dgisocioЦифровая социология/Digital SociologyDigital Sociology2658-347X2713-1653Государственный университет управления10.26425/2658-347X-2022-5-1-76-86dgisocio-131Research ArticleЦИФРОВАЯ СРЕДАDIGITAL ENVIRONMENTВлияние типов мышления и личностных качеств студентов на академическую успеваемость при дистанционном обучении в цифровой средеThe influence of students’ intelligence types and personality traits on academic performance in distance learning in the digital environmentАфанасьевВ. Я.AfanasyevV. Ya.

Афанасьев Валентин Яковлевич, д-р экон. наук, проф.

г. Москва

Valentin Ya. Afanasyev, Dr. Sci. (Econ.), Prof.

Moscow

vy_afanasyev@guu.ruhttps://orcid.org/0000-0001-5516-4318ВоронцовН. В.VorontsovN. V.

Воронцов Никита Валерьевич, аспирант

г. Москва

Nikita V. Vorontsov, Postgraduate Student

Moscow

nikita.guu@gmail.comФГБОУ ВО «Государственный университет управления»РоссияState University of ManagementRussian Federation202230032022517686Copyright © Афанасьев В.Я., Воронцов Н.В., 20222022Афанасьев В.Я., Воронцов Н.В.Afanasyev V.Y., Vorontsov N.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://digitalsociology.guu.ru/jour/article/view/131

В статье исследовано влияние типов мышления и личностных качеств студентов на академическую успеваемость с целью повышения эффективности удаленного (дистанционного) или онлайн-обучения. Исследование проходило в 2019–2021 гг. на базе трех групп студентов-бакалавров, обучавшихся при разных формах обучения: очной (аудиторной) форме в 2019 и 2021 гг. и удаленной (дистанционной) форме в 2020 г. Студенты ежегодно тестировались в соответствии с методикой Дж. Брунера в адаптации Г.В. Резапкиной для определения ведущих типов мышления и согласно русскоязычной версии опросника Big Five Inventory в адаптации С.А. Щебетенко для анализа личностных качеств. Полученные данные при очной (аудиторной) и удаленной (дистанционной) форме обучения обрабатывались статистически и сопоставлялись между собой для интепретации и формирования практических рекомендаций. Результатом исследования стала эмпирическая модель типов мышления и личностных качеств, влияющих на академическую успеваемость при разных формах обучения. В качестве позитивного фактора перевода на удаленное обучение авторами выделена выраженность у студентов креативного мышления. Наоборот, распространенность словесно-логического типа мышления является, скорее, фактором в пользу классического аудиторного формата взаимодействия. Вне зависимости от выбранной формы обучения подчеркивается общая актуальность активизации и адаптации студентов гуманитарных специальностей с выраженным наглядно-образным и предметной-действенным мышлением. Подтверждаются и ранее полученные данные об общем положительном влиянии на эффективность обучения таких личностных качеств, как доброжелательность, добросовестность и открытость новому опыту. Невротизм же является незначимым личностным фактором, оказывающим негативное влияние в аудиторном формате, и положительное при дистанционном обучении. Выдвинута гипотеза о меньшей эффективности проведения в онлайн-формате (в отличие от очной формы) командных активностей, в том числе проектных работ у групп с выраженной экстраверсией.

The academic paper investigates the influence of students’ intelligence types and personality traits on academic performance in order to increase the remote (distance) or online learning effectiveness. The research was conducted in 2019–2021 on the basis of three groups of bachelor students who studied in different training forms, namely: full-time (classroom) form in 2019 and 2021 and remote (distance) form in 2020. The students were tested annually in accordance with J. Bruner’s methodology adapted by G.V. Rezapkina in order to determine the leading intelligence types; as well as according to the Russian-language version of the Big Five Inventory questionnaire adapted by S.A. Shchebetenko for the purpose of analysing students’ personal traits. The data obtained in the full-time (classroom) and remote (distance) form of training were processed statistically and compared with each other for interpretation and the practical recommendations formation. The research result was an empirical model of the intelligence types and personality traits influencing academic performance in different training forms. Therefore, as a positive factor in the transfer to distance training mode, the authors highlighted the expressiveness of students’ creative thinking. Conversely, the prevalence of the verbal-logical intelligence type is rather a factor in favour of the classic classroom interaction format. Regardless of the chosen training form, the general relevance of the activation and adaptation of students of humanitarian specialties with a pronounced visual-figurative and subject-effective thinking is emphasised. Previously obtained data on the general positive influence of such personal qualities as: benevolence, conscientiousness and openness to new experience on the training effectiveness are also confirmed. Neuroticism, on the other hand, is an insignificant personal factor that has a negative impact in the framework of the classroom format, and the positive influence in distance training mode. By the way, a hypothesis has been put forward about the lower efficiency of online (as opposed to full-time) team activities, including design works in groups with pronounced extraversion.

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The authors declare that there are no conflicts of interest present.