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Академический обман в цифровой среде: социально-психологический анализ
2 Российский государственный педагогический университет им. А. И. Герцена
Проблема и цель. В статье представлен обзор психологических исследований, посвященных изучению «электронного» академического обмана (академического обмана с использованием возможностей сети Интернет). Социально-психологическая специфика «электронного» академического обмана, отличающая его от традиционных форм академической нечестности, на сегодняшний день изучена довольно фрагментарно. Цель исследования заключается в выявлении социально-психологических факторов, определяющих вовлеченность обучающихся в «электронный» академический обман в условиях цифровизации образования.
Методология. Для достижения цели исследования использовался метод систематического обзора научных работ, опубликованных в 1995–2021 гг. и индексируемых в базах данных Scopus и Web of Science. В соответствии с критериями (релевантные ключевые слова; наличие развернутого описания программы исследования, эмпирических результатов; русский или английский язык) в итоговый массив проанализированных публикаций были включены 55 статей.
Результаты. Основные результаты заключаются в выявлении и характеристике индивидуально-психологических и контекстуально-средовых факторов «электронного» академического обмана. К индивидуально-психологическим факторам отнесены: установки обучающихся в отношении «электронного» академического обмана; академический опыт обучающихся; личностные особенности и социально-демографические характеристики обучающихся. В число контекстуально-средовых факторов вошли: оценка обучающимися распространенности «электронного» академического обмана в среде сверстников; отношение преподавателей к «электронному» академическому обману; институциональная политика в отношении «электронного» академического обмана.
Заключение. В результате сделан вывод о том, что социально-психологическими факторами риска вовлечения школьников и студентов в «электронный» академический обман являются наличие у них предшествующего опыта академической нечестности, представление о приемлемости соответствующей формы академического поведения, дефицит учебной мотивации и саморегуляции, недостаточный уровень владения учебным материалом и сформированная информационная компетентность (индивидуально-психологические факторы), а также распространенность «электронного» академического обмана в образовательной организации на фоне отсутствия институциональной политики предотвращения соответствующей формы академического поведения и соответствующих действий педагогов (контекстуально-средовые факторы).
академический обман; академическая честность; цифровизация образования; «электронный» академический обман; вовлеченность в «электронный» академический обман; социально-психологические факторы; школьники; студенты.
URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:46513826
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