National Psychological Journal [Natsional’nyy psikhologicheskiy zhurnal], 2, 50-60. doi: 10. 11621/ npj. 2016. 0205 [ Психология виртуальной реальности ] Оригинальная статья

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Байланысты:
modeli-tsifrovoy-kompetentnosti-i-deyatelnost-rossiyskih-podrostkov-onlayn
14, 1604-3347-1-SM, 3033-6070-1-SM, 42033180, AP article 22455, phpWlXscl Statya.-Ispolzovanie-Cifrovyh-obrazovatelnyh-resursov-na-urokah-anglijskogo-yazyka-kak-sre

Ключевые слова: цифровая компетентность, пользовательская активность, деятельность онлайн, подростки, модели цифровой компетентности,
иллюзия цифровой компетентности.
H
aving established the conception of digital competence consisting of four components (knowledge, skills, motivation and responsibility) implemented in four areas
(content, communication, consumption, and the techno-sphere), we propose the idea of models of digital competence as a specific systems of adolescents’ beliefs
about their abilities and desires in the online world. These models (1) may be realistic or illusory, (2) their development is mediated by the motivation and online activity
and (3) they regulate further online activities as well as the further development of digital competence. On the basis of nationwide study of digital competence (N=1203
Russian adolescents of 12-17 years) using latent class method we revealed 5 models of digital competence corresponding to its lowest level, the average level at high and
low motivation, high specific (in the components of skill and safety) and high general level. It has been shown that higher appraisal of their digital competence is related
to the opportunity of a more prolonged and self-service access to the Internet as well as the history of independent development of skills online. The illusion of digital
competence is associated with a wide but shallow exploration activities online. Motivational component is related to the participation and recognition of the role of others
in the development of digital competence, in comparison with others’ online skills and knowledge, as well as subjectively lower «digital divide» with parents. We suggest
that the motivational component of the digital competence is developed if adolescent has a successful interaction via Internet, learn from other people and also if the range
of her activities and interests online activity involves and requires the development of new skills.
Based on digital competence model’s analysis, we have figured out 3 main types of Internet-users: (1) beginners, (2) experienced users, (3) advanced users. All these types
fall into different risk groups, determined by variable possibilities of facing content-, communication-, technical- and customers- online-threats.
Keywords: digital competence, online activities, adolescents, digital model of competence, the illusion of digital competence.

ISSN 2079-6617 Print | 2309-9828 Online
© Lomonosov Moscow State University, 2016
© Russian Psychological Society, 2016
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