Тревожность относительно искусственного интеллекта в образовательной среде: психометрическая адаптация шкалы на выборке российских студентов

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.

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