The Study of the Communicative Features of Virtual Communication
as a Factor in the Formation of the Personal Identity of Student
Youth in Late Adolescence
Rukhsora Kudratullaeva
*
and Gulru Turgunova
National University of Uzbekistan named after Mirzo Ulugbek, Tashkent, Uzbekistan
Keywords Communication Features, Virtual Communication, Personal Identity Formation, Student Youth, Late
Adolescence.
Abstract This study investigated the communicative features of virtual communication as a factor in the formation of
the personal identity of student youth in late adolescence. The study was conducted with 326 students of a
higher educational institution in the Republic of Uzbekistan. The results of the study showed that the majority
of students have an average level of communicative features of virtual communication. However, a significant
number of students also have problematic levels of emotional intelligence, communicative tolerance,
communicative control, and communicative motivation. In addition, the study found that a high level of
Internet addiction is present in 9.51% of the students. This suggests that virtual communication can have a
negative impact on the development of personal identity in student youth. The results of this study highlight
the need for further research into the communicative features of virtual communication and their impact on
personal identity.
1 INTRODUCTION
Today, in the era of the rapid development of
information technology, virtual space is becoming
increasingly important in the life of every modern
person. The global network, the Internet, has acquired
a large-scale significance. According to data cited by
UNESCO in the aspect of communication and
information, the number of Internet users in the world
has already exceeded 2.1 billion, and about 45% of
these users are under 25 years old. These numbers are
not final; they are growing daily due to the rapid
increase in the volume of various user-generated
content and the corresponding platforms for hosting
them.
Despite the increased interest in the influence of
information technologies on a person, scientists have
not yet fully explored the specific signs of this
influence, or the connection between the
communicative features of virtual communication
and personal identity.
*
Corresponding author
Based on the foregoing, it seems appropriate to
conclude that the study of virtual communication is
distinguished by its undeniable relevance and
practical significance. This is evidenced by the
ongoing dynamic changes in modern society, in
which various rapidly developing information and
communication technologies for disseminating and
receiving information are becoming increasingly
popular. These technologies have become the source
and carrier of our knowledge about the ongoing
changes and about the world as a whole. This
complex process has become an integral part of our
life, predetermining its quality. Based on this, a lot of
modern research is devoted to the study of the
problem of virtual communication, the number of
which is growing from year to year.
Therefore, we set the following goal: to study the
communicative features of virtual communication as
a factor in the formation of the personal identity of
student youth in late adolescence.
Kudratullaeva, R. and Turgunova, G.
The Study of the Communicative Features of Virtual Communication as a Factor in the Formation of the Personal Identity of Student Youth in Late Adolescence.
DOI: 10.5220/0012476600003792
Paper published under CC license (CC BY-NC-ND 4.0)
In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 31-38
ISBN: 978-989-758-687-3
Proceedings Copyright © 2024 by SCITEPRESS – Science and Technology Publications, Lda.
31

Methods: In accordance with the goal and
objectives of this dissertation research, an empirical
study was organized and conducted. As shown in
fig.1. In the survey, 326 students of a higher
educational institution in the Republic of Uzbekistan,
aged 18 to 21 years (late adolescence), both female
and male, took part.
Figure 1: Characteristics of the Empirical Study Sample by
gender (n=326)
The entire sample of the empirical study was
examined using the following psychodiagnostic
complex:
Methodology for studying personal identity L.B.
Schneider (MILI as amended in 2018) [6, p. 250-
252.];
- N. Hall's Emotional Intelligence Questionnaire
[Ilyin E.P. (2001)];
- Questionnaire for the diagnosis of general
communicative tolerance V.V. Boyko [Boyko V.V.
(1996)];
- Questionnaire of the motivational structure of
information activity Yu.N. Dolgova, A.S. Kopova,
G.N. Malyuchenko, V.M. Smirnova (MSIA)
[Smirnov V.M., Kopovoy A.S. (2012)];
- Questionnaire for assessing self-control in
communication by M. Snyder [Karelin A. (2007)];
- Internet addiction test K. Yang (Internet
Addiction Test, IAT) [Burova V.A. (2000).].
2 RESULTS
The first applied psychometric toolkit, the
Methodology for the Study of Personal Identity
(MILI), was developed by L.B. Schneider [Schneider
L.B. (2019)]. It is designed to diagnose personal
identity. The author understands personal identity as
the self-reference of the individual, that is, the feeling
and recognition of the uniqueness of the Self in its
existence and the uniqueness of personal qualities, in
the presence of its belonging to social reality.
The results of the application of the MILI by L.B.
Schneider made it possible to explore the current state
of the formation of personal identity among student
youth. The majority of surveyed respondents (24.5%,
80 people) have a low level (from 20 to 40 points) of
personal identity formation. According to the author's
interpretation, this is interpreted as premature identity
(the status of personal identity) or as a passive type of
personal identity. This level is due to the fact that the
respondent has not experienced the corresponding
identity crisis, but has mainly a borrowed system of
views, values, and attitudes. As a rule, this happens
under the influence of other people and, thus, is a
reflection of other people's expectations and goals. At
this level of personal identity, the highest indicators
for authoritarianism and the lowest for independence
can also be observed [6, p.246] (Figure 2).
Figure 2. The current state of formation of the personal
identity of student youth (n=326)
The smallest number of respondents are owners
of:
An overestimated level (from 80 to 100 points) of
the formation of personal identity (12.6%, 41 people).
A very low level (from 0 to 20 points) of the
formation of personal identity (16.6%, 54 people).
Accordingly, 23.6% (77 people) and 22.7% (74
people) are the owners of the average and optimal
levels of personal identity formation.
According to the author's interpretation, the
average level of personal identity is interpreted as a
moratorium (status of personal identity) or as a
pronounced active type of personal identity. At this
level of the diagnosed trait, the respondent is in a state
50,3 %
49,7 %
female male
16,6 %
24,5
23,6 %
22,7 %
12,6
very low level
low level
average level
optimal level
overestimated level
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of identity crisis and is actively trying to resolve it by
trying different options [6, p.246].
In turn, the optimal level of formation of personal
identity, according to the author's interpretation, is
interpreted as an achieved identity (the status of
personal identity) or as a stable type of personal
identity. This level is typical for respondents who
have already gone through a period of crisis,
understand what they want, have a formed system of
values, their own ideas, and an optimistic view of the
future. Students with this status have formed a set of
personally significant goals, beliefs that provide a
sense of direction and meaningfulness of life. They
adapt well to new situations, are independent, behave
confidently. As a rule, they can also have a fairly
developed level of creativity, self-esteem, and the
ability to reflect.
Correlation analysis of the results of a
psychodiagnostic examination according to the
Methodology for studying personal identity by L.B.
Schneider, according to the non-parametric Spearman
test in the SPSS program, revealed a statistically
significant relationship (Table 1).
Table 1: Correlation analysis of the results of a
psychodiagnostic examination according to the Study
Method personal identity of L.B. Schneider according to
Spearman's non-parametric test (n=326)
№
Names
comparable features
Spearman's
correlation
coefficient
at p<0.010
1
Gender of respondents &
Results of the survey of
respondents according to
the Methodology for
studying personal identity
L.B. Schneider
-0,194
2
Age of respondents &
Results of the survey of
respondents according to
the Methodology for
studying personal identity
L.B. Schneider
0,520
3
Gender of respondents &
Age of respondents -0,027
Thus, a significant positive correlation
was found (r = 0.520, p < 0.01) between the age of the
respondents and the level of personal identity
diagnosed using the L.B. Schneider method. This
statistically significant correlation clearly
demonstrates the nature of the development of
personal identity in student age, namely, with
increasing age, the level of personal identity in
students also increases.
Based on the above, we can conclude that the
organized and conducted empirical study (n = 326)
made it possible to identify the current state of the
formation of personal identity in student youth. Thus,
the use of the L.B. Schneider method showed that on
average, every fourth student (24.5%, 80 people) has
a low level of personal identity formation, which
corresponds to the premature status of personal
identity or the passive type of personal identity. At the
same time, only 22.7% (74 people) of the surveyed
students have the desired level of development of the
trait under study (optimal level, achieved status of
personal identity, stable type). In addition, a
correlation analysis of the results of an empirical
study (n = 326) using the non-parametric Spearman
test made it possible to establish that with age, the
level of personal identity in students increases (r =
0.520, p < 0.01). The results obtained, on the one
hand, highlight the problem of developing personal
identity in students, and on the other hand, confirm
that the late adolescence of students is a sensitive
period for the development of this phenomenon.
The results of a psychodiagnostic examination
using the N. Hall Emotional Intelligence
Questionnaire (n = 326) show that the majority of
respondents (42%, 137 people) have an average level
of emotional intelligence development (Figure 3).
Figure 3. The results of a psychodiagnostic examination
according to the N. Hall Emotional Intelligence
Questionnaire (n=326)
This category of surveyed students is
characterized by a positive assessment of their own
social position (an obvious sign), a relatively high
21,8%
42%
36,2 %
low emotional intelligence
average emotional intelligence
high level of emotional intelligence
The Study of the Communicative Features of Virtual Communication as a Factor in the Formation of the Personal Identity of Student Youth
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level of self-esteem and self-control in terms of their
emotional state, as well as by the ease of
communication with people around them without
exerting volitional effort.
In 36.2% (118 people) of the surveyed students,
the diagnosed trait is developed at a low level, and in
21.8% (71 people) at a high level, respectively.
The category of students with a low level of
emotional intelligence is typically characterized by
low self-esteem, low levels of self-control and
awareness of their own emotional state, weak
influence and control over situations (events affect
them, not the other way around), the inability or low
ability to recognize the emotions and feelings of
others, some stubbornness in appropriate situations,
sometimes strong emotional reactions (rudeness,
insults), and a tendency to conflict. Conversely,
students with a high level of emotional intelligence
are characterized by a certain harmony with the
outside world, an individually developed system of
values that does not actually harm those around them,
the ability to change their opinions (if they turn out to
be erroneous, and admit their mistakes), a good
ability to withstand stress, a desire to develop and
help others in this, and a lack of fear of taking
responsibility.
The results of a psychodiagnostic examination
using the Questionnaire for the diagnosis of general
communicative tolerance by V.V. Boyko show that
the majority of surveyed students (39%, 127 people)
have an average level of development of
communicative tolerance (Figure 4).
The smallest number of students (16.6%, or 54
people) have a very low degree of communicative
tolerance. In the author's interpretation, this is
revealed as "complete rejection of others." This
category of students, as a rule, is a source of negative
emotional energy, which is transferred to their
interlocutors during communication.
Correspondingly, the rest of the surveyed
respondents had:
• A high degree of communicative
tolerance: 20.2% (or 66 people).
• A low degree of communicative
tolerance: 24.2% (or 79 people).
Students with a high degree of communicative
tolerance are characterized as being quite balanced,
predictable in their relationships, and compatible with
a wide range of people. Thanks to these
characteristics, they create a psychologically
comfortable environment for joint activities and
achieve a synergistic effect (pleasure from interaction
at the level of cooperation).
In turn, students with a low degree of
communicative tolerance typically experience
negative reactions to the differences they find
between the substructures of their personality and the
personality of a communication partner. The more
distinct a student's negative feelings about the
originality of the other person, the lower their level of
tolerance. This makes it more difficult for them to
demonstrate goodwill towards a partner, accept
examination according to the Questionnaire for the
diagnosis of general communicative tolerance V.V.
Boyko (n=326)
them in all or some of their manifestations, and
restrain their dissatisfaction.
The results of a psychodiagnostic examination
using the Questionnaire of the Motivational Structure
of Information Activity by Yu.N. Dolgova, A.S.
Kopova, G.N. Malyuchenko, and V.M. Smirnova
show that the largest number of surveyed students
(39.9%, or 130 people) have a predominance of
communicative motivation (Figure 5).
Figure 4: The results of a psychodiagnostics.
20,2 %
39 %
24,2 %
16,6 %
complete rejection of others
low degree of communicative tolerance
average degree of communicative tolerance
high degree of communicative tolerance
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Figure 5: The results of a psychodiagnostic examination
according to the Questionnaire of the motivational structure
of information activity Yu.N. Dolgova, A.S. Kopova, G.N.
Malyuchenko, V.M. Smirnova (n=326).
Sure, here is the revised text:
For this category of respondents, consuming
media information is a process that inevitably
accompanies interpersonal and intergroup
communication. The main topics for communication
and social interaction are determined by events taking
place in both the real daily lives of media consumers
and the media space, on the internet, on TV channels,
etc. There is no main criterion for evaluating
information/media products when the communicative
motivation is dominant. As a rule, preference is given
not to any specific types of information/media
products, but to a particular source/communicator. If
the predominance of communicative motivation is
expressed in a clear preference for virtual
communication over direct interpersonal contacts,
then this is a factor that can provoke the emergence
and development of media addiction.
The next quantitative value is the predominance
of compensatory motivation in 18.1% (59 people) of
the students surveyed. In this case, media
consumption is a way of escaping from the gray
routine, monotonous reality into the virtual world.
Various kinds of media products are used as a means
of compensating for states or achievements that are
absent in real life, as a means of virtually simulating
desired experiences. The most striking example of
such products are computer games. The main
criterion for evaluating information/media products is
the compensatory and simulating opportunities that it
provides. The compensatory motive is often not
recognized or is not consciously acknowledged by the
individual. The compensatory motivation for media
consumption is the most predisposing factor to the
emergence of media addiction (Internet addiction).
In turn, 14.4% (47 people) of the surveyed
students have a predominance of cognitive
motivation. In this case, media information is
consumed in order to enrich the stock of knowledge,
for general intellectual development,
personal/professional growth, and spiritual self-
improvement. A person evaluates incoming
messages, information, and media products of an
artistic or documentary format, relying primarily on
such criteria as novelty, the possibility of broadening
one's horizons, potential benefits in everyday life,
actual practical value, scientific validity, and the
degree of satisfaction of specific cognitive interests.
Although the information activity of the cognizing
subject can be quite high at times, the probability of
forming media addiction (including Internet
addiction) is relatively low. However, in some cases,
cognitive activity may be accompanied by a
reluctance (fear) to miss any important, objectively
significant information, which can provoke excessive
media consumption.
Identical to the previous number (14.4%, 47
people) of the examined students, the predominance
of relaxation motivation was also revealed. Media
information/media products are used as a means of
achieving relaxation after stress or tension caused by
previous activity. The main motive for consuming
media products in this case is the desire to switch to
information that does not require intellectual costs
and causes positive emotions. Preference is given to
such media products that distract from current
problems, do not cause negative feelings, and do not
provoke long reflections. The dominance of
relaxation motivation can provoke the formation of a
habit of pathological "freezing" in the media space,
the formation of attitudes that predispose to a passive
perception of reality and not a critical absorption
(introjection) of media products. As these habits and
attitudes form, the subject relaxing in the virtual
world begins to subconsciously or quite consciously
delay the return to active activity in real life.
The smallest number of surveyed students
(13.2%, or 43 people) have a predominance of
reactivating motivation. They use various media
information/media products primarily to quickly
enter the mode of active actions, achieve an emotional
upsurge, and gain the desired physical tone and
14,4 %
14,4 %
39,9 %
18,1 %
the predominance of cognitive motivation
the predominance of relaxation motivation
the predominance of communicative motivation
predominance of compensatory motivation
преобладание реактивирующей мотивации
The Study of the Communicative Features of Virtual Communication as a Factor in the Formation of the Personal Identity of Student Youth
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vivacity. The main criterion for evaluating media
products is their saturation with relevant stimulating
qualities that provide the opportunity to receive
emotional and physical recharging. In this case, the
media space plays a purely service role, as it is used
as a source of incentives and guiding stimuli to
achieve any socially significant goals that are outside
of it. Since non-informational activity is prioritized,
any kind of media production is not considered by a
person to be some kind of absolute, self-sufficient
value, but only as a kind of external entourage of their
life. The predominance of this motivation does not
usually carry the risk of media addiction, as the
individual's priority goals and values are outside the
media space.
The results of a psychodiagnostic examination
using the Questionnaire for Assessing Self-Control in
Communication by M. Snyder show that the largest
number of respondents (41.4%, or 135 people) have
an average level of communicative control (Figure 6).
Figure 6: The results of a psychodiagnostic examination
according to the Questionnaire for assessing self-control in
communication by M. Snyder (n=326).
This category of students is usually sincere in
communication, but relatively unrestrained in their
emotional expressions. However, they try to build
their behavior in relation to the people around them.
38.7% (or 126 people) of respondents showed a low
level of communicative control. This category of
respondents has relatively stable behavior and does
not consider it necessary to change depending on the
emerging communicative situation. They are also
capable of sincere self-disclosure in communication.
However, some people around them may find them
"uncomfortable" in communication due to their
straightforwardness.
The smallest number of respondents (19.9%, or
65 people) have a high level of communicative
control. This category of students can relatively easily
enter into almost any role, respond flexibly to changes
in the situation, and even anticipate the impression
that they make on others during communicative
interaction. The results of applying the K. Young
Internet Addiction Test show that the largest number
of surveyed students (72.1%, or 235 people) have an
average level of Internet addiction. Only 18.4% (or 60
people) of the surveyed students have a low level of
Internet addiction (Figure 7).
Figure 7: The results of a psychodiagnostic examination
according to the K. Young Internet Addiction Test (n=326)
In turn, it is alarming that 9.51% (or 31 people) of
the surveyed students have a high level of Internet
addiction. This category of respondents, as a rule,
feels an urgent need to check their email every
morning, access social media, etc., a certain euphoria
while they are at a computer or phone, and anger at
those who try to distract them while they are online.
In addition, these students often suffer from insomnia
due to the constant desire to go online, often do not
have a clear goal for being in the virtual space, and
experience irritability, anxiety, excitement, apathy,
etc. when they are offline. This category of students
significantly reduces (up to a complete cessation) the
frequency and duration of communication and
communicative contacts with relatives, family
members, and friends in everyday life (outside the
network).
19,9 %
41,4 %
38,7 %
high level of communicative control
average level of communicative control
низкий уровень коммуникативного контроля
18,4 %
72,1 %
9,51 %
low level of internet addiction
average level of internet addiction
high level of internet addiction
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3 DISCUSSION AND
CONCLUSION
The study of the current state of development of the
communicative features of virtual communication
and personal identity of student youth allows us to
formulate the following conclusions: The application
of N. Hall's Emotional Intelligence Questionnaire,
V.V. Boyko's Questionnaire of the Motivational
Structure of Information Activity (MSIA), and M.
Snyder's Questionnaire for Assessing Self-Control in
Communication (n = 326) clarified the state of
development of communicative features of virtual
communication. Despite the fact that the prevailing
part of the total number of students surveyed (on
average, 40.6%, or 132.3 people) have an average
level of development of communicative features of
virtual communication, a significant part of the
respondents was identified, in whom the diagnosed
signs are formed at rather problematic levels:
• 36.2% (or 118 people) of the surveyed
students have a low level of emotional intelligence;
• 24.2% (or 79 people) of the surveyed
students have a low degree of communicative
tolerance;
• 38.7% (or 126 people) of the surveyed
students have a low level of communicative control.
In addition, 39.9% (or 130 people) of students
showed a predominance of communicative
motivation in terms of information activity. The
obtained psychodiagnostic data as a whole indicate
that in everyday life (at least) every third surveyed
student has a clear preference for virtual
communication over direct interpersonal contacts,
rather weak awareness of their own emotional state,
inability to influence and control emerging situations,
regular experience of negative reactions regarding the
detection of differences between the substructures of
their personality and the personality of a
communication partner, and a certain
straightforwardness, which is an important factor
provoking the emergence and development of media
addiction, as well as significant difficulties in
everyday communication interaction. This is
confirmed by the results of a psychodiagnostic survey
according to the K. Young Internet Addiction Test,
where a high level of Internet addiction was found in
9.51% (or 31 people) of the surveyed students. This
fact clearly demonstrates the problematic aspects of
the communicative features of the virtual
communication of students in late adolescence,
reveals the modern nature of the studied phenomena,
and their features, which allows us to explore specific
ways of psychological optimization of this important
problem.
The results obtained, on the one hand, very
actualize the problem of the development of student
personal identity, and on the other hand, confirm that
late adolescence is sensitive for the development of
the phenomenon under study. The psychodiagnostic
data obtained in general (n = 326) indicate that in
everyday life (at least) every third student surveyed
has a clear preference for virtual communication over
direct interpersonal contacts, rather weak awareness
of their own emotional state, inability to influence and
control emerging situations, regular experience of
negative reactions regarding the discovery of
differences between the substructures of their
personality and the personality of a communication
partner, a certain straightforwardness, which is an
important factor provoking the emergence and
development of media addiction, as well as
significant difficulties in daily communication
interaction.
This is also confirmed by the results of a
psychodiagnostic examination according to the K.
Young Internet Addiction Test, where a high level of
Internet addiction was found in 9.51% (or 31 people)
of the surveyed students. This fact clearly
demonstrates the problematic aspects of the
communicative features of the virtual communication
of students in late adolescence, reveals the modern
nature of the studied phenomena, and their features,
which allows us to explore specific ways of
psychological optimization of this important
problem.
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in Late Adolescence
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