutionary and Educational Psychology Journal, vol. 1, no. 1, pp. 1–7. http://dx.doi.org/10.29252/IEEPJ.1.1.1

REFERENCES

Adegoke, B. A. (2011) Effect of direct and indirect teacher influence on dependent-prone students’ learning outcomes in secondary school mathematics. Electronic Journal of Research in Educational Psychology, vol. 9, no. 23, pp. 283–308. https://doi.org/10.25115/ejrep.v9i23.1438 (In English)

Alevriadou, A., Tsakiridou, H., Hatzinikolaou, K., Grouios, G. (2004) Field dependence-independence of normally developing and mentally retarded boys of low and upper/middle socioeconomic status. Perceptual and Motor Skills, vol. 99, no. 3, pp. 913–923. https://doi.org/10.2466/pms.99.3.913-923 (In English)

Aydın Ceran, S., Ates, S. (2020) Conceptual understanding levels of students with different cognitive styles: An evaluation in terms of different measurement techniques. Eurasian Journal of Educational Research, vol. 20, no. 88, pp. 149–178. (In English)

Bakanov, A. S., Sivash, O. N. (2017) Vzaimosvyaz’ kognitivnogo stilya i professional’noj uspeshnosti pri vzaimodejstvii s informatsionnymi sistemami [The relationship between cognitive style and professional success in the interaction with the information system]. Institut psikhologii Rossiyskoj akademii nauk. Organizatsionnaya psikhologiya i psikhologiya truda — Institute of Psychology Russian Academy of Sciences. Organizational Psychology and Labor Psychology, vol. 2, no. 1, pp. 161–174. EDN: YIRIVL (In Russian)

Barglow, R. (1994) The crisis of the self in the age of information: Computers, dolphins and dreams. London; New York: Routledge, 227 р. (In English)

Bogacheva, N. V. (2015) Individual’no-stilevye osobennosti vzroslykh igrokov (na materiale komp’yuternykh igr) [Individual-style features of adult players (on the material of computer games)]. PhD dissertation (Psychology). Moscow, Lomonosov Moscow State University, 199 p. (In Russian)

Borokhovski, E. F., Bernard, R. M. (2013) Kolichestvennye sintezy v sotsial’nykh naukakh: metodologiya i praktika meta-analiza. Chast’ 1 [Qualitative syntheses in social sciences: Methodology and practice of meta-analysis. Part 1]. Psikhologiya. Ekonomika. Pravo, no. 2, pp. 6–15. EDN: RBMQPD (In Russian)

Chebotareva, A. A., Chebotarev, V. E., Rozanov, A. S. et al. (2018) Informatsionnoe obshchestvo i informatizatsiya obrazovatel’nogo prostranstva: problemy i perspektivy [The information society and the informatization of the educational space: Problems and prospects]. In: S. V. Ivanova (ed.). Obrazovatel’noe prostranstvo v informatsionnuyu epokhu [Education environment for the information age]. Moscow: Institute for Strategy of Education Development of the Russian Academy of Education Publ., pp. 157–166. (In Russian)

Cheremoshkina, L. V. (2013) Internet-aktivnost’ kak faktor vliyaniya na kognitivnye sposobnosti starshikh shkol’nikov [Active internet usage as an impact on cognitive abilities of high-school children]. Vestnik Moskovskogo universiteta. Seriya 20: Pedagogicheskoye obrazovaniye — Moscow University Pedagogical Education Bulletin, no. 1, pp. 94–114. https://doi.org/10.51314/2073-2635-2013-1-94-113 (In Russian)

Daneshamooz, S., Radmehr, F., Alamolhodaei, H., Mohajer, M. (2012) The effects of sleep duration on predictive factors of mathematical performance. ARPN Journal of Science and Technology, vol. 2, no. 4, pp. 283–291. (In English)

Dey, A. (2017) A study on the impact of social subdivisions (Hindus and Muslims) on children’s human figure drawing and cognitive style: An attempt to find the difference between the two social subdivisions. International Journal of Home Science, vol. 3, no. 1, pp. 206–209. (In English)

Dinges, N. G., Hollenbeck, A. R. (1978) Field dependence-independence in Navajo children. International Journal of Psychology, vol. 13, no. 3, pp. 215–220. https://doi.org/10.1080/00207597808246626 (In English)

Ermakov, P. N., Denisova, E. G., Kupriyanov, I. V., Kolenova, A. S. (2022) Psikhologicheskie prediktory konstruktivnykh i destruktivnykh form informatsionnogo povedeniya molodezhi [Psychological predictors of constructive and destructive forms of youth informational behavior]. Rossijskij psikhologicheskij zhurnal — Russian Psychological Journal, vol. 19, no. 2, p. 21–34. https://doi.org/10.21702/rpj.2022.2.2 (In Russian)

Farsi, M., Bagheri, M. S., Sharif, M., Nematollahi, F. (2014) Relationship between field dependence/independence and language proficiency of female EFL students. International Journal of Language Learning and Applied Linguistics World, vol. 6, no. 3, pp. 208–220. (In English)

Fritz, R. L., Stewart, B., Norwood, M. (2002) A Comparison of field-dependence cognitive styles of professionals in purchasing and consumer service and secondary marketing education students, with implications for workforce development. Journal of Career and Technical Education, vol. 18, no. 2, pp. 66–78. https://doi.org/10.21061/jcte.v18i2.610 (In English)

Galchenko, A. S., Grigoriev, P. E., Poskotinova, L. V. (2020) Vzaimosvyaz’ internet-zavisimosti s kognitivno-stilevymi osobennostyami obuchayushchikhsya [Correlation between internet-addiction and the cognitive-stylistic features of students]. Vestnik Mininskogo universiteta — Vestnik of Minin University, vol. 8, no. 3, pp. 7–12. https://doi.org/10.26795/2307-1281-2020-8-3-7 (In Russian)

Gargiulo, R. M. (1982) Reflection/impulsivity and field dependence/independence in retarded and nonretarded children of equal mental age. Bulletin of the Psychonomic Society, vol. 19, no. 2, pp. 74–77. https://doi.org/10.3758/BF03330044 (In English)

Guisande, M. A., Páramo, M. F., Tinajero, C., Almeida, L. S. (2007) Field dependence-independence (FDI) cognitive style: An analysis of attentional functioning. Psicothema, vol. 19, no. 4, pp. 572–577. https://pubmed.ncbi.nlm.nih.gov/17959109 (In English)

Guisande, M. A., Tinajero, C., Cadaveira, F., Páramo, M. F. (2012) Attention and visuospatial abilities: A neuropsychological approach in field-dependent and field-independent schoolchildren. Studia Psychologica, vol. 54, no. 2, pp. 83–94. (In English)

Horino, H. (2008) Cognitive styles of elite and non-elite female soccer players. In: T. Reilly, F. Korkusuz (eds.). Science and Football VI. The Proceedings of the Sixth World Congress on Science and Football. London: Routledge Publ., pp. 430–433. (In English)

Ifelunni, C. O., Ezema, R. F., Victor, S. et al. (2022) Cognitive styles as a correlate of pupils’ academic achievement in South-East, Nigeria. International Journal of Social Science and Human Research, vol. 5, no. 1, pp. 159–166. https://doi.org/10.47191/ijsshr/v5-i1-24 (In English)

Ikonnikova, G. Yu., Lisovskaya, N. B., Tuzhikova, E. S. (2020) Problema tsifrovizatsii v sovremennom obrazovanii (na primere RGPU im. A. I. Gertsena) [Digitalization in modern education (case study of Herzen State Pedagogical University of Russia)]. Psikhologiya cheloveka v obrazovanii — Psychology in Education, vol. 2, no. 2, pp. 150–156. https://doi.org/10.33910/2686-9527-2020-2-2-150-156 (In Russian)

Kholodnaya, M. A. (2004) Kognitivnye stili. O prirode individual’nogo uma [Cognitive styles. About the nature of the individual mind]. 2nd ed. Saint Petersburg: Piter Publ., 384 p. (In Russian)

Lin, H.-C. K., Su, S.-H., Hsieh, Y.-C., Tsai, S.-C. (2014) Impacts of affective tutoring system on the academic achievement of primary school students with different cognitive styles—an example of marine education. The New Educational Review, vol. 38, no. 4, pp. 248–259. https://doi.org/10.15804/tner.14.38.4.19 (In English)

Lockheed, M. E., Harris, A. M., Stone, M. K., Fitzgerald, M. L. (1977) Validation of a children’s group embedded figures test. Perceptual and Motor Skills, vol. 44, no. 3, pp. 1259–1263. https://doi.org/10.2466/pms.1977.44.3c.1259 (In English)

Maghsudi, M. (2007) The interaction between field dependent/independent learning styles and learners’ linguality in third language acquisition. Language in India, vol. 7, no. 5, pp. 1–23. (In English)

Mebane, D., Johnson, D. J. (1970) A comparison of the performance of Mexican boys and girls on Witkin’s cognitive tasks. Interamerican Journal of Psychology, vol. 4, no. 3–4, pp. 227–239. (In English)

Mousavi, S., Radmehr, F., Alamolhodaei, H. (2012) The role of mathematical homework and prior knowledge on the relationship between students’ mathematical performance, cognitive style and working memory capacity. Electronic Journal of Research in Educational Psychology, vol. 10, no. 28, pp. 1223–1248. https://doi.org/10.25115/ejrep.v10i28.1532 (In English)

Mutlu, M., Temiz, B. K. (2013) Science process skills of students having field dependent and field independent cognitive styles. Educational Research and Reviews, vol. 8, no. 11, pp. 766–776. (In English)

Negroponte, N. (1995) Being digital. New York: Alfred A. Knopf Publ., 255 p. (In English)

Nikulina, T. V., Starichenko, E. B. (2018) Informatizatsiya i tsifrovizatsiya obrazovaniya: ponyatiya, tekhnologii, upravlenie [Information and digital technologies in education: Concepts, technologies, management]. Pedagogicheskoye obrazovaniye v Rossii — Pedagogical Education in Russia, no. 8, pр. 107–113. http://dx.doi.org/10.26170/po18-08-15 (In Russian)

Osborne, E. W. (2000) Effects of level of openness in agriscience experiments on student achievement and science process skill development. Journal of Southern Agricultural Education Research, vol. 50, no. 1, pp. 75–81. (In English)

Prokhorov, A., Konik, L. (2019) Tsifrovaya transformatsiya. Analiz, trendy, mirovoj opyt [Digital transformation. Analysis, trends, world experience]. 2nd ed., comp. Moscow: ComNews Group Publ., 368 p. (In Russian)

Rezaeian, M. (2012) An investigation into the relationship between field dependence/independence, sex, and age, towards EFL proficiency in Iranian language learners. The Iranian EFL Journal, vol. 8, no. 5, pp. 82–98. (In English)

Saadatmanesh, S. (2014) The correlation between EFL learners’ multiple intelligences and their English achievement abilities regarding their learning styles. Merit Research Journal of Education and Review, vol. 2, no. 3, pp. 62–73. (In English)

Şahin, F., Ateş, S. (2020) Examination of the relationship between seventh-grade students’ scientific literacy among certain cognitive variables. Education and Science, vol. 45, no. 203, pp. 63–89. https://doi.org/10.15390/EB.2020.8552 (In English)

Sirait, R. L., Sibuea, A. M., Murad, A. (2017) The effect of learning models and cognitive style on mathematics learning outcomes of grade 5 students. In: Proceedings of the 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Vol. 104. Amsterdam: Atlantis Press, pp. 150–153. https://doi.org/10.2991/aisteel-17.2017.32 (In English)

Tapscott, D. (1995) The digital economy: Promise and peril in the age of networked intelligence. New York: McGraw- Hill Publ., 368 p. (In English)

Thomson, K., Watt, A., Liukkonen, J. (2014) Developmental and cultural aspects of field-dependence in 11 and 12 years old Estonian and Finnish students. Trames. A Journal of the Humanities and Social Sciences, vol. 18, no. 1, pp. 89–101. https://doi.org/10.3176/tr.2014.1.06 (In English)

Tulchinsky, G. L. (2017) Tsifrovaya transformatsiya obrazovaniya: vyzovy vysshej shkole [Digital transformation of education: Challenges for higher school]. Filosofskie nauki — Russian Journal of Philosophical Sciences, no. 6, pp. 121–136. (In Russian)

Valieva, A. A., Shakirova, G. F. (2021) Vzaimosvyaz’ kognitivnogo stilya “polezavisimost’/polenezavisimost’” i klipovogo myshleniya u odarennykh podrostkov [The correlation between cognitive style “field-dependence/- independence” and clip thinking among gifted teenagers]. In: R. A. Valeeva (ed.). Pedagogicheskoe obrazovanie: novye vyzovy i tseli. VII Mezhdunarodnyj forum po pedagogicheskomu obrazovaniyu: sbornik nauchnykh trudov [Pedagogical education: New challenges and goals. VII International Forum on Teacher Education: A collection of scientific papers]. Pt. IV. Kazan: Kazan University Publ., p. 74–83. (In Russian)

Venkata Rao, B. (2007) Study of academic achievements in mathematics in relation to cognitive style and attitude towards mathematics. Global Journal for Research Analysis, vol. 3, no. 1, pp. 7–8. (In English)

Villalobos, J. A. L., Pintado, I. S., de Llano, J. M. A. et al. (2010) Utilidad del children’s embedded figures test en el trastorno por déficit de atención con hiperactividad [Utility of Children’s embedded figures tests in attention deficit hyperactivity disorder]. Clínica y Salud — Clinical and Health, vol. 21, no. 1, pp. 93–103. https://doi.org/10.5093/cl2010v21n1a8 (In Spanish)

Weymer, R. A. (2002) Factors affecting students’ performance in sixth grade modular technology education. Journal of Technology Education, vol. 13, no. 2, pp. 34–47. https://doi.org/10.21061/jte.v13i2.a.3 (In English)

Witkin, H. A., Goodenough, D. R., Karp, S. A. (1967) Stability of cognitive styles from childhood to young adulthood. Journal of Personality and Social Psychology, vol. 7, no. 3-1, pp. 291–300. https://doi.org/10.1037/h0025070 (In English)

Yaghoobi, A., Mokhtaran, M., Mohammadzadeh, S. (2019) Cognitive styles and psychological resilience as predictors of academic burnout. Iranian Evolutionary and Educational Psychology Journal, vol. 1, no. 1, pp. 1–7. http://dx.doi.org/10.29252/IEEPJ.1.1.1 (In English)

Zherebnenko, O. A., Kuznetsova, L. B., Moskalenko, S. V., Balykov, V. V. (2018) Issledovanie otnosheniya mladshikh shkol’nikov k sovremennym tsifrovym tekhnologiyam posredstvom zoometafor [The research of the attitude of primary school students to modern digital technologies by means of zoometaphors]. Sovremennye issledovaniya sotsial’nykh problem — Russian Journal of Education and Psychology, vol. 9, no. 2, pp. 37–54. https://doi.org/10.12731/2218-7405-2018-2-37-54 (In Russian)

Загрузки

Опубликован

12.07.2023

Выпуск

Раздел

Статьи