Socio-psychological characteristics of students as subjects of communication, depending on their attitude to mediated interaction

The article examines the problem of the relationship between the social and psychological characteristics of students as subjects of communication and their propensity for indirect communication, spending a significant part of their personal time in social networks. A comparative analysis of the severity of difficulties in a real act of communication among students who prefer direct (real) and mediated communication is carried out. The reliability of the results obtained is confirmed by analyzing the average values of the studied group indicators, and using the methods of mathematical statistics (correlation analysis, Student's t-test) and found a relationship between the propensity of students to communicate indirectly, the time spent communicating in social networks and the severity of difficulties in real interaction, caused by their specific socio-psychological characteristics as subjects of communication. The greatest difficulties in their views are associated with the influence on the emergence of difficulties in communication of such parameters as the intensity of communication, the number of partners, the presence of witnesses of communication, age, gender, status; suspicious, arrogant, disrespectful attitude during the conversation; social-perceptual and expressive-speech characteristics of partners; as well as the skills and abilities of the interlocutor regarding the organization of interaction. As the main conclusion, the researchers note that students who prefer real and mediated interaction have various psychological characteristics that characterize them as subjects of communication.

appearance. There is also an opportunity not to indicate data about yourself at all, it is this opportunity that attracts users more and more.
Another important feature is the ability to leave any impression about yourself. In virtual reality, you can become whoever you want. You can embellish yourself, or you can create an alter ego. This fact also attracts the attention of scientists regarding what needs are satisfied by the subject hiding his "true self", and what psychological reasons led him to this [4,5,6,7,8].
Voluntary of contacts and no fear of failure. With indirect communication, it is possible to start a dialogue with any person without experiencing discomfort, and in case of failure, you can stop the dialogue. In the modern world, people are often afraid to initiate communication with unfamiliar people, fearing to be not interesting and unattractive to another person. With direct contact, all this will be obvious due to various non-verbal manifestations (facial expressions, gaze, posture). Mediated communication makes it possible to exclude this part of the information flow.
Close to this parameter is the lack of the ability to see the interlocutor and be visible to him. In the case of an audio conversation (a phone call), it is possible to hear the interlocutor, but it is not possible to see him, thus only intonation remains from the entire spectrum of non-verbal communication. But even the presence of only this substructure of non-verbal communication is of great importance. Studies show that due to the intonation of callers who hear each other, dialogue is considered more constructive. When communicating in the form of SMS messages, information is absorbed worse, because the said phrase with different intonation can have different meanings [1,2,14]. This is the reason for the appearance of "emoticons" and other visual symbols in the structure of communication via a smartphone. Normally, if a person has nothing to hide, he has a strong need to express emotions and receive them from other people. The absence of such visual signs may indicate that the subject of communication does not want us to know about his emotional experiences.
A sense of security and impunity is another characteristic feature of online communication. Thanks to the ability to remain anonymous, there is a feeling of impunity and security, because it is difficult to calculate the user's address. This makes it possible to let out all the hidden desires and needs, to "take revenge" for all existing personal problems, as a rule, all these are unconscious processes. Such types of communication as "trolling" and "bullying" appear [8,11]. Another important point is the absence of strict social and culturally determined requirements for the subjects of communication. Thanks to the widespread use of the Internet, people with different views, people of different cultures and nationalities can participate in the dialogue. Such intercultural and social tolerance helps many to be themselves in their views on life and various events, without fear of negative prejudices.
Communication is an activity that is of particular value in adolescence. This is a way of spending leisure time, as well as a means of self-expression and establishing contacts with peers [3,4,8,10]. A person who knows how to competently build speech and communication shows a high level of development of his personality. The effectiveness of life and activity largely depends on the realization of individual and group capabilities of a person in communication. Communication is a special process that allows you to form a personality [5,6,17].
Adolescence is a critical period in the process of personal evolution. From the age of 14, interpersonal relationships are being formed, in which attitudes toward the subjects of reality play a different role: toward the elderly, toward relatives, toward peers, toward teachers, toward friends, toward oneself, toward representatives of other races, religions and nationalities [3, 5 , 8, 18, 19, 20]. The psychological world of the adolescent period is turned to inner life, a young man is often closed, thoughtful, fantasizes a lot. The same period is marked by intolerance, irritability, and a tendency to aggression. The stage of self-knowledge and self-affirmation begins, young people become very critical in relation to reality, and a tendency to expand the unacceptable is gradually observed [15].
All of the above makes it possible to say that the psychological characteristics of young people as subjects of communication are being rebuilt and changed following the changes taking place in society. The modern generation differs significantly from the previous one, primarily in that it was brought up in a different "technical environment", and therefore has significant social and psychological characteristics specific to this generation. In this regard, the study of ideas about oneself as a subject of communication among students with different attitudes towards indirect communication, in our opinion, is of great interest.

Materials and methods
The purpose of the research was to study the idea of oneself as a subject of interaction among students with different attitudes towards indirect communication. The hypothesis of the study was the assumption that the idea of oneself as a subject of interaction will differ among students with different attitudes to real and mediated communication.
The methodological toolkit included the following questionnaires. To determine the propensity of students to mediate communication, we used a questionnaire developed by us on the basis of a theoretical analysis of scientific literature "Propensity to mediated communication" and the Kimberly Young test "For Internet addiction". 2. To determine the idea of oneself as a subject of communication and interaction, as well as sociopsychological characteristics that hinder real communication of students, the questionnaire "Socio-psychological characteristics of the subject of communication" (V.A. Labunskaya) was used. 3. The questionnaire, developed by us on the basis of the analysis of scientific literature, "The propensity of students to mediate communication." The empirical object of the study was 50 university students. 20 are female students, aged 17 to 24, and 30 are male students, aged 17 to 25. The reliability of the data obtained was ensured using such mathematical procedures as: calculating the significance of differences according to the Student's t-test, and determining the Pearson's rank correlation coefficient, using the computer program "SPSS 17.0 for Windows".

Results
First, we analyzed the propensity for indirect communication among students using a questionnaire developed by us, which allowed us to divide them into 2 groups.
The first group included students, whose propensity for real communication averaged 15.9, which indicates that the subjects choose real communicationto to a greater exten. Their propensity to communicate indirectly is 4.4. This indicates that, despite the preferences of this group for real communication, students note that mediated communication has its merits (for example, with mediated communication, the dialogue is easier to complete). We then tested these students for Internet addiction using the Kimberly-Young test. The obtained results showed that there is no dependence among students of this group. This is evidenced by the group average of 40, 9 points. That is, the subjects do not neglect household chores in order to spend more time on the Internet, their success does not suffer because of the time spent on the Internet, the subjects do not feel that without the Internet, life is empty and boring. In the group of students who prefer indirect communication, the average severity indicator on the scale of real communication is 7.9. This indicates that students of this group do not exclude real communication from their lives, but to a greater extent prefer mediated communication. They also showed signs of Internet addiction, as evidenced by the group average of 57.3. Subjects often make new acquaintances on the Internet, neglect household chores due to their addiction to the Internet, these students sacrifice sleep by staying up late in the network, they experience depression or nervousness when they are offline and note that this state goes away as soon as they find themselves on-line.
To determine the significance of the differences between the propensity of students to mediate or real communication, as well as Internet addiction, we used the Student's t-test. As a result, significant differences were found in the propensity for indirect or real communication (t = -3.398). Students of group 2 have a significantly higher propensity for indirect communication than students of group 1.
Further, we investigated the social and psychological characteristics of students in two groups (group 1 -students who prefer real communication, group 2 -students who prefer indirect communication) as subjects of communication. For this we used the questionnaire "Socio-psychological characteristics of the subject of communication" V.A. Labunskaya. Based on the figure, it can be seen that the indicators of students of group 1, on the scales "Expressive -speech characteristics of partners" (m = 8.52), "Social -perceptual characteristics of partners" (m = 8.99), "Attitude -referrals of partners" ( m = 9.61), "Judgments revealing the skills and abilities of organizing interaction" (m = 8.96), "The idea of the influence on the occurrence of communication difficulties of such parameters as the intensity of communication, the number of partners, the presence of witnesses of communication, age, gender , status "(m = 8.29), have an average level, which indicates that these students do not experience difficulties associated with these aspects of communication.
The indicators of students of the 2nd group on the scales have the following meanings: "Expressive -speech characteristics of partners" (m = 14.9) -a high level of severity, this suggests that, for example, a frozen posture, motionless facial expression or loud speech complicate the interaction between interlocutors. "Socio-perceptual characteristics of partners" (m = 15.12) -a high level of severity, this suggests that such qualities as the inability to correlate the actions of people with their personality traits, the desire to attribute people to a certain type, the habit of judging a person by his appearance makes it difficult to interact between interlocutors. "Attitude -referrals of partners" (m = 15.92) -a high level of severity, this scale suggests that difficulties in the communication process arise depending on how a person perceives another person's attitude towards him. "Judgments that reveal the skills and abilities of organizing interaction" (m = 13.96) -a high level of severity, this suggests that judgments such as the desire to speak more than to listen, the desire to impose one's point of view or the inability to get out of the conversation in time make the interaction between interlocutors difficult. "The idea of the influence on the occurrence of communication difficulties of such parameters as the intensity of communication, the number of partners, the presence of witnesses of communication, age, sex, status" (m = 16.69) -a high level of severity. This scale includes: the state of health, mood, willingness to communicate with the conversation partner influence and complicate interaction in the communication process.  To identify the significance of differences in the socio -psychological characteristics of students as subjects of communication, such mathematical procedure as the Pearson's rank correlation coefficient was used. As a result, significant relationships were found between the frequency of the student's choice of mediated communication and the idea of himself as a subject of communication, which consists in the fact that the more a student is inclined to make a choice in favor of mediated communication, the more he will experience difficulties in real communication in the following scales: "Expressive speech characteristics of the partner" (r =, 711 **, p≥0.05); "Socio-perceptual characteristics" (r =, 703 **, p≥ 0.05); "Treatment relations" (r =, 709 **, p≥0.05); "Skills of organizing interaction" (r =, 622 **, p≥0.05); "The influence of the occurrence of difficulties" (r =, 773 **, p≥0.05). This means that factors such as the intensity of communication, the number of partners in the dialogue, age, gender and status of the interlocutor, significantly complicate the interaction with the communication partner for these students.

Discussion
The study found significant relationships between the propensity of students to communicate indirectly and self-image as a subject of communication. The higher the indicator of the propensity for indirect communication, the more difficulties a given student experiences as a subject of communication in a real situation of interaction. These difficulties relate to sensitivity to certain aspects of communication. The greatest difficulties are observed on a scale that includes the idea of the influence on the occurrence of difficulties in communication of such parameters as the intensity of communication, the number of partners, the presence of witnesses of communication, age, gender, status. It is interesting that it is these characteristics that lose their significance in the process of mediated communication. In addition, the identified difficulties among students who prefer indirect communication related to the scales: including judgments describing the "relationship-treatment" of partners to each other (for example, suspicious, arrogant, disrespectful attitude in the process of a conversation, or excessive desire of the interlocutor to make the right impression); social and perceptual characteristics of partners (include the social side of communication and understanding by partners of each other, for example, not the ability to put oneself in the place of another, the inability to "read" the feelings and intentions of another person or "mistakes" of the partner in assessing the feelings and moods of another person). To a less extent, but also strongly expressed difficulties related to the expressive-speech characteristics of the partner (include the emotional coloring of the behavior and speech of the communication partner, demonstrating the relationship between the communicators), as well as a group of judgments that reveal the skills and abilities of organizing interaction (ability or inability to competently conduct a conversation, tactfully and without interrupting the interlocutor). Interestingly, most of the identified characteristics that cause difficulties in communication lose their significance in the process of mediated communication.
A characteristic feature of students who choose real communication is that they are not afraid to be funny in the eyes of others, such students can communicate with people of different gender and status, they are able to put themselves in the place of another person and are better oriented in various communication situations and interactions.

Conclusion
The emergence of a new form of communication entailed changes in human life, namely, a new form of interaction appeared -mediated communication. Such communication has a number of significant differences from direct (real) communication. For example, a large audience, the removal of rigid social boundaries, the ability to correct messages (which is impossible in direct communication, since words cannot be taken back), the invisibility of the interlocutor, anonymity and, as a result, a sense of security, the ability to leave any desired impression about yourself.
In addition, the authors note the unregulated behavior, a decrease in the forms of interaction, there is an increase in social and psychological risk of communication, as well as compensatory virtual emotionality. Psychological characteristics of a person as a subject of communication also undergo changes. In our study, it was shown that in subjects prone to indirect communication and spending a significant amount of their time in social networks, one can state the presence of difficulties in a situation of real, direct communication. Significant relationships were established between the propensity of students to communicate indirectly and the severity of various difficulties in a real act of communication.
Thus, all of the above allows us to say that the long-term involvement of students in indirect forms of interaction has a significant impact on their idea of themselves as a subject of real communication, and leads to difficulties in real, direct communication.