Emotional Resistance to Negative Impacts of Modern Information Environment in Future Teachers

The article presents results of an empirical study of emotional resistance to the negative impacts of the modern information environment in future teachers. The study involved 63 students of Pedagogical Education programme of the Tula State Lev Tolstoy Pedagogical University, aged 18 to 22 years. The general hypothesis was that emotional resistance to negative impacts of information environment in future teachers is affected by the following factors: notions about the threats and risks of this environment and experience of interacting with it; balance of personality features; present mechanisms of adaptation to life situations. To reveal the relationship between the selected parameters and the indicator of resilience, Pearson’s correlation was measured (r-Pearson).The study showed that most of the students demonstrate resistance to the negative impacts of the information environment; however, it was found that presenting negative information to the subjects resulted in the feelings of insecurity of the world and fear (for themselves and their family and friends) in many respondents.

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