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DOI: https://doi.org/10.34069/AI/2023.63.03.25
How to Cite:
Boichuk, O., Lyebyedyeva, Y., Stadnyk, M., Mishchuk, A., & Shcherbin, L. (2023). Effectiveness of virtual space in the
socialization process of teenagers (under martial law). Amazonia Investiga, 12(63), 266-276.
https://doi.org/10.34069/AI/2023.63.03.25
Effectiveness of virtual space in the socialization process of teenagers
(under martial law)
Ефективність віртуального простору у процесі соціалізації підлітків
(в умовах воєнного стану)
Received: March 13, 2023 Accepted: April 20, 2023
Written by:
Oleh Boichuk1
https://orcid.org/0000-0002-9331-8039
Yuliya Lyebyedyeva2
https://orcid.org/0000-0003-0628-0309
Mykola Stadnyk3
https://orcid.org/0000-0002-4264-8054
Andrii Mishchuk4
https://orcid.org/0000-0002-2585-7110
Liliia Shcherbin5
https://orcid.org/0000-0002-4456-6597
Abstract
The aim of the research is to study the impact of
virtual space on adolescent socialization during
the war by analysing the mechanisms of value
formation, attitude to war, national identity and
other aspects of socialization. The research
involved such methods as expert evaluation,
questionnaire survey, sociometry, correlation
and regression analysis, as well as factor analysis
using the maximum likelihood method. The
methods of mathematical statistics were used. It
was found that 75% of students use social
networks every day, and 25% — several times a
week. Instagram is the most popular social
network among students, which is used by 65%
of respondents, followed by Facebook with 30%,
and TikTok with 20%. In general, the results of
the study showed that the use of virtual space can
have both positive and negative consequences for
adolescents. These effects may include increased
socialization and life satisfaction, but may also
include the risk of developing bad habits and
involvement in crime. It is important to conduct
further research to understand the mechanisms of
influence of virtual worlds on adolescent
1
Postgraduate Student, Pereyaslav-Khmelnitsky State Pedagogical University, Pereyaslav-Khmelnitsky, Ukraine.
2
PhD in Historical Sciences, Scientific Secretary, Research Institute of Ukrainian Studies, Kyiv, Ukraine.
3
Doctor of Philosophy, Deputy Director for Scientific Work, Research Institute of Ukrainian Studies, Kyiv, Ukraine.
4
PhD in Historical Sciences, Associate Professor, Department of History of Ukraine and Methods of Teaching History, Faculty of
History, Political Science and International Relations, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.
5
PhD in Historical Sciences, Associate Professor, Department of World History, Faculty of History, Political Science and
International Relations, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine.
Boichuk, O., Lyebyedyeva, Y., Stadnyk, M., Mishchuk, A., Shcherbin, L. / Volume 12 - Issue 63: 266-276 / March, 2023
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behaviour and to develop strategies to minimize
negative consequences. Future research may be
aimed at analysing different types of virtual
space and their impact on adolescent
socialization.
Keywords: virtualization, social competences,
higher education, adolescence, gamification.
Introduction
Relevance
The study of the effectiveness of virtual space in
adolescent socialization under martial law is
currently an urgent problem. Virtual space is an
indispensable part of the life of adolescents, who
actively use Internet resources and social
networks to communicate and obtain
information. At the same time, the martial law
can significantly change the social environment
for the adolescents, in particular, reduce
opportunities for development and socialization.
So, there is a need to study the effectiveness of
using virtual space in such conditions (Bystrova
et al., 2019).
It is necessary to determine the features of the
impact of virtual space on the adolescents’
psyche. The features of its use that are reflected
in the development of social competences and the
emotional sphere should also be identified. This
work has great theoretical and practical potential.
The study will reveal the possibilities of using
virtual space for the development of adolescents’
social skills, in particular cooperation,
communication and interaction with other people
(Varela et al., 2021).
Socialization in adolescence is a special stage in
life. The basic values, attitudes towards the world
and other people, interests and beliefs that will
affect the further development of the personality
are being formed. The increasing role of peers is
one of the main features of socialization in
adolescence. Adolescents begin to interact with
each other more actively, thereby forming a more
defining social group, which can influence their
behaviour (Luchinkina & Yudeeva, 2020).
Socialization in adolescence is also characterized
by changes in relations with parents and adults.
Adolescents begin to actively show their
autonomy and independence, which can lead to
conflicts (Crespo Ramos et al., 2022). Such
changes can be difficult because they face
problems of mutual understanding and
interaction (Tatyanchikov, 2022). Besides,
adolescents begin to pay more attention to their
own appearance and social status, which can
affect their attitude to themselves and to other
people. These values translated in a social group
can entail negative consequences, such as
violence, bullying, mental problems, and others
(Pavlyk, 2022).
Virtual space is a new environment that affects
the adolescents’ socialization. Its main feature is
providing the opportunity to interact with other
people, while being different from traditional
forms of interaction (Gómez-Ortiz et al., 2018).
First of all, it enables adolescents to interact with
the world without leaving home. They can access
large volumes of information and resources for a
variety of tasks (Ishchenko et al., 2022). Besides,
virtual space enables adolescents to come into
contact with people from different countries, and
communicate with them on different topics
(Boccio & Leal, 2023).
Virtual space also has, however, its drawbacks.
For example, adolescents may face the lack of
non-verbal cues, such as facial expressions and
gestures commonly used in traditional
interaction. The adolescents may encounter
privacy and security issues in the virtual space
because of virtual espionage and surveillance of
users (Leal et al., 2022).
Unexplored issues
Previous studies provide an insight into the
impact of virtual space on the adolescents’
socialization, but there are several unexplored
issues that can be the subject of further research.
The first unexplored issue is the impact of virtual
space on the formation of values, attitudes
towards war and national identity among
adolescents. It is important, as it can highly
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impact moral and ethical principles of young
people, which will determine their behaviour in
the future. Another unexplored issue is the
relationship between virtual communication and
empathy of adolescents. This issue is important
for understanding the impact of the virtual
environment on the development of social skills
and emotional intelligence in young people. The
third unexplored issue is the role of virtual space
in providing social support to adolescents
experiencing stressful situations during martial
law. It is important because it opens up new
opportunities for creating online communities
that provide support and help in difficult
situations.
Aim
The aim of the research is to study the impact of
virtual space on the adolescents’ socialization
under martial law by analysing mechanisms of
values, attitude to war, national identity, and
other aspects of socialization.
Objectives/questions
1. Study the impact of Internet communication
on the formation of adolescents’ attitudes
towards war during a military conflict.
2. Analyse the mechanisms of influence of
virtual space on adolescents’ national
identity during martial law.
3. Study the influence of social networks on
adolescents’ empathy in adolescents who
experience stressful situations during a
military conflict.
Literature review
The issue of socialization in virtual space is
becoming increasingly popular. The researchers
focus on the impact of social networks on
socialization and personality development in the
digital age. Virtual space has become an
important source of information and
communication for many young people, and it
can influence their social behaviour.
Lian et al., (2020) found that cell phone addiction
among Chinese adolescents was driven by a
desire to seclude themselves because of
psychological stress. The authors found that
reflection is a mediating variable between mobile
phone addiction and psychological stress. This
study confirms the importance of the mediating
role between personal factors and the
psychological implications of mobile phone
addiction.
Malander (2019) examines the relationship
between technology-dependent children their
perceptions of parenting practices. The author
explores different types of technological
dependence and their relationship to the
children’s perception of parenting. Research
showed that those parents who regulate the use of
technology have less addicted children.
Malo-Cerrato et al., (2018) studied the
psychosocial profile of Spanish adolescents with
a pathological addiction to social networks. The
article describes in detail the dynamics of the use
of social networks, its impact on the attitude
towards oneself and other people, as well as on
the mood. The study showed that adolescents
addicted to social networks have feelings of
loneliness, fear and anxiety more often.
Martínez et al., (2019) dealt with the influence of
parenting methods on the likelihood of
traditional bullying and cyberbullying among
children and adolescents. The study found that
children who receive protection from their
parents are less likely to be victims of traditional
bullying and cyberbullying. On the contrary,
parents who are excessively restrictive of their
children’s Internet use can produce a negative
effect, increasing the likelihood of child’s feeling
stigmatized on social networks.
Mengyun et al., (2021) identified a relationship
between perceptions of parental conflict and
problematic social media use among Chinese
adolescents. The researchers found that self-
esteem and maladaptive cognitive processes
played a mediating role in this process.
Steinsbekk et al., (2021) studied the relationship
between social media use and self-assessment of
the appearance from childhood to adolescence.
Research found that frequent use of social media
has a negative effect on self-esteem in
adolescence, especially among girls.
Verheijen et al., (2021) described the relationship
between adolescent use of video games and
aggression. They found that adolescents who
were abused as children are more vulnerable to
the effects of violent video games, and are more
prone to aggressive behaviour.
Villanueva-Blasco and Serrano-Bernal (2019)
study the relationship between the pattern of
Internet use, parental control in social networks,
and the use of sexting among adolescents. The
article examines this relationship in the context
of gender differences.
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Onoi et al., (2019) examined the role of active
tourism in the adolescents’ socialization. The
study shows the relationship between various
forms of active tourism and social adaptation of
adolescents.
Du et al., (2021) studied the relationship between
games, communication and control mechanisms
in virtual environments among children and
adolescents. The results of the study indicate that
some games can have a positive effect on the
development of social and cognitive skills in
children and adolescents.
Methods
Research design
The research consists of the following stages:
1. Research planning (May-June 2022): The
first stage involved determining research
objectives and advancing the hypothesis to
be tested. The methods of data collection and
analysis were determined, and sampling
criteria were established.
2. Data collection and analysis (September-
December 2022): The next stage was data
collection and analysis. The methods of data
collection such as questionnaire survey,
observations, and testing were used at this
stage. Statistical analysis, content analysis
and others were used for data analysis. The
respondents were distributed into two
groups — Control and Experimental — at
this stage with the help of expert analysis of
the results of the questionnaire survey.
3. Drawing conclusions (2023): data collection
and analysis was followed drawing
conclusions on the fulfilment of the research
objective and the advanced hypothesis.
Besides, recommendations for further
research and practical applications of the
obtained results were proposed.
Sampling
Random selection was applied to form a sample
of 200 people who studied at 1st-2nd years of
different faculties at the National Technical
University of Ukraine “Igor Sikorsky Kyiv
Polytechnic Institute”. This sampling principle
avoids distortion of research results, as all
students had equal chances to be included in the
sample. This approach fulfils several objectives,
in particular, it establishes the characteristic
features of students’ socialization at the initial
stages of education, identifies their attitude to
war, national identity, and other aspects of
socialization. Besides, the sample allows for a
comparative analysis between students of
different faculties, which can help reveal
common and distinctive features of their
socialization. Two groups were formed —
experimental and control. A total of 100 students
were included in the experimental group, who
were more involved in the virtual space than the
students of the control group (100 people). An
expert group consisting of 30 teachers of this
higher educational institution.
Methods
1. The method of expert evaluations: the
application of this method involves the
evaluation and analysis of the opinions and
experiences of experts who have
professional expertise in this area. They can
answer questions related to certain aspects of
the study.
2. Questionnaire survey: the research is
conducted by sending questionnaires
(Appendix A) to the appropriate audience.
The questionnaire contains questions about
social adaptation, attitudes towards war,
national identity, and other aspects of
socialization.
3. Sociometry: this method determines the
relationships between people and groups. A
researcher can use sociometry to study the
impact of virtual space on social relations
and socialization of adolescents during the
military conflict. To analyse the sociometry
of the study, it was suggested to fill out a
questionnaire with the following questions:
1. How often do you use social networks?
2. Which social network do you use most
often?
3. What type of content do you view on social
networks most often?
4. Do you attend cultural events, such as
exhibitions, concerts, theatre performances?
5. Do you find time for self-development
(reading books, watching educational
videos, etc.)?
6. Do you participate in volunteer projects?
7. Do you communicate with your classmates
outside the educational institution?
8. Do you have friends studying at other
faculties?
9. Do you have friends studying at other
universities?
10. Do you find a common language with your
teachers at extracurricular time?
The questionnaire contains questions that assess
various aspects of life: a person’s social activity,
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interests and relationships with others. Questions
about social media use and the type of content
viewed are valid because they show which social
networks and types of content people are most
interested in.
Questions about attending cultural events, self-
development, and volunteering can provide
information about a person’s interests and
motivations. However, these questions may be
more valid if they are made more specific, for
example by asking about specific cultural events,
books or videos viewed, and specific volunteer
projects. Questions about communication with
groupmates, friends from other faculties and
universities, as well as about communication
with teachers at extracurricular time can provide
information about a person’s social relationships.
However, these questions may be less valid
because people may respond positively, when in
reality their social connections may be limited or
absent. The questions can also be more valid if
they are specified, for example, asking about
specific people with whom they are
communicating.
Data analysis
1. Correlation and regression analysis. This
method is used to study the relationships
between two or more variables and
determine their nature. This method was
used to study the dependence between
virtual space and socialization of
adolescents during a military conflict.
2. Factor analysis using the maximum
likelihood method is a statistical method of
studying dependencies between variables,
which reduces the number of variables by
grouping them into factors. This method is
widely used in social sciences, medicine,
biology and other fields. The maximum
likelihood method determines which
variables reflect the maximum variance in a
data set. The result of factor analysis using
the maximum likelihood method is the
grouping of variables into factors that
explain most of the variance. This method
reduces the complexity of the data set, and
saves more significant variables for further
analysis.
3. Spearman’s coefficient, which is found by
the formula:
𝑃 = 6∑𝑑𝑖
2
𝑛(𝑛2−1), (1)
where d – the difference between the ranks of
each observation from two variables.
Data collection
For the research methods section, data were
collected using several methods, including
questionnaires, observations, and interviews.
Surveys were conducted online and offline
among different groups of adolescents who used
virtual space during a military conflict.
Observations were made on social media
platforms, forums and other websites to
understand how adolescents interact in the virtual
space. Interviews were conducted with some
adolescents who had experience of using virtual
space in the context of military conflict.
Ethical criteria
The following ethical criteria were observed
during the study. Confidentiality of data and
identification of survey participants was ensured.
The respondents were informed about the aims
and methods of the study and gave their
voluntary informed consent for participation. All
data were stored encrypted with restricted access.
The ethical principles, principles of
professionalism and academic integrity were
complied with at each stage of the research.
Results
Factor analysis was conducted to check the
validity of the questionnaire. Table 1 presents the
results of the calculations.
Table 1.
Factor analysis of the questionnaire using the maximum likelihood method
Factor
Questions included in the factor
1
1, 2
2
3, 4, 5
3
6, 7, 8
4
9
5
10, 11, 12
Source: created by the authors based on the results of the study
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A factor analysis of the questionnaire was carried
out using the maximum likelihood method. The
questions were divided into five factors,
depending the degree of influence on the results
of the questionnaire. The first factor included the
first and second questions related to the student’s
faculty and year of study. The second factor
included the third, fourth and fifth questions,
which were related to the use of social networks
and the type of content that the student views.
The third factor included the sixth, seventh, and
eighth questions related to the experience of
participating in online discussions and the impact
of social networks on the student’s social
adaptation and national identity. The fourth
factor includes the ninth question, which was
about the influence of the news on opinions about
the war. The fifth factor included the tenth,
eleventh and twelfth questions, which related to
national consciousness and identity, as well as
the influence of the environment and cultural
events on the student’s national identity. This
analysis revealed the relationship between
various aspects of students’ lives, and determined
the main factors that influence their national
identity and social adaptation.
Table 2 contains the questions and answer
options of the survey. Besides, the table shows
the estimated percentages, which indicate the
frequency of responses to each question.
Table 2.
The results of the survey of students of the higher educational institution
Question
Answers
Estimated percentages
1
Faculty 1
30%
Faculty 2
25%
Faculty 3
20%
Faculty 4
15%
Other
10%
2
year
st
1
35%
year
nd
2
30%
year
rd
3
20%
year
th
4
10%
Other
5%
3
Less than an hour
25%
1-2 hours
40%
2-3 hours
20%
3-4 hours
10%
More than 4 hours
5%
4
Facebook
40%
Instagram
25%
TikTok
20%
Twitter
10%
Other
5%
5
Photo and video
35%
News
25%
Memes
20%
Music and video clips
10%
Other
10%
6
Yes
45%
No
55%
7
Yes
30%
No
70%
8
Yes
25%
No
75%
9
Yes
40%
No
60%
10
Yes
30%
No
70%
11
Yes
25%
No
75%
12
Yes
35%
No
65%
Source: created by the authors based on the survey results
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Having analysed the table, several conclusions
can be drawn regarding students’ attitude to
social networks and their influence on students’
socialization. In particular, it was found that the
most popular use of social networks among
students is from 1 to 2 hours a day, and therefore,
students do not spend a large amount of time on
the Internet. The table shows that more than half
of the students use Facebook, which indicates its
considerable popularity.
Photo and video materials, as well as musical
content are the most popular types of content
among students. This indicates that they pay
more attention to the visual and audio
components of the content than to the text. It was
also found that only a third had experience
participating in online discussions, which may
indicate a low level of student engagement.
Regarding the impact of social networks on
social identity, more than half of students believe
that social networks do not affect their social
adaptation, nor do they help to preserve and
strengthen their identity. However, more than
half of students believe that national
consciousness and identity are important for
them, and cultural events can influence their
worldview. Next, the Spearman’s correlation
coefficient was used to estimate the correlation
between pairs of variables. Table 3 presents the
results.
Table 3.
The results of the analysis of the data obtained during the questionnaire using the Spearman’s correlation
coefficient
Variables
Spearman’s correlation coefficient
Faculty, year of study
-0.195
Time in social networks, Networks
0.165
Content Type, Networks
-0.035
Experience of participation, Influence of SM
0.144
Influence of SM, National identity
0.164
News, War
0.038
Environment, National identity
0.144
Cultural events, National identity
0.219
Source: created by the authors based on the survey results
The analysis of Table 3 found that the most
pronounced correlation between cultural events
and national identity. The least pronounced
correlation is observed between the content type
in social networks and attendance of cultural
events. However, other correlations may be
found depending on the question.
By type of social network, Facebook is the most
popular among students, and Twitter is the least
popular. Regarding the content type, photos and
videos are the most popular among students,
while music and video clips are the least popular.
It can also be noted that questions 6-12 concern
students’ scientific life and participation in the
university’s activities. In particular, questions 6
and 7 concern students’ attendance of scientific
conferences, questions 8 and 9 - participation in
scientific research, and questions 10-12 -
acquaintance with teachers and teaching of
university courses by students. It was suggested
to fill out questionnaires for the sociometry
analysis. Table 4 presents the survey results.
Table 4.
Results of sociometry of control and experimental groups
Question
Experimental group
Control group
1
80%
50%
2
30%
20%
3
25%
15%
4
50%
30%
5
60%
40%
6
20%
10%
7
70%
50%
8
40%
20%
9
25%
15%
10
50%
30%
Source: created by the authors based on the survey results
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According to the obtained results, it can be
concluded that the EG students are more
involved in the virtual space than the CG
students. They also participate more actively in
discussions on social networks, and attend virtual
cultural events. These results do not, however,
provide a complete picture of the impact of
virtual space on students’ academic performance,
and they need to be supplemented by additional
research.
Discussion
The research analysed the results of the
questionnaire survey and expert evaluations of
the group of respondents. It was noted that the
relationship between involvement in virtual
space and social behaviour indicators is complex
and multifaceted.
Peschansky (2023) determined that virtual space
has an impact on the adolescents’ consciousness.
Additionally, possible factors that influence
involvement in virtual space, such as age, gender,
social status, and others, as well as their impact
on social behaviour were discussed. However,
Kremen et al. (2022) point out that virtual space,
on the contrary, hinders normal socialization.
Koshova-Kuklishyna and Denisyuk (2022),
Slyusarevskyy (2022) and Griva (2022)
concluded that the use of Internet technologies
has a significant impact on the adolescents’
development. In particular, the active use of
social networks and games can lead to addiction,
as well as become a risk factor for various types
of behavioural disorders. On the other hand,
using the Internet can become an important
socializing tool for adolescents, helping them to
keep in touch with friends and meet new people.
This is stated in the studies of Escario and
Wilkinson (2020) and Díaz-López et al., (2020).
León-Moreno and Musitu-Ferrer (2019) and
Gutiérrez & Gleni (2019) indicate that the control
of the use of the Internet by parents and teachers
is an important factor in reducing the risk of
negative consequences from the use of Internet
technologies. For example, controlling the time
adolescents use the Internet and the content they
view can help prevent various types of harmful
behaviour.
Despite this, studies have also shown that there
are unknown factors that may influence the use
of the Internet and its consequences for
adolescents. So, it is necessary to conduct
additional research in order to study these factors
and their influence on the adolescents’ behaviour
in the virtual space.
The study made a significant theoretical
contribution to the understanding of the impact
of virtual space on the adolescent socialization
during a military conflict. It provided an insight
into various mechanisms of influence on the
values, attitudes to war, national identity and
other aspects of adolescent socialization, which
is important for further research in this area. The
results of the study can be practically applied in
education and the development of programmes
for improving the culture of communication on
the Internet, maintaining a healthy lifestyle, and
preventing the impact of negative aspects of
virtual space on adolescents.
The study of the influence of virtual space on
adolescent socialization in the context of a
military conflict is of great practical importance.
The study provides a significant amount of data
on the mechanisms of influence on the values,
attitudes towards war, national identity, and other
aspects of adolescent socialization. They can be
useful for developing effective social adaptation
programmes for adolescents during military
conflicts. Besides, the results of the study can be
used to develop appropriate strategies for social
support and rehabilitation of adolescents who
have become witnesses or victims of military
conflicts.
The obtained data may be of interest to
researchers in the field of social psychology,
especially in the context of adolescent
socialization. Moreover, the results may be of
interest to teachers engaged in the formation of
the national identity of students, military experts
studying the impact of military conflicts on
socialization, as well as other researchers in the
field of social sciences.
The study had a number of limitations. The time
for research was limited, which affected the
depth of information analysis. There is a
possibility of insufficient accuracy or objectivity
of answers from respondents. All these
limitations can affect the accuracy and reliability
of the obtained results. The study was conducted
in compliance with all necessary academic and
ethical standards to reduce the impact of these
limitations.
Conclusions
Relevance. The research provides an insight into
the mechanisms of the influence of virtual space
on adolescent socialization, which can contribute
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to the development of effective approaches to the
education of the younger generation.
Research findings. The research was conducted
with the aim of studying the influence of virtual
space on adolescent socialization in the context
of a military conflict. It was found that the virtual
space has a significant impact on the values,
attitudes towards war, national identity, and other
aspects of adolescent socialization. The results
obtained were compared with previous studies in
this area, and the need for further research into
the relationship between the virtual world and
social behaviour was emphasized.
Applications. The survey results can be applied
in various fields, such as education, psychology,
sociology, politics, information technology, etc.
For example, research data can be used in
education to create effective pedagogical
methods that will contribute to adolescent
socialization during a military conflict.
Prospects for future research. Future research in
this area could focus on the interaction between
virtual space and socialization in other contexts,
for example, in the business or political context.
The impact of virtual space on children and
adults can also be studied. A detailed analysis of
the interaction between various mechanisms of
influence on socialization can be carried out.
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Appendix A
We offer a questionnaire with 12 questions for students of the National Technical University of Ukraine
“Igor Sikorsky Kyiv Polytechnic Institute” in the 1st and 2nd years of different faculties:
1. Which faculty do you attend?
2. What is your year of study?
3. How much time do you spend on social networks every day?
4. What social networks do you use?
5. What type of content do you view on social networks most often?
6. Do you have experience participating in online discussions?
7. Do you think that social networks affect your social adaptation?
8. Do you think that social networks help preserve and strengthen national identity?
9. Do you think that the news affects your opinion about the war?
10. Do you feel national consciousness and identity?
11. Do you think that your environment affects your national identity?
12. Do you think that cultural events affect your national identity?