vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2025-348-9-93-113vovr-5734Research ArticleСтатьиБез смартфона как без рук? Номофобия, прокрастинация и академическая мотивация: адаптация русскоязычного опросника номофобии и анализ цифровых зависимостей студентовWithout a Smartphone Like Without Hands? Nomophobia, Procrastination and Academic Motivation: Adaptation of the Russian-Language Nomophobia Questionnaire (NMP-Q) and Analysis of Students’ Digital Dependencieshttps://orcid.org/0000-0003-0891-4950МаксименкоА. А.MaksimenkoA. A.

Максименко Александр Александрович – д-р социол. наук, канд. психол. наук, доцент, профессор факультета социальных наук, 

101000, Москва, Армянский пер., д. 4.

Alexander A. Maksimenko – Dr. Sci. (Sociology), Professor, Department of Social Sciences,

4, Armyanskiy lane, Moscow, 141014.

maximenko.al@gmail.comhttps://orcid.org/0000-0002-5724-2882ЗолотареваА. А.ZolotarevaA. A.

Золотарева Алена Анатольевна – канд. психол. наук, доцент факультета социальных наук,

 101000, Москва, Армянский пер., д. 4.

Alena A. Zolotareva – Cand. Sci. (Psychology), Assistant Professor, Department of Social Sciences,

4, Armyanskiy lane, Moscow, 141014.

alena.a.zolotareva@gmail.comhttps://orcid.org/0000-0002-2003-7439КураповС. В.KurapovS. V.

Курапов Сергей Владимирович – канд. социол. наук, старший научный сотрудник,

119072, г. Москва, Берсеневская наб., д. 18-20-22, стр. 3.

Sergey V. Kurapov – Cand. Sci. (Sociology), Senior Researcher,

18-20-22, Bersenevskaya enb., bld. 3, Moscow, 119072.

v_ksv@mail.ruhttps://orcid.org/0009-0007-3962-2850КураповаА. С.KurapovaA. S.

Курапова Анна Сергеевна – канд. социол. наук, старший научный сотрудник, 

119072, г. Москва, Берсеневская наб., д. 18-20-22, стр. 3.

Anna S. Kurapova – Cand. Sci. (Sociology), Senior Researcher, 

18-20-22, Bersenevskaya enb., bld. 3, Moscow, 119072.

ann-shilyaeva@yandex.ruНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of EconomicsRussian FederationРоссийский научно-исследовательский институт культурного и природного наследия имени Д.С. ЛихачёваРоссияD.S. Likhachev Russian Scientific Research Institute of Cultural and Natural HeritageRussian Federation202527092025348-993113Copyright © Максименко А.А., Золотарева А.А., Курапов С.В., Курапова А.С., 20252025Максименко А.А., Золотарева А.А., Курапов С.В., Курапова А.С.Maksimenko A.A., Zolotareva A.A., Kurapov S.V., Kurapova A.S.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/5734

В условиях нарастающей цифровизации образовательной среды номофобия (страх остаться без доступа к мобильному устройству) приобретает всё бóльшую актуальность как психологическая проблема студенческой молодёжи. Целью настоящего исследования являлось изучение взаимосвязей номофобии с прокрастинацией, академической мотивацией, личностными чертами, синдромом упущенных возможностей (FOMO) и склонностью к думскроллингу, а также адаптация русскоязычной версии опросника номофобии (Nomophobia Questionnaire, NMP-Q). В исследовании принял участие 621 российский студент (49% юношей и 51% девушек) в возрасте от 16 до 29 лет (M = 20,3; SD = 1,47). В ходе онлайн-опроса использовались следующие методики: опросник номофобии (NMP-Q), шкала думскроллинга, опросник FOMO, краткий пятифакторный опросник личности (TIPI), шкала студенческой прокрастинации и шкалы академической мотивации. Психометрический анализ показал, что русскоязычная версия NMP-Q сохраняет четырёхфакторную структуру оригинала (дискомфорт из-за отсутствия информации, страх остаться без связи с другими, страх остаться без связи с близкими, страх пропустить новости), обладает высокой внутренней согласованностью (α Кронбаха и ω Макдональда > 0,76) и хорошей конвергентной валидностью. Были выявлены значимые положительные корреляции номофобии со склонностью к думскроллингу, FOMO, прокрастинацией, а также с внешней и амотивацией в учебной деятельности. Номофобия ассоциировалась с повышенным нейротизмом, сниженными добросовестностью и открытостью опыту. Особого внимания заслуживает установленная связь между номофобией и академической мотивацией: тревога из-за потери связи усиливает время использования гаджетов, но сопровождается снижением познавательной мотивации и усилением внешних форм мотивации. Полученные результаты позволяют рассматривать номофобию как маркер более широкой дезорганизации саморегуляции, мотивационных процессов и эмоциональной стабильности студентов в условиях цифровой зависимости.

In the context of increasing digitalization of the educational environment, nomophobia (the fear of being without access to a mobile device) is becoming an increasingly relevant psychological problem among student youth. The aim of this study was to adapt the Russian-language version of the Nomophobia Questionnaire (NMP-Q) and to examine the relationships of nomophobia with procrastination, academic motivation, personality traits, fear of missing out (FOMO), and doomscrolling tendencies. The study involved 621 university students in Russia (49% males and 51% females) aged 16 to 29 years (M = 20,3; SD = 1,47). Standardized methods were used: the adapted version of NMP-Q, Doomscrolling Scale, FOMO Scale, Ten-Item Personality Inventory (TIPI), Student Procrastination Scale, and Academic Motivation Scales. Psychometric analysis showed that the Russian-language version of the NMP-Q retains the original four-factor structure (discomfort due to lack of access to information, fear of being disconnected from others, fear of being disconnected from close ones, fear of missing news and messages), demonstrates high internal reliability (Cronbach’s α and McDonald’s ω > 0,76) and good convergent validity. Significant positive correlations of nomophobia with doomscrolling, FOMO, procrastination, as well as with external and amotivation in academic activity were found. Nomophobia was associated with higher neuroticism, lower conscientiousness and openness. Particular attention is drawn to the established relationship between nomophobia and academic motivation: anxiety about loss of connection increases gadget usage time, but is accompanied by a decrease in cognitive motivation and an increase in external forms of motivation. All hypotheses put forward were confirmed. The obtained results allow considering nomophobia as a marker of a broader disorganization of self-regulation, motivational processes and emotional stability of students under conditions of digital dependence.

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The authors declare that there are no conflicts of interest present.