Psychological Peculiarities of Understanding by Students Internet Texts

The research of the goals of interpersonal communication of students in the Internet space, which was carried out by a specially designed questionnaire (Nabochuk, 2020), showed that all seven research goals (to make contacts, to provide understanding, information, the emotional goal, the purposes of coordination, motivation, relationships), which are characterized of both direct and indirect process of Internet communication. However, they have different levels of manifestation (see Table 1).

Table 1. The objectives of direct and Internet mediated interpersonal communication of students

Qualitative interpretation of the obtained data shows that students underlined the main goals of direct communication as the aims of establishing contacts (T = 10.744, p<0.01) and provide the whole understanding (T = -7.324, p<0.01), and the goal which was seen as the one which has been in a great degree Internet-mediated, such as informational purpose (T = -6.960, p<0.01).

In both direct and Internet-mediated communication, students are reluctant to stimulate the partner's activity to perform certain actions (to motivate), as wellas to fix their place in the system of role and status connections (to establish relationships). In such a way we have to note that the goals of communication which are Internet-mediated, to a lesser extent than direct, are the means of arising the emotional experience of the partner (emotional goal: T = -9.750, p<0.01), mutual orientation, coherence of actions (coordination goal: T = -7.397, p<0.01).

The results of the research of the motives of direct and Internet- mediated technologies of interpersonal communication of students (we used the questionnaire (Shkuratova, 2019)) presented in Table 2.

Table 2. The motives of direct and Internet-mediated interpersonal communication of students

Qualitative interpretation of the obtained data having been done by us to state that the leading motives of direct and Internet-mediated interpersonal communication of students are the motives of exchanging the ideas and providing entertainment. It should be noted that the direct communication of students is also dominated by emotional and moral motives.

Statistically significant differences, which have underlined the direct process of interpersonal communication, were found by emotional and moral process of communication (T = -7.612, p<0.01), by alterocentric (T = -3.510, p<0.01), egocentric (T = -6.789, p<0.01), vital (T = -3.973, p<0.01), business (T = -3.640, p<0.01) motives, as well as the motive of interest of a person (T = -2.227, p<0.01).

We've to note that we did not find statistically significant differences in the process of Internet-mediated and interpersonal communication of students. It can help us to conclude that students more like Internet-mediated process of communication, they communicate in Internet space more than 70% of the process of communication in the whole, that's why there is no statistically significant differences in the results having been gained by us.

The analysis of the intensity of motives showed the priority of entertainment in direct and Internet-mediated communication. Identified by us significant differences allow us to conclude that the intensity of the motive of entertainment in direct communication is higher than in the Internet-mediated process (T = -3.370, p<0.01).

Thus, in the space of Internet students are much more like to share thoughts than in direct process of communication, prone to a simple exchange of ideas, which means situations where communication is organized mainly to compare students' views with the ideas of other people, as well as the interest to personal specific traits of other students and characteristics of a virtual partner of communication.

The interpretation of the Internet-mediated motives of our research has to identify that the boys if to compare them with girls had more emphasized business motive (U = -2.418, p<0.01) and the motive of showing entertainment (U = -2.350, p<0.01). Girls are dominated by emotional and moral motives (U = -2.342, p<0.05), they in a great degree show the interest to the other person (U = -3.059, p<0.05); also we diagnosed the conventional motive (U = -1.995, p<0.01). The research of the peculiarities of the motives of Internet communication of students of humanities and technical specialties showed that students of technical specialties, compared with their peers, more often implemented a business motive (U = -2.870, p<0.01).

The analysis of the dynamics of the manifestation of the leading goals and motives of the Internet-mediated interpersonal communication of students in the process of age development and professional development is presented by Fig. 1. Thus, showed data allowed us to state that in the Internet communication of students the informational goal has a positive dynamics, which is expressed in the growth of its importance from the 1^st to the 5^th cources of syudents' studing at the university (at the 1^st year - 3.5; at the 2^d year - 3.8; at the 3 ^d year - 4; at the 4^th course - 4.3; at the 5^th course - 4.3).

The motive of entertainment has a negative dynamics: the significance of this motive decreases from the 1^st to the 5^th cources of syudents' studing at the university (at the 1^st year - 8.3; at the 2^d year - 7.1; at the 3^d year - 6.8; at the 4^th course - 5.8; at the 5^th course - 5.4). The dynamics of the motive of exchanging the ideas is also negative: the significance of this motive decreases from the 1^st to the 5 ^th cources of syudents' studing at the university (at the 1^st year - the result is 12.7; at the 2^d year - 6.3; at the 3 ^d year - 6.5; at the 4^th course - 5.8; at the 5 ^th course - 5.4).

Fig. 1. The dynamics of the leading goals and motives of Internet-mediated communication of students

The analyses of the specifics of the main purpose and motives of communication mediated by the Internet space has revealed the following results: (a) the dynamics of the information goal of boys is positive from the 1^st to the 3 ^d cources and it is negative from the 3^d to the 5^th cources; the dynamics of the results of girls is more positive from the 1^st to the 5^th cources; (b) the motive of having been entertained in Internet communication of boys and girls hasn't been characterized by dynamic characteristics; (c) the dynamics of the motive of exchange of thoughts of boys is positive from the 1^st to the 3^d cources and it is negative from the 3 ^d to the 5 ^th cources, but girls have more negative results from the 1^st to the 5^th cources. It should also be noted that students of humanities and technical specialties did not find any peculiarities of the dynamics of the leading goals and motives of communication mediated by the Internet space.

The comparative research of the content, functions and positions of direct and Internet-mediated communication of students had been conducted using the content analysis. The main categories of this analysis were those ones that constitute the process of communication (substantive, functional and positional categories); the units of the analysis - they were highlighted in the data of the constituent components (cognitive, emotional and motivational components, the component of the activity, the information, the regulatory components, the affective one, also as open, remote and closed components). The complex of interrelationships of the various components of communication did not allow the identification of so-called «pure», ideal units of the analysis, which had revealed a number of additional, «mixed» characteristics in the substantive and functional components of communication (Table 3).

Table 3. A content, functions and positions of direct and Internet-mediated interpersonal communication of students (in %)

It was found that the content of direct interpersonal communication of students is dominated by the cognitive component (59%), which exceeds the same figure in Internet-mediated communication (29%). The semantics of Internet-mediated communication is marked by the predominance of the emotional component (26%), which exceeds the same figure in the process of direct communication (4%).

A comparative study of the function of direct and Internet-mediated interpersonal communication of students revealed the predominance of the informational component in the process of direct communication (55% and 40% of respondents). In such a way we have to note that the positional component of interpersonal communication mediated by the Internet, in comparison with the direct one, is dominated by the open subcomponent (in the structure of positional component 80% and 70% of respondents).

The analysis of the results of our research of the main types of interpersonal relationships by three measures of severity (by using the questionnaire by T. Leary (Metodyka diahnostyky..., 2018)) is presented by Fig. 2.

Fig. 2. The average value of types of interpersonal relationships in direct and Internet-mediated communication of students

The results of the research show that the average indicators of different types of relationships in a case of direct and Internet- mediated communication of students are in the range of minimum and average values, and in the Internet environment with all types of interpersonal relationships, which are more less pronounced than in the process of direct communication. This indicates the psychological health and adequacy of most the subjects, as well as indicates the features of the Internet environment, which allows the students to build more constructive relationships in the process of communication. The obtained differences were confirmed statistically using the T-criterion of Wilcoxon.

Boys in comparison with girls in Internet communication are dominated by selfish (U=0.045, p<0.05) and aggressive (U=0.041, p<0.05) types of interpersonal relationships, and girls are dominated by suspicion (U=0.046, p<0.05) and friendliness (U=0.049, p<0.05).

The obtained differences were confirmed by us statistically using the U-criterion Mann-Whitney. Also, the types of interpersonal relationships in the process of communication mediated by the Internet in a great degree differed, when we tell about students of humanities and technical specialties in terms of authoritarianism and selfishness, which are the based characteristics of students of technical specialties (authoritarianism: U=0.048, р<0.05; selfishness: U=0.043, р<0.05).

The analysis of the peculiarities between the features of communication (goals, motives and types of interpersonal relationships), mediated by the space of Internet, and the psychological adaptation of students, was carried out on the basis of factor analysis. It was found that the ability to obtain the information in the process of Internet communication, to establish a contact with the partner of communication, as well as to build productive relationships are interrelated with selfacceptance, emotional comfort and adaptability of students.

It is also established that students of humanities provide in the best way:

(a) the implementation of a wide range of goals of communication in the Internet environment, the manifestation of the variety of different types of interpersonal relationships which are interrelated with self-acceptance and internal control;

(b) the manifestation of suspicious and subordinate types of interpersonal relationships in Internet-mediated communication which is interrelated with maladaptation.

Students of technical specialties are characterized by:

(a) the ability to obtain information, to encourage partners to communicate, to express emotions and to understand the partner of communication by the Internet; this ability is interrelated with adaptability;

(b) entertainment, formal contacts, manifestation of selfish types of interpersonal relationships in the process of Internet-mediated communication, which are interrelated with maladaptation.

The above data according to the connections of Internet communication, indicators, including depending on the profile of students' training, can be considered as quite new, as in this perspective other researchers have not yet provided their scientific researches.

During the experimental studying students were offered Internet texts (COVID-19: Antykryzovyi zakon..., 2020; Osnovni ekolohichni problemy Ukrainy, 2014; Systema osvity v Ukraini, 2015; Zdorovyi sposib zhyttia..., 2016). The main method of recording the results of comprehension of the content of these texts was the semantic differential (SD), and in addition to using the standard 25-scale version of the analysis of text comprehension (proposed by O.P. Zhuravlyov) and 9-scale personal differential (proposed by O.G. Shmelyov) we developed special its variants.

These are: a 30-scale bipolar variant of SD, the scales of which orient the person to the evaluation of various parameters of the Internet text, and 24-scale unipolar variant of SD with the same content of scales (Serkin, 2016). In addition to SD, for this purpose the color test of relations (proposed by A. Etkind) (Kolorystychnyi test..., 2015) was used. Also we used the value spectrum (CA) developed by D. Leontiev on the basis of A. Maslov's list of values (Leontiev, 2018).

In our research we built a semantic space that characterizes the process of understanding of artistic Internet texts of journalistic discourse: (a) «COVID-19: Antykryzovyi zakon opryliudneno» (2020); (b) «Zdorovyi sposib zhyttia: osnovy ta pryntsypy» (2016);

(c) «Osnovni ekolohichni problemy Ukrainy» (2014); (d) «Systema osvity v Ukraini» (2015). Students evaluated the content of these texts by 30 bipolar scales, which were combined after factor analysis into 7 blocks of factors that characterize the «evaluation» of a particular Internet text:

(1) «The Assessment»: successful - unsuccessful; interesting - uninteresting; strong - weak; pleasant - unpleasant; predicative - non-predicative.

(2) «Tension or Strength»: difficult - easy to understand; tense - frivolous; exceptional - everyday; chained - free; active - inactive; aggressive - non-aggressive; authoritarian - democratic.

(3) «Realism or vitality»: natural - fictional; near - far; real - unreal.

(4) «Emotional tone»: pessimistic - optimistic; sad - cheerful; selfish - unselfish; suspicious - acceptable.

(5) «Depth or psychological content»: psychological - non-psychological; reflective - non reflective; serious - unserious; reasonable - unreasonable; logical - illogical; convenient - inconvenient; dialogical - monologue; dependent - independent.

(6) «The Abstractness»: abstract - concrete; fantastic - real.

(7) «Multifaceted»: multifaceted - one-sided; complex - simple; compressed - expanded.

As a result of grouping proposed by us scales by selected factors and average scores on scales that were the part of one factor, a table of connotative evaluations of texts based on all selected factors for each subject was constructed. In such a way connotative assessments was reflected the attitude of studied by students Internet texts.

Students were participated in a research organized by using a modified version of «Metodika lichnostnyh konstruktov Dzhona Kejli» by J. Kelly (Serkin, 2016). The dominant content of objects of Internet texts were grouped into 12 triplets, and recipients were required to make a triadic choice and to indicate the characteristics by which two texts from each triad are opposed to the third one, in such a way - to formulate personal constructs. Here is the example of a fragment of the protocol of one of the students:

(a) «COVID-19: Antykryzovyi zakon opryliudneno» [COVID-19: Anti-crisis law was published]», «Zdorovyi sposib zhyttia: osnovy ta pryntsypy» [«Healthy lifestyle: Fundamentals and Principles»] - health is the highest value in our life;

(b) «Osnovni ekolohichni problemy Ukrainy» [«The main environmental problems of Ukraine»], «Systema osvity v Ukraini» [«The System of Education in Ukraine»] - contemporary problems of Ukrainian society;

(c) «COVID-19: Antykryzovyi zakon» [COVID-19: Anti-crisis law was published]» - the organization of the educational system in Ukraine in the conditions of a pandemic;

(d) «Zdorovyi sposib zhyttia: osnovy ta pryntsypy» [«Healthy lifestyle: Fundamentals and Principles»], «Osnovni ekolohichni problemy Ukrainy» [«The main environmental problems of Ukraine»] - a dialogue between the Self and the Environment - the aim of the formation of a single eco-organism;

(e) «COVID-19: Antykryzovyi zakon» [COVID-19: Anti-crisis law was published]», «Osnovni ekolohichni problemy Ukrainy» [«The main environmental problems of Ukraine»] - problems of the world ecosystem in the conditions of a pandemic;

(f) «Zdorovyi sposib zhyttia: osnovy ta pryntsypy» [«Healthy lifestyle: Fundamentals and Principles»], «Systema osvity v Ukraini» [«The System of Education in Ukraine»] - psychological determinants of a healthy lifestyle, having been laid down in the paradigm of educational system of Ukraine.

The number of non-synonymous personal constructs having been used by each student was estimated for each researcher according to the material of his/her protocol.

This number as the indicator of a cognitive complexity of semantic constructs of Internet texts was studied by each student in accordance with the differentiation which was correlated with his/her assessments of texts for each of the seven selected factors. It turned out that a cognitive complexity of each student in the process of understanding by him/her the Internet text correlates with such parameters of the text, as its «contextuality», «psychological context», «emotional context» and «multifaceted paradigm».

Thus, there is a direct link between a cognitive and emotional evaluation of Internet text's comprehension.

The depth of the understanding of each text determines student's attitude to it, and a positive attitude supports the emotional fixation on the Internet text: the desire to comprehend and to understand it.

The main result of the research by SD method is related by using the factor analysis. The dominant factors of the Internet text are: «Contextuality» (C), «Psychological context» (PC), «Emotional context» (EC) and «Multifaceted paradigm» (MP). These parameters were defined as a universal semantic field in which the whole space of the student's subjective attitude to the elements of Internet texts is located, ordered and described.

The respondents were asked to rate each Internet text by 54 unipolar ten-point scales (5, 4, 3, 2, 1, 0, -1, -2, -3, -4, -5). The total group data matrices, obtained by us, were subjected by the procedure of factor analysis. As a result of data processing after rotation of factor structures according to the Varimax principle, four relatively independent, orthogonal factors were identified, the interpretation of them was given below.

The first factor «Contextuality» (37.4% of a total variance) contains the inclusion of following scales, which are listed in descending order by the weight of each factor (Table 4). Factor load reflects the correlation of the vector (corresponding to one or another scale) of the selected factor and shows how it was expressed in the content of this scale and according to the content that this factor describes.

Table 4. The content of the first factor «Contextuality»

The second selected factor «Psychological context» (27.1% of a total variance) includes some characteristics; they were shown in Table 5.

Table 5. The content of the factor «Psychological context

The factor «Contextuality» and the factor «Psychological context» reflect Osgood's basic factor «The Depth». The third factor «Emotional context» (24.2%) is represented by scales, which were shown in Table 6.

Table 6. The content of the factor «Emotional context»

According to the semantic differential, we found that boys-students:

(a) tried to reach the realization of the motive of entertainment, contact, a motivational aspect of the activity, the informational goals, to provide aggressive, selfish and suspicious types of interpersonal relationships in the process of Internet communication which are interrelated with the acceptance of themselves and other people;

(b) the realization of the motive of exchanging of opinions and authoritarian types of interpersonal relations in the process of Internet-mediated communication is interconnected with emotional comfort of the person.

For female students it is characterized:

(a) establishing contacts with the partner of communication, the ability to receive information, the possibility of understanding, exchanging views, the manifestation of aggressive, friendly and altruistic types of interpersonal relationships in the process of Internet-mediated communication; and these types are interrelated with self-acceptance;

(b) the inability to establish contacts, to exchange views in conjunction with the authoritarian and dependent type of interpersonal relationships in the process of Internet-mediated interpersonal communication; these types are interrelated with emotional discomfort;

(c) establishing relationships and a great entertainment in the process of Internet-mediated communication; it is interrelated with the acceptance of others and emotional comfort in general.

In this way, the Internet offers for its users, in such a way, in our case - for students, such great opportunities for social and professional possibilities with those people whom they know rather well in a real life, and with those people they meet online. These online social connections in a great degree can improve professional contacts and provide access to professional, economic, political and other kinds of information. The formation of social groups in the Internet is not limited and is does not suit for limited to career conditions, needs and interests. In contemporary social networks, there are many groups for those people who want to find other people with common interests and needs in the broadest areas of human life.

Conclusions

The results having been obtained in our research psychological characteristics of interpersonal communication of students in the Internet space showed that according to the main goals of direct communication students can see the establishment of social contacts and general socialized understanding. The Internet-mediated communication has so called informational purpose. In both types of communication, students are not inclined to the process of stimulating the activity of the partner to perform certain actions (to motivate), as well as to fix their place in the system of role and status relationships. It has been established that opportunities to obtain any information in the process of Internet communication, to establish contact with the partner of communication, as well as to build relationships with other people which are interconnected with self-acceptance, emotional comfort and adaptability.

The leading motives of students' communication are the motives of exchanging the ideas and gaining entertainment. Statistically significant differences in the process of direct interpersonal communication are found in the emotional-moral, alterocentric, egocentric, life, business, as well as the motives of having been interested in a man's person. The priority of the entertainment for both types of communication is set. However, the intensity of this motive in the process of direct communication is more higher than in Internet-mediated one. In the time context, the informational purpose of Internet communication of students has a positive dynamics - there is a great increase in its importance from junior to senior age. Negative dynamics is inherent for the motives of entertainment and exchanging of ideas.

According to the established gender differences, boys have more emphasized business motive, motive of being entertained than girls do; girls are characterized by dominated motives of emotional and moral sphere of the person, interest for the man's person and conventional motive. Boys are characterized by dominated selfish and aggressive types of interpersonal relationships, and girls have dominated suspiciousness and friendliness. Boys have positive dynamics of the informational goal from the first to the third year of studying at the university, and then it becomes more negative; as for girls, it is positive from the first to the senior courses. The dynamics of the motive for exchanging different ideas is just as positive for boys from the 1^st to the 3 ^d years of studying, but from the 3 ^d to the 6^th courses it is still negative. The girls are characterized by its negative dynamics from the first to the senior courses.

As for the results of male students the realization of the motive of entertainment, contact, mot...