Online search for educational information in the structure of the online learning activity of schoolchildren with different academic motivation
DOI:
https://doi.org/10.33910/2686-9527-2023-5-1-24-42Keywords:
online search for educational information, academic motivation, cognitive motivation, educational activity, teenagers, online learning activityAbstract
Introduction. The article is focused on online search for educational information in the structure of the online learning activity of schoolchildren with different academic motivation.
Materials and Methods. The study involved 582 students of grades 5–9 from Saint Petersburg schools aged 11 to 16 years (56.01% females). The structure of the students’ online learning activity was studied using a written survey. Academic motivation was studied by the questionnaire “Diagnostics of the type of school motivation” (E. M. Lepeshova). The data obtained were processed using statistical methods: descriptive statistics, as well as correlation, factor, variance and regression analysis.
Results. The main types of online learning activity in the studied sample of schoolchildren included: search for additional information, search for reference information, taking tests and using test simulators. The involvement in online learning activity increases with the year of study and is the largest among ninth graders. The degree of immersion in online learning activity is almost the same among schoolchildren with academic motivation related or not related to cognition. Students with academic motivation unrelated to cognition are more likely to look for ready-made answers and solutions, and less often search for reference and additional information, video tutorials, films and tests. Academic motivation associated with online learning activity and the search for educational information is more social than cognitive.
Conclusions. The obtained results provide an understanding of the content of online learning activity of schoolchildren and its relationship with the types of academic motivation. The results can also serve as a basis for organizing online learning activities in educational institutions. In addition, future research may focus on the psychological mechanisms of online search activity.
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