DOI: 
http://dx.doi.org/10.15293/1813-4718.2502.03
UDC: 
159.9+373+378
Panferov Vladimir N.
Доктор психологических наук, Prof. of the Department of General and Social Psychology, Herzen State Pedagogical University of Russia, panferov@herzen.spb.ru, St. Petersburg
Bezgodova Svetlana А.
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof. of the Department of Psychology of Professional Activity and Information Technology in Education, Herzen State Pedagogical University of Russia, sbezgodova@herzen.spb.ru, St. Petersburg
Rudykhina Olga V.
Кандидат психологических наук, Cand. Sci. (Psychol.), Assoc. Prof. of the Department of General and Social Psychology, Herzen State Pedagogical University of Russia, olga.rudykhina@yandex.ru, St. Petersburg

Metacognitive Characteristics of Schoolchildren and Students with Different Indicators of Digital Competence

Abstract: 
The article presents the results of a study of the features of the metacognitive sphere of schoolchildren and students with different indicators of competence in the use of information and communication technologies. The relevance of the study is due to the increasing involvement of modern students in the digital environment, their widespread use of digital resources and digital devices in everyday life situations and an incomplete understanding of the psychological, including metacognitive, characteristics of young students with different parameters of digital knowledge and skills. The purpose of the article is to study the metacognitive characteristics and metacognitions in relation to the problematic use of a smartphone in schoolchildren and students with different indicators of digital competence. Methodology. The study used: psychodiagnostic method, survey method, methods of statistical processing of empirical data (comparative and correlation analysis). In order to obtain empirical data, the following were used: the “Digital Competence Index” technique (G. U. Soldatova, T. A. Nestik, E. I. Rasskazova, E. Yu. Zotova); the methodology “Metacognitive skills in the structure of educational and professional activity” (E. G. Denisova); the questionnaire “Metacognitions in relation to the problematic use of a smartphone” (A. V. Miklyaeva, V. N. Panferov, I. A. Gorkovaya). The study involved 583 students: 278 students of comprehensive schools and 305 students of higher educational institutions. Conclusion. As a result of the study, the features of the profile of metacognitive characteristics of students with different levels of digital competence were established. It was revealed that schoolchildren and students who have knowledge and skills in the field of using digital technologies have more developed skills in organizing educational activities and interacting with new information, and that they are not characterized by metacognitive beliefs about the uncontrollability of the use of smartphones.
Keywords: 
digital competence; metacognitive skills; metacognition regarding problematic smartphone use; schoolchildren, students
Please register
References: 

1. Soldatova, G. U., Nestik, T. A., Rasskazova, E. I., Zotova, E. Yu., 2013. Digital competence of teenagers and parents. Results of the all-Russian study. Moscow: Fond Razvitiya Internet Publ., 144 p. (In Russ.)
2. Soldatova, G. U., Rasskazova, E. I., Vishneva, A. E., Teslavskaya, O. I., Chigar’kova, S. V., 2022. Born Digital: Family Context and Cognitive Development. Moscow: Akropol’ Publ., 356 p. (In Russ.)
3. Hu, J., Hu, J., 2024. The influence of age at first regular digital device access on digital reading performance: the mediating effect of cognitive flexibility. Humanities and Social Sciences Communications, vol. 11 (799), pp. 1–18. DOI: 10.1057/s41599-024-03292-y (In Eng.)
4. Gonzalez-Mohino, M., Rodriguez-Domenech, M. Á., Callejas-Albiñana, A. I., Castillo-Canalejo, A., 2023. Empowering Critical Thinking: The Role of Digital Tools in Citizen Participation. Journal of New Approaches in Educational Research, vol. 12, no. 2, pp. 258–275. DOI: 10.7821/naer.2023.7.1385 (In Eng.)
5. Zeer, E. F., Tserkovnikova, N. G., Tret’yakova, V. S., 2021. Digital generation in the context of forecasting the professional future. Education and Science, vol. 23, no. 6, pp. 153–184. (In Russ.)
6. Brubaker, R., 2020. Digital hyperconnectivity and the self. Theory and Society, vol. 49, pp. 771–801. DOI: 10.1007/s11186-020-09405-1
7. Coldatova, G. U., Voiskunskii, A. E., 2021. Social-cognitive concept of digital socialization: new ecosystem and social evolution of the psyche. Psychology. Journal of the Higher School of Economics, vol. 18, no. 3, pp. 431–450. (In Russ.)
8. Soldatova, G. U., Nikonova, E. Yu., Koshevaya, A. G., Trifonova, A. V., 2020. Media multitasking: from cognitive functions to digital everyday life. Modern Foreign Psychology, vol. 9, no. 4, pp. 8–21. DOI: 10.17759/jmfp.2020090401 (In Russ.)
9. Wang, J. C., Hsieh, CY., Kung, SH., 2023. The impact of smartphone use on learning effectiveness: A case study of primary school students. Education and Information Technologies, vol. 28, pp. 6287–6320. DOI: 10.1007/s10639-022-11430-9 (In Eng.)
10. Khusnutdinova, M. R., Poskakalova, T. A., Shepeleva, E. A., Tokarchuk, Yu. A., 2023. Teenagers’ communication in social networks: new opportunities, Siberian Psychological Journal, no. 90, pp. 124–139. (In Russ.)
11. Cepa-Rodríguez, E., Murgiondo, J. E., 2024. Digital competence among 1st and 4th year primary education undergraduate students: a comparative study of face-to-face and on-line teaching. Education and Information Technologies, vol. 29, pp. 24881–24898. DOI: 10.1007/s10639-024-12828-3 (In Eng.)
12. Kreuder, A., Frick, U., Rakoczy, K., Schlittmeier, S. J., 2024. Digital competence in adolescents and young adults: a critical analysis of concomitant variables, methodologies and intervention strategies. Humanities and Social Sciences Communications, vol. 11 (48), pp. 1–20. DOI: 10.1057/s41599-023-02501-4 (In Eng.)
13. Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Guillén-Gámez, F. D., Gaete-Bravo, A. F., 2023. Digital Competence of Higher Education Students as a Predictor of Academic Success. Technology, Knowledge and Learning, vol. 28, pp. 683–702. DOI: 10.1007/s10758-022-09624-8 (In Eng.)
14. Guillén-Gámez, F. D., Colomo-Magaña, E., Cívico-Ariza, A., Linde-Valenzuela, T., 2024. Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence? Technology, Knowledge and Learning, vol. 29, pp. 1–20. DOI: 10.1007/s10758-023-09646-w (In Eng.)
15. Litvinov, A. V., Ivolina, T. V., 2013. Metacognition: Concept, structure, connection with intellectual and cognitive abilities (based on foreign research) [online]. Modern Foreign Psychology, vol. 2, no. 3, pp. 59–70. Available at: https://psyjournals.ru/journals/jmfp/archive/2013n3/63502 (accessed 26.10.2024). (In Russ.)
16. Flavell, J. H., 1979. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, vol. 34 (10), pp. 906–911. DOI: 10.1037/0003-066X.34.10.906 (In Eng.)
17. Karpov, A. V., 2023. Metacognitive regulation of information activity. Yaroslavl’: Filigran’ Publ., 743 p. (In Russ.)
18. Samoilov, O. M., Morozov, Z. A., Petukhova, D. R., Dolzhenko, K. I., 2023. Metacognitive regulation as a factor influencing learning effectiveness in the context of using digital educational technologies: a systematic literature review. Psychology in Education, vol. 5, no. 4, pp. 519–535. (In Russ.)
19. Karpov, A. V., Bashkin, M. V., Karpova, E. V., Chemyakina, A. V., 2024. Digitalization as a determinant of transformations of the cognitive subsystem of the psyche. Perspectives of Science and Education, no. 5 (71), pp. 536–556. DOI: 10.32744/pse.2024.5.31 (In Russ.)
20. Sheinov, V. P., Devitsyn, A. S., 2022. Smartphone Addiction as a Predictor of Psychological Distress. Systemic Psychology and Sociology, no. 3 (43), pp. 71–84. DOI: 10.25688/2223-6872.2022.43.3.07 (In Russ.)
21. Holte, A. J., Cooper, J., Nixon II, A., 2024. Burden or refuge? Understanding predictors of smartphone burden and refuge. Current Psychology, vol. 43, pp. 33448–33464. DOI: 10.1007/s12144-024-06869-7 (In Eng.)
22. Panova, T., Carbonell, X., 2018. Is smartphone addiction really an addiction? Journal of Behavioral Addictions, vol. 7, no. 2, pp. 252–259. DOI: 10.1556/2006.7.2018.49 (In Eng.)
23. Hartanto, A., Chua, Y. J., Frosch, Y. X., Quek, F. Y. X., Wong, J., Ooi, W. M., Majeed, N. M., 2023. Problematic smartphone usage, objective smartphone engagement, and executive functions: A latent variable analysis. Atten Percept Psychophys, vol. 85, pp. 2610–2625. DOI: 10.3758/s13414-023-02707-3 (In Eng.)
24. Hansen, R., Garcés, J. A., Quevedo, S., 2024. “Safe within reach of my phone”: explaining the relationship between social anxiety and problematic internet use through social connections and avoidant safety-seeking behaviors. Current Psychology, vol. 43, pp. 19918–19927. DOI: 10.1007/s12144-024-05810-2 (In Eng.)
25. Sheinov, V. P., Nizovskikh, N. A., Devitsyn, A. S., 2024. Problematic Smartphone Use: Relationships with Emotional Intelligence, Self-Confidence, and Conflict Behavior in Belarusians and Russians. Russian Psychological Journal, no. 21 (2), pp. 200–221. DOI: 10.21702/rpj.2024.2.12 (In Russ.)
26. Sheinov, V. P., Ermak, V. O., 2024. Relationships between problematic smartphone use and Machiavellianism, personality orientation and communication skills. Scientific and pedagogical review, iss. 1 (53), pp. 115–122. DOI: 10.23951/2307- 6127-2024-1-115-122 (In Russ.)
27. Wu, T., Li, D., Cui, Y., 2024. How is college adjustment relates to smartphone addiction: a comprehensive and pluralist approach. Current Psychology, vol. 43, pp. 20074–20084. DOI: 10.1007/s12144-024-05837-5 (In Eng.)
28. Casale, S., Caponi, L., Fioravanti, G., 2020. Metacognitions about problematic Smartphone use: Development of a self-report measure. Addictive Behaviors, vol. 109, p. 106484. DOI: 10.1016/j.addbeh.2020.106484 (In Eng.)
29. Hamonniere, T., Varescon, I., 2018. Metacognitive beliefs in addictive behaviours: A systematic review. Addictive Behaviors, vol. 85, pp. 51–63. DOI: 10.1016/j.addbeh.2018.05.018 (In Eng.)
30. Babayiğit, A., Karaaziz, M., Babayiğit, H. A., Sağsan, M., 2023. The predictive role of addiction to smartphones in the relationship of metacognitive problems and social media addiction with general belongingness and perceived stress in higher education students. Current Psychology, vol. 42, pp. 30891–30901. DOI: 10.1007/s12144-022-04113-8 (In Eng.)
31. Denisova, E. G., 2022. Development of a questionnaire for self-assessment of metacognitive behavior “Metacognitive skills in the structure of educational and professional activity”. Innovative science: psychology, pedagogy, defectology, vol. 5, no. 2, pp. 6–24. DOI: 10.23947/2658-7165-2022-5-2-6-24 (In Russ.)
32. Miklyaeva, A. V., Panferov, V. N., Gor’kovaya, I. A., 2024. Questionnaire “Metacognitions in relation to problematic smartphone use”: abbreviated Russian-language version for adolescents and young adults. Experimental Psychology, vol. 17, no. 2, pp. 139–153. DOI: 10.17759/exppsy.2024170209 (In Russ.)
33. Panferov, V. N., Miklyaeva, A. V., 2024. Metacognitive skills as predictors of procedural characteristics of online search for educational information (using high school students as an example). Information society: education, science, culture and technologies of the future, iss. 7 (Proceedings of the XXVI International United Scientific Conference “Internet and Modern Society”, IMS-2023, St. Peterburg, 26–28 June 2023. Collection of Scientific articles). St. Petersburg: Universitet ITMO Publ., pp. 221–230. DOI: 10.17586/2587-8557-2024-7-221-230 (In Russ.)