Attitudes Towards Alternative Identities in Social Networking Sites
Participants of social networks experience a temptation to build multiple profiles/identities which are homomorphous (sometimes isomorphic, often contradictive) to their real-life identities. While this experience may be viewed as a masquerade, it’s hard to deny psychological grounds of possessing multiple online identities. Every time a social networker owns two or more profiles, they are referred to as alternative identities, irrespective of which is ‘real’. Participants: 42 social networkers 15 to 25 years old, half of them females. Each was presented an Identity Dilemma, which involves issues of online identity and moral development. The dilemma was worked out as a part of the Good Play Project (Harvard Graduate School of Education), used by permission from the developers. Semi-structured interviewing procedure included putting selected questions to the participants while discussing the dilemma issues. By classification of interview narratives the following attitudes were selected, referring to alternative identities: affective, cognitive, and behavioral. Dispersion analysis and content analysis were performed to handle the data. Differences in attitudes, dependent on age, gender and identity parameters are described.
Today we could admit the growing demand for high educated experts, but modern technologies provide not only new learning opportunities, but also enormous amount Web-resources to plagiarize. In this paper we try to investigate role of intrinsic motivation on attitude towards plagiarism. Some results received during a project “A cross-cultural study of a new learning culture in Germany and in Russia” concerned intrinsic motivation of ITstudents and attitude to plagiarize are discussed. Analysis showed absence of significant differences in intrinsic motivation and significantly more tolerance of Russian students to plagiarism. We presented analysis of reasons for plagiarism and probable ways to solve with this problem in educational practice.
The article presents the results of research life attitude of homeless people. Were investigated following categories of attitudes: attitude toward myself and my life situation, attitude to other people and environment in general. The study used the following methods: unfinished proposals V.B. Olshansky, test of life meaning orientations D.A. Leontiev, the evaluation of five-year intervals A.A. Kronik and group and individual interviews. The data indicate the presence of a number of characteristics inherent in varying degrees all homeless people. The data obtained can be used to build an effective program of psychological re-socialization of homeless people.
This book constitutes the proceedings of the 7th International Conference on Analysis of Images, Social Networks and Texts, AIST 2018, held in Moscow, Russia, in July 2018.
The 29 full papers were carefully reviewed and selected from 107 submissions (of which 26 papers were rejected without being reviewed). The papers are organized in topical sections on natural language processing; analysis of images and video; general topics of data analysis; analysis of dynamic behavior through event data; optimization problems on graphs and network structures; and innovative systems.
The authors estimate contribution of different factors in reading skills of 15?year-olds by using four models of multilevel regression analysis. It turned out that the most significant factor is family background — not only at the individual level, but at the school level as well (average school socio-economic status of schoolchildren families effects average reading skills). At the school level the aggregated family characteristics of students affect individual achievements, and this effect surpasses an effect of school resources and localization of schools — those school factors that show a significant contribution to achievement. Attitudes toward reading and learning are significant at the individual level, but at the school level children’s attitudes toward reading and school don’t make an independent contribution to the individual results.
Contemporary compulsory schooling emerged in the nineteenth century for the needs of an industrial age. Compulsory schooling has always relied on the Panoptic schema described by Michel Foucault. In recent decades, the development of surveillance technologies has made Panoptic schemas in schools even stronger. Information technology and the transition to an information society has significantly undermined schools' power structures. Teachers no longer possess a monopoly on knowledge. Students have learned to escape the teachers' gaze and can lead virtual lives through their own smartphones inside and outside formal educational settings. One form of modern peer-to-peer interaction takes place on social networking websites that give users the option to be 'hidden', 'passive' or 'inactive' if they wish. To examine the influence of social networking on education we rely on the Foucault's Panopticon theory. Whilst the traditional Panoptic regime may be crumbling, the social network phenomenon can transform modern learning environments for productive educational engagement. Foucault's framework does not take into account the social networks phenomenon. Therefore, empirical evidence is required to articulate the nuances of the modern-day Panopticon. In this chapter we use interviews with teachers to illustrate the reflection of Panoptic logics and practices onto the social networks in classrooms. We explore the possibility for developing dialogically based and student-led pedagogies through social networking websites. 'I do not know how I should communicate with students online, when they write me a private message and call me by my first name. Should I play by their rules on this space? Or, do I need to use the constructs from school?
The paper analyzes the dynamics of psychological views of Alexander F. Lazurski (1874-1917), the author of one of the first personality theories in the world psychology. In Lazurzki’s work two successive stages can be distinguished, one of them connected with the problem of character as inner individual-typological basis of personality, and the second is characterized by the introduction and intensive elaboration of the idea of attitudes to the outside world as important components of the personality structure. Lazurski’s place in the world psychology of personality is highlighted.