Digitālās kompetences nozīmīguma un īstenojamības pašnovērtējuma rādītāju atšķirības psihologu profesionālajā darbībā.
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Date
2023
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
Teorētiskais modelis uz kuru balstās pētījums ir Jeļenas Fantalovas (Fantalova, 2015) vērtību konfliktu teorija, kas palīdz skaidrot psihologu digitālās kompetences nozīmīguma un īstenojamības pašvērtējumu; digitālā kompetence tiek aplūkota kā vērtība. Digitālās kompetences jēdziens definēts Eiropas digitālās kompetences ietvarstruktūrā DigiComp 2.1., kas 2017. gadā izstrādāta Eiropas Komisijas Kopīgās pētniecības centrā. Saskaņā ar DigComp 2.1 ietvarstruktūru ir definēta divdesmit viena digitālā kompetence ar astoņiem apguves līmeņiem un piecām galvenajām jomām: informāciju un datu lietpratību, komunikāciju un sadarbību, satura radīšanu, drošību un problēmu risināšanu (Carretero, 2017).
Pētījuma mērķis ir noteikt, kāds ir Latvijas psihologu digitālās kompetences nozīmīguma un īstenojamības pašnovērtējums, lai to noteiktu, tika piemērots kvantitatīvā pētījuma dizains. Pētījumā kopā piedalījās 202 respondenti, jo sākotnēji bija svarīgi pārbaudīt pētījuma instrumenta “Digitālās kompetences pašnovērtējuma aptauja” (Bergmane un Mārtinsone, 2022) psihometriskos rādītājus - iekšējo saskaņotību, faktoriālo validitāti. Tai skaitā pētījumā piedalījās psihologi (n = 43), mākslas terapeiti (n = 47), un Latvijas iedzīvotāji (n = 112) vecuma posmā no 22 - 72 gadiem (M = 41,70). Pētījumā tika pielietota “Digitālās kompetences pašnovērtējuma aptauja” (Bergmane un Mārtinsone, 2022). Pētījuma procedūra sastāv no diviem posmiem. Pirmais posms ir sagatavošanās posms, kur tika veikta pantu precizēšana un ekspertu vērtējums – instrumenta saprotamībai un atbilstībai. Otrajā posmā tika veikta datu analīze un interpretācija. Galvenie pētījuma rezultāti liecina, ka aptauja atbilst zinātnē pieņemtajiem psihometriskajiem rādītājiem un var tikt izmantota digitālās kompetences pašnovērtējuma noteikšanai. Iegūtie rezultāti liecina par augstu skalu iekšējo saskaņotību, kas nozīme, ka skalu panti mēra konkrēto pazīmi.
Psihologi kā ļoti nozīmīgu digitālo kompetenci bija novērtējuši “Drošību” (Mdn rādītājs 4,69, IQR – robežās starp 2,09 un 5,00 Likerta skalā), savukārt kā drīzāk īstenojama digitālā kompetence tika atzīta “Komunikācija” un “Sadarbība digitālajā vidē” (Mdn rādītājs 4,13, IQR – robežās starp 1,71 un 5,00 Likerta skalā). Statistiski nozīmīgas nozīmīguma un īstenojamības atšķirības uzrādīja visās piecās skalās, bet skalā “Drošība” vērojami visaugstākie atšķirības rādītāji (T = - 5,22; p < 0,001). Pētījuma rezultāti norāda uz to, ka psihologi digitālo kompetenci vērtē kā nozīmīgu, bet nespēj to pilnvērtīgi īstenot, līdz ar to, būtu jāpilnveido digitālās kompetences tā, lai tās spētu pielietot ne tikai profesionālajā darbībā, bet arī ikdienas dzīvē
The theoretical model on which the study is based is the value conflict theory of Elena Fantalova (Fantalova, 2015), which helps to explain psychologists' self-assessment of the importance and feasibility of digital competence; digital competence is viewed as a value. The concept of digital competence is defined in the European Digital Competence Framework DigiComp 2.1, developed in 2017 at the European Commission's Joint Research Centre. Twenty-one digital competences are defined according to the DigComp 2.1 framework, with eight levels of learning and five key areas: information and data literacy, communication and collaboration, content creation, security and problem solving (Carretero, 2017). The aim of this study is to determine the self-assessed importance and feasibility of digital competence among Latvian psychologists; a quantitative research design was applied to determine this. A total of 202 respondents participated in the study, as it was initially important to test the psychometric indicators - internal consistency, factorial validity - of the research instrument, the Digital Competence Self-Evaluation Survey (Bergmann and Martinson, 2022). Participants included psychologists (n = 43), art therapists (n = 47), and Latvian residents (n = 112) aged 22-72 years (M = 41.70). The study used the "Digital Competence Self-Assessment Questionnaire" (Bergmann and Martinson, 2022). The research procedure consists of two stages. The first phase is a preparatory phase where item refinement and expert evaluation were carried out - for comprehensibility and relevance of the instrument. The second stage involved data analysis and interpretation. The main results of the study show that the questionnaire meets the psychometric indicators accepted in science and can be used to measure self-assessment of digital literacy. The results show high internal consistency of the scales, which means that the items measure the trait in question. Psychologists rated "Security" as a very important digital competence (Mdn score 4.69, IQR between 2.09 and 5.00 on the Likert scale), while "Communication" and "Collaboration in a digital environment" were rated as more likely to be implemented (Mdn score 4.13, IQR between 1.71 and 5.00 on the Likert scale). All five scales showed statistically significant differences in relevance and feasibility, but the "Security" scale showed the highest differences (T = - 5.22; p < 0.001). The results of the study indicate that psychologists consider digital competence as important, but are not able to implement it fully; therefore, digital competence should be improved so that it can be applied not only in professional practice, but also in everyday life
The theoretical model on which the study is based is the value conflict theory of Elena Fantalova (Fantalova, 2015), which helps to explain psychologists' self-assessment of the importance and feasibility of digital competence; digital competence is viewed as a value. The concept of digital competence is defined in the European Digital Competence Framework DigiComp 2.1, developed in 2017 at the European Commission's Joint Research Centre. Twenty-one digital competences are defined according to the DigComp 2.1 framework, with eight levels of learning and five key areas: information and data literacy, communication and collaboration, content creation, security and problem solving (Carretero, 2017). The aim of this study is to determine the self-assessed importance and feasibility of digital competence among Latvian psychologists; a quantitative research design was applied to determine this. A total of 202 respondents participated in the study, as it was initially important to test the psychometric indicators - internal consistency, factorial validity - of the research instrument, the Digital Competence Self-Evaluation Survey (Bergmann and Martinson, 2022). Participants included psychologists (n = 43), art therapists (n = 47), and Latvian residents (n = 112) aged 22-72 years (M = 41.70). The study used the "Digital Competence Self-Assessment Questionnaire" (Bergmann and Martinson, 2022). The research procedure consists of two stages. The first phase is a preparatory phase where item refinement and expert evaluation were carried out - for comprehensibility and relevance of the instrument. The second stage involved data analysis and interpretation. The main results of the study show that the questionnaire meets the psychometric indicators accepted in science and can be used to measure self-assessment of digital literacy. The results show high internal consistency of the scales, which means that the items measure the trait in question. Psychologists rated "Security" as a very important digital competence (Mdn score 4.69, IQR between 2.09 and 5.00 on the Likert scale), while "Communication" and "Collaboration in a digital environment" were rated as more likely to be implemented (Mdn score 4.13, IQR between 1.71 and 5.00 on the Likert scale). All five scales showed statistically significant differences in relevance and feasibility, but the "Security" scale showed the highest differences (T = - 5.22; p < 0.001). The results of the study indicate that psychologists consider digital competence as important, but are not able to implement it fully; therefore, digital competence should be improved so that it can be applied not only in professional practice, but also in everyday life
Description
Veselības psiholoģija
Health Psychology
Psiholoģija
Psychology
Health Psychology
Psiholoģija
Psychology
Keywords
digitālā kompetence, īstenojamība, psihologs, mijiedarbība, nozīmīgums, digital competence, feasibility, psychologist, interaction, relevance