Conceptual model of personality's information competence

Authors

  • Yuriy Maksymenko doctor of psychological sciences, professor, professor of the General and Differential Psychology Department of the South Ukrainian National Pedagogical University named after K.D. Ushinsky, member of the editorial board and permanent author of the of Psychology and Society journal, Odesa.
  • Liudmyla Matohniuk doctor of psychological sciences, docent, Head of the Department of Psychology PHEI “Vinnytsia Academy of Continuing Education”, Vinnytsia. ORCID: 0000-0002-6316-2352 ResearcherID: AAO-8930-2020 http://orcid.org/0000-0002-6316-2352

DOI:

https://doi.org/10.35774/pis2020.03.082

Keywords:

personality, competence, functions of information competence, information-competent personality, information-deformed personality

Abstract

Analysis of scientific literature, generalization of information about information competence of the individual gives grounds to define it as the orientation of the individual to ensure the effectiveness of life in the information society, which is an integral quality of personality, holistic, dynamic system of personal abilities that allow consciously and creatively define and carry out . Based on the analysis of the scientific literature, expert data and taking into account the idea of the component composition of information competence (N. Balovsyak, A. Khutorsky, I. Kisla, R. Pavlyuk, etc.), nineteen bipolar indicators of information competence of the individual are determined. It is established that the set of their typical characteristics reflect the level of manifestation of components in a particular person, which allows to determine the general level of information competence of the individual. Cluster analysis allowed to group indicators into the component composition of information competence of the individual, which includes motivation, direction of action, subjective, personal, group and business orientation, project-behavioral, emotional-volitional components, personality abilities, life values, communication, professionally important qualities , eco- and legal culture. Relevant components are grouped into blocks: motivational-motivational, cognitive-activity, personal-value, meaningful. These components are closely interconnected and together ensure that the individual performs its functions: motivational and directional; cognitive-perceptual; communicative; regulatory and developmental; operational orientation. They determine the trajectory of the path of formation of personality, taking into account the development of its qualities, professional self-determination, motivational sphere, motivations, awareness of the essence of life and so on. It is established that the presence of reflection presupposes the ability to analyze, realize one’s qualities, personal qualities, know oneself, correct one’s behavior and way of life (M. Dyachenko, L. Kandybovych, etc.). Given the results of the study of V. Romenets and     A. Furman, we believe that reflection is a phenomenon of aftereffect, which expresses the essence of the action. A person’s ability to reflect combines the characteristics of behavior and his ability to control their actions, and in interpersonal relationships supports the morality of behavior. Using a system-structural approach that takes into account the complexity of the whole personality as a set of interdependent substructures (S. Maksymenko and others), personality attitudes, attitudes, value orientations, communicative properties (O. Vakulenko, etc.), a structural-functional model is proposed information competence of the individual.

References

Balovsyak N. V. (2004). Informatsiyna kompetentnist fakhivtsya. Pedahohika i psykholohiya profesiynoyi osvity. 5, 21–28 [In Ukrainian].

Bell D. (1996). Prykhid postindustrialnoho suspilstva // Suchasna zarubizhna sotsialna filosofiya. Khrestomatiya / Uporyad. V. Lyakh. Kyiv, 194-250 [In Ukrainian].

Bespalov P. V. (2003). Kompyuternaya kompetentnost pedahoha v kontekste lychnostno-oryentyrovannoho obuchenyya. Pedahohyka. 4, 45-50 [In Russian].

Bolbot T. Y. (2005). Psykhichni ta povedinkovi rozlady v osib molodoho viku z kompyuternoyu zalezhnistyu (klinika, korektsiya ta profilaktyka): avtoref. dys. na zdobuttya naukovoho stupenya kandydata medychnykh nauk. Kyiv. 36 s. [In Ukrainian].

Vakulenko O. V. (2005). Zasoby masovoyi informatsiyi yak osoblyvyy chynnyk vplyvu na formuvannya sposobu zhyttya osobystosti. Sotsialnyy pratsivnyk, 6, 14–18 [In Ukrainian].

Voyskunskyy A. E. Aktualnye problemy zavysymosty ot Ynterneta. URL: https://bit.ly/2B1i328 [In Russian].

Hendyna N. Y., Kolkova N. Y., Skypor N. L. (1999). Informatsyonnaya kultura lychnosty: dyahnostyka, tekhnolohyya formyrovanyya: uchebno-metodycheskoe posobye. Kemerovo : KemHAKY. CH. 1. 146 s. [In Russian].

Hordeeva A. V. (2002). Psykholohycheskye osobennosty personyfykatsyy kompyutera v razlychnykh katehoryy polzovateley. Vestnyk Kharkovskoho unyversyteta. Kharkov. №550, ch.1, 58-60. (Ser. Psykholohyya) [In Russian].

Hudkova N. M. Modulne navchannya u vykladanni inozemnoyi movy yak odyn z innovatsiynykh komponentiv navchalnoho protsesu u vyshchomu navchalnomu zakladi. Rezhym dostupu: https://bit.ly/2CKByfw [In Ukrainian].

Dorozhkyn, E. M., Zeer, E. F., & Shevchenko, V. YA. (2017). Nauchno-obrazovatelnaya panorama modernyzatsyy podhotovky pedahohov nepreryvnoho professyonalnoho obrazovanyya. Obrazovanye y nauka, 19(1). [In Russian].

Evladova E. B., Lohynova L.H., Mykhaylova N.N. (2004). Dopolnytelnoe obrazovanye detey: uchebnyk dlya stud. VUZov, ped. uchylyshch y kolledzhey. Moskva: Vlados. 349 s. [In Russian].

Zazykyn V. H., Derkach A. A. (2003). Akmeolohyya. Moskva. S. 104 [In Russian].

Zyeyer O. (2007). Psykholohiya profesiynoho rozvytku: navch. pos. dlya studentiv vyshchykh navchalnykh zakladiv. Moskva: Akademiya. 240 s. [In Ukrainian].

Zyazyun I. A. (1999). Suchasna osvita v konteksti humanistychnoyi filosofiyi. Dialoh kultur. Ukrayina u novomu konteksti: filosofiya osvity. Lviv. S. 5-12 [In Ukrainian].

Kandybovych L.A., Dyachenko M.Y. (1976). Psykholohycheskye problemy hotovnosty k deyatelnosty. Minsk. 176 s. [In Russian].

Kastels M. (2000). Informatsyonnaya Epokha. Ekonomyka, obshchestvo y kultura / Per. s anhl. Moskva: HU VSHE. 608 s. [In Ukrainian].

Kysla I. H. (2008). Pidkhody do formuvannya informatsiynoyi kompetentnosti vchytelya zahalnoosvitnoho navchalnoho zakladu. Informatsiyni tekhnolohiyi v osviti, 2, 110-113 [In Ukrainian].

Kolyadenko V. (2004).Ponyattya “informatsiyne suspilstvo” u klasychnykh i suchasnykh kontseptsiyakh. URL: https://bit.ly/2JAi6U7 [In Ukrainian].

Kuzmyna N. V. (1985). Sposobnosty, odarennost, talant uchytelya. Lenynhrad. 32 s. [In Russian].

Layon Devid. Informatsiyne suspilstvo: problemy ta ilyuziyi. Informatsiya, ideolohiya ta utopiya. URL: https://bit.ly/2CNqHBD [In Ukrainian].

Makarova, N. H. (2013). Tsennosty sovremennoy molodezhy: psykholohycheskyy aspekt. Systema tsennostey sovremennoho obshchestva, (28), 117-120 [In Russian].

Maksymenko S. D. (2016). Ponyattya osobystosti u psykholohiyi. Psykholohiya i osobystist, 1, 11-17 [In Ukrainian].

Maksymenko Y.B. (2007). Komputerna diagnostyka u psyhologii. Psyhologiya I suspilstvo, 4, 56-72 [In Ukrainian].

Masuda E. (1997). Ynformatsyonnoe obshchestvo kak postyndustryalnoe obshchestvo. Moskva. [In Russian].

Matokhnyuk L. O. (2018). Indicators and level of personal information competency. Virtus: Scientific Journal / Editor-in-Chief M.A. Zhurba – November, 28, 85-89 [In English].

Makhlup F. (1966). Proyzvodstvo y rasprostranenye znanyy v SHA. M.: Prohress. 462 s. [In Russian].

Makhmuryan K.S. (2005). Metody formuvannya profesiynoyi kompetentnosti vchytelya inozemnoyi movy. Monohrafiya. Moskva: Arkty. 156 s. [In Ukrainian].

Myrolyubov A. (2002). Istoriya vitchyznyanykh metodiv navchannya inozemnykh mov. Moskva : Kroky; Infra-M. [In Russian].

Nechayeva N.A. (2018). Zahalni zhyttyevi pozytsiyi molodi: yikh rol u simeynykh ta hendernykh uyavlennyakh. Peterburzka sotsiolohiya sohodni, 9, 6-26 [In Ukrainian].

Novikova A. A. (2005). Intehratsiya navchannya mediahramotnosti v systemu osvity. Zhurnalistyka 2004: Media u bahatopolyarnomu sviti. Moskva: MDU, 338-339 [In Ukrainian].

Pavlyuk R.O. (2011). Virtualno-osvitnye inshomovne seredovyshche osvitnikh system suchasnoho informatsiynoho suspilstva: monohrafiya. Kyyiv. 183 s. [In Ukrainian].

Perestoronina I.L. (2003). Osoblyvosti formuvannya profesiynoyi kompetentnosti maybutnoho vchytelya z vyvchennya druhoyi inozemnoyi movy. / Naukovi doslidzhennya ta rosiyska osvita: ideyi ta tsinnosti 21 stolittya. Pratsi 6-yi mizhdystsyplinarnoyi naukovo-praktychnoyi konferentsiyi aspirantiv ta zdobuvachiv. 3-4 kvitnya 2003 r. / Uklad. Fankina NV M .: APK i PRO, 177-181 [In Ukrainian].

Petukhova L.Y. (2009). Teoretyko-metodolohichni zasady formuvannya informatsiynykh kompetentnostey maybutnikh uchyteliv pochatkovykh klasiv: dys. ... doktor ped. Nauk: 13.00.04 / Khersonskyy derzhavnyy universytet. Kherson. 564 s. [In Ukrainian].

Plokhykh V.V. (2011). Psykholohiya chasovoyi rehulyatsiyi diyalnosti lyudyny: monohrafiya. Donetsk: LANDON-XXI. 411 s. [In Russian].

Pometun O., Pyrozhenko L. V. (2006). Suchasnyy urok. Interaktyvni tekhnolohiyi navchannya: naukovyy metod. posibnyk. Kyiv: A.S.K. [In Ukrainian].

Pro informatsiyu: Zakon Ukrayiny vid 01.01.2017, N 48, stattya 650 / Verkhovna Rada Ukrayiny. Kyyiv. URL: https://bit.ly/2sMlCon [In Ukrainian].

Provorov A.S., Smolyaninova O.H. (2001). Intehratsiya navchalnykh prohram K•HU ta bazovoyi universytet•skoyi himnaziyi №1 “UNIVERS” // Tezy Vserosiyskoyi naukovo-praktychnoyi konferentsiyi “Aktualni problemy intehratsiyi serednoho ta vyshchoho rivniv rehionalnoyi systemy bezperervnoyi roboty osvita”. Tambov, 42-43 [In Ukrainian].

Romenets V. A., Manokha I.P. (1998). Istoriya psykholohiyi XX stolittya. K yiv: Lybid. 992 s. [In Ukrainian].

Sannikova O.P. (2012). Konhrehentsiya yak nevid’yemna vlastyvist osobystosti psykholoha. Problemy suchasnoyi psykholohiyi: zbirnyk naukovykh prats Instytutu psykholohiyi imeni H. S. Kostyuka NAPN Ukrayiny ta Derzhavnoho vyshchoho navchalnoho zakladu Zaporizkyy natsionalnyy universytet, 2, 36-41 [In Ukrainian].

Skachek L.M., Pakrysh O.Y., Kudinov V.A., Smahlyuk V.M., Khakhanovskyy V.H. (2017). Informatsiyni tekhnolohiyi v naukovo-pedahohichniy diyalnosti, Tom 1, 80 [In Russian].

Solovova E.N., Boholepova S.V. (2017). Suchasni pidkhody do vyznachennya profesiynoyi kvalifikatsiyi vchytelya inozemnoyi movy. Naukovo-metodychnyy zhurnal “Inozemni movy v shkoli”. Zasnovnyk Ministerstva osvity Rosiyskoyi Federatsiyi. Moskva. № 4. S. 36-45 [In Ukrainian].

Sofronova V. A. (2013). Formyrovanye issledovatelskoy kompetentnosty uchashchykhsya starshykh klassov v uslovyyakh profylnoho obuchenyya. Nauka vchera, sehodnya, zavtra: sb. st. po mater. II mezhdunar. nauch.-prakt. konf. Novosybyrsk: SybAK, 112-116 [In Russian].

Spirin O. M. Informatsiyno-komunikatsiyni ta informatychni kompetentnosti yak komponenty systemy profesiyno-spetsializovanykh kompetentnostey vchytelya informatyky. URL: https://bit.ly/2CNrbYn [In Ukrainian].

Toffler, Elvin (2000). Tretya Khvylya / 3 anhl. per. A. Yevsa. K.: Vyd. dim Vsesvit. 480 s. [In Ukrainian].

Uebster F. (2004). Teorii informatsyonnoho obshchestva. M.: Aspekt-Press. 400 s. [In Russian].

Khayashi Y. (2008). Ezhehodnik / hl. red. E. V. Molodyakova. – M.: Ayro – KHKHI, 312 s. [In Russian].

Furman A.V. (2016) Ideya I zmist profesiynoho metodologuvannya. Ternopil: Ekomomichna Dumka. 378 s. [In Ukrainian].

Khutorskoy A. V. (2003). Klyuchevye kompetentsyy kak komponent lychnostno-oryentyrovannoy paradyhmy obrazovanyya. Narodnoe obrazovaniye, 2, 58–64 [In Russian].

Shafranova V. (2018). Rol innovatsiynoho rozvytku u stiykosti pidpryyemstva. Investytsiyi: praktyka ta dosvid, 8, 22-25 [In Ukrainian].

Yufereva A. S. (2017). Sredstva massovoy ynformatsyy kak ynstytut polytycheskoy kommunykatsyy v uslovyyakh ynterneta. Vestnyk Volzhskoho unyversyteta ym. VN Tatyshcheva, 2(3) [In Russian].

Yadova V. A. (2018). Sotsyolohyya Yadova: metodolohycheskyy raz•hovor. [Izbrannye trudy V.A. Yadova] / FNYSTS RAN; Red.-sost., avtory predysl.: E.N. Danylova, L.A. Kozlova, P.M. Kozyreva, O.A. Oberemko. M.: Novyy khronohraf. URL: https://bit.ly/2WgHpCh [In Russian].

Yakovenko S.I., Moroz L.I. (2011). Profesiyno-psykholohichnyy treninh: pidruch. dlya stud. vyshch. navch. zakl. K. : vyd: Palyvoda A. V. 252 s. [In Ukrainian].

Information Literacy Competency Standards for Higher Education. URI: http://hdl.handle.net/11213/7668 [In English].

Davis, R. A. (2001). A cognitive behavio ral model of pathological Internet use. Computers in Human Behavior, V. 17, 2, 187–195 [In English].

Ferrari A. (2012). Digital Competence in Practice: An Analysis of Frameworks. – Europe Commission Joint Research Center. Institute of Prospective Tdechnologies Studie European Union. 92 p. [In English].

Hamburger, Y. A., Ben Artzi, E. (2000). The relationship between extraversion and neuroticism and the different uses of the Internet.Computers in Human Behaviour. V. 16, 441–449. (Hamburher, Y.A., Ben Artszi, E. (2000). Information Literacy Competency Standards for Higher Education URL: http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm. [In English].

Key E.U. (2005). Competences for Lifelong Learning. A European Reference Framework – Brussels: European Commission, 2005 [In English].

Markauskaite L., Goodwin N., Reid D., Reimann P. (2006). Modelling and Evaluating ICT Coerces for Pre-service Teachers: What Works and How it Works? // Informatics Education – The Bridge between Using and Understanding Computers / Ed.by V.Dagiene, R.Mittermeir: ISSEP. Vilnus. pp. 242-254 [In English].

Issue

Section

Статті

How to Cite

Maksymenko, Yuriy, and Liudmyla Matohniuk. “Conceptual Model of personality’s Information Competence”. Psyhology & Society, no. 3, Nov. 2020, pp. 82-103, https://doi.org/10.35774/pis2020.03.082.