vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2026-35-6-102-126vovr-6326Research ArticleСтатьиТревожность относительно искусственного интеллекта в образовательной среде: психометрическая адаптация шкалы на выборке российских студентовArtificial Intelligence Anxiety in the Educational Context: Psychometric Adaptation of the Scale on a Sample of Russian Studentshttps://orcid.org/0000-0003-0891-4950МаксименкоА. А.MaksimenkoA. A.

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

Scopus ID: 57219144362  

Researcher ID: AAZ-8789-2021  

109000, г. Москва, ул. Мясницкая, д. 20

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

20 Myasnitskaya str., Moscow, 109000

maximenko.al@gmail.comhttps://orcid.org/0000-0002-4575-6229Круз-КарденасХ.Cruz-CardenasJ.

Круз-Карденас Хорхе – PhD в области экономики и управления бизнесом, руководитель исследовательского центра ESTec факультета экономики, управления и бизнеса

Scopus ID: 56000985700  

Researcher ID: PUF-4615-2026  

170103, г. Кито, ул. Мачала, 5 км, д. 1/2

Jorge Cruz-Cardenas – PhD in Economics and Business Management, Head of the ESTec Research Center, Faculty of Economics, Management and Business

bldg. 1/2, Machala str., 5 km, Quito, 170103

jorgecruz@uti.edu.echttps://orcid.org/0000-0002-2071-6466ЗабелинаЕ. В.ZabelinaE. V.

Забелина Екатерина Вячеславовна – д-р психол. наук, доцент, профессор кафедры психологии Института образования и практической психологии

Scopus ID: 633966  

Researcher ID: V-1905-2018  

454001, г. Челябинск, ул. Братьев Кашириных, д. 129

Ekaterina V. Zabelina – Dr.Sci. (Psychology), Associate Professor, Professor of the Department of Psychology at the Institute of Education and Practical Psychology

129 Bratyev Kashirinykh str., Chelyabinsk, 454001

katya_k@mail.ruhttps://orcid.org/0000-0002-2003-7439КураповС. В.KurapovS. V.

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

129366, г. Москва, ул. Космонавтов, д. 2

Sergey V. Kurapov – Candidate of Sciences in Sociology, Senior Researcher

2 Kosmonavtov str., Moscow, 129366

v_ksv@mail.ruhttps://orcid.org/0000-0001-6304-0649ПевневаА. Н.PevnevaA. N.

Певнева Анжела Николаевна – канд. психол. наук, заведующая кафедрой общей и социальной психологии факультета психологии

Scopus ID: 57212474012

Researcher ID: PGF-8373-2026  

230005, г. Гродно, ул. Гаспадарчая, д. 23 

Angela N. Pevneva – Candidate of Sciences in Psychology, Head of the Department of General and Social Psychology at the Faculty of Psychology  

Researcher ID: PGF-8373-2026  

23 Gasparadchaya str., Grodno, 230005 

pevneva_AN@grsu.byНациональный исследовательский университет «Высшая школа экономики»РоссияNational Research University Higher School of Economics UniversityRussian FederationТехнологический университет ИндоамерикиЭквадорIndoamerica Technological University, QuitoEcuadorЧелябинский государственный университетРоссияChelyabinsk State University, Chelyabinsk, Russian FederationRussian FederationРоссийский научно-исследовательский институт культурного и природного наследия имени Д.С. ЛихачеваРоссияRussian Research Institute for Cultural and Natural Heritage named after D.S. LikhachevRussian FederationГродненский государственный университет имени Янки КупалыБеларусьYanka Kupala State University of GrodnoBelarus202624062026356102126Copyright © Максименко А.А., Круз-Карденас Х., Забелина Е.В., Курапов С.В., Певнева А.Н., 20262026Максименко А.А., Круз-Карденас Х., Забелина Е.В., Курапов С.В., Певнева А.Н.Maksimenko A.A., Cruz-Cardenas J., Zabelina E.V., Kurapov S.V., Pevneva A.N.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/6326

Сегодня в образовательном пространстве можно наблюдать явление тревожности по поводу искусственного интеллекта, которое в значительной степени влияет на готовность принимать технологические решения и планировать своё профессиональное будущее. В эмпирических исследованиях ИИ-тревожность определяется как сложный феномен, включающий спектр негативных эмоциональных реакций, возникающих в связи с развитием и потенциальным влиянием искусственного интеллекта на различные сферы жизни. Учитывая влияние ИИ-тревожности на обучение, карьерные выборы, участие в цифровой экономике и психическое благополучие, возникает потребность в её целостном концептуальном описании и надёжной диагностике. Цель исследования – представить надёжный и валидный русскоязычный инструмент для диагностики ИИ-тревожности у студентов. Принятая за основу и модифицированная для студенческой выборки (N = 521) «Шкала ИИ-тревожности» (М. Алшайбани с соавторами) показала приемлемый уровень внешней и внутренней валидности, а также надёжности по внутренней согласованности. Конфирматорный факторный анализ подтвердил пятифакторную структуру опросника: тревога, связанная с точностью и надёжностью ИИ (accuracy); опасения, связанные с академической честностью (plagiarism); тревога, обусловленная нормативной неопределённостью (guidelines), опасения утраты учебных и когнитивных навыков (skill loss), а также снижение учебной мотивации (motivation). Внешняя валидность подтверждается наличием корреляций с нейротизмом и добросовестностью как чертами личности, образом будущего, отношением к искусственному интеллекту, а также с некоторыми социально-демографическими характеристиками. Адаптированный и модифицированный психодиагностический инструмент для изучения ИИ-тревожности открывает возможности для исследований на русскоязычной студенческой выборке.

Today, there is a growing anxiety about artificial intelligence in the educational space, which greatly affects the willingness to make technological decisions and plan for one’s professional future. In empirical studies, AI anxiety is defined as a complex phenomenon including a range of negative emotional responses that shapes in people due to development and potential impact of artificial intelligence on various spheres of life. Given the impact of AI anxiety on learning, career choices, participation in the digital economy, and mental well-being, there is a need for its holistic conceptual description and reliable diagnosis. The aim of the study is to present a reliable and valid Russian-language tool for diagnosing AI anxiety in students. The adopted basis and modified for a student sample (N = 521) “Artificial Intelligence Anxiety Scale” (M.H. Alkhaibani et al.) showed an acceptable level of the external and internal validity as well as reliability on internal consistency. The factor analysis confirmed the five-factor structure of the questionnaire: concerns related to AI accuracy and reliability; concerns related to academic integrity (plagiarism); and concerns stemming from regulatory uncertainty (guidelines), fears of loss of learning and cognitive skills, as well as a decrease in motivation. External validity is confirmed by the correlations with neuroticism and conscientiousness as personality traits, image of the future, attitude towards artificial intelligence, and some socio-demographic characteristics. Adapted and modified psychodiagnostic tool for studying AI anxiety opens up opportunities for research on a Russian-speaking student sample.

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