EMPIRICAL CLASSIFICATION OF MEDIA CONSUMERS IN THE CONTEXT OF MEDIA PSYCHOLOGICAL FACTORS OF THE FORMATION OF VALUE-SEMANTIC SPHERE

Abstract

The article outlines the classification of media consumers in the context of media psychological factors of the formation of value-semantic sphere of students of pedagogical specialities on the theoretical and empirical levels. The article deals with the media psychological factors (individual psychological ones which are linked to the presence of certain characteristics of the individual (mediapreferences, personal experience, sensitivity to mediatexts, critical thinking, identification with mediahero) and social psychological factors which are related to the features of interaction between the individual and his immediate environment, the influence of the latter on his development (emotive TV-content, technical quality of TV-product, mediapreferences of friends, peers and family, professional interest in TV content, co-creation). To study the outlined factors a questionnaire, S. Schwartz methodology «Portrait of values» (adapted by I.Semkiv) and methodology of O. Fantalova «Degree of correlation between «value» and «accessibility» in different vital spheres» (modified by I. Subashkevych) were used. The results of the factor analysis of empirical data allowed to determine the loading of media psychological factors of the formation of value-semantic sphere of students of pedagogical specialities before and after the experiment using media psychological technologies at the department of Pedagogical Education of Lviv Ivan Franko National University. As the result the six types of media consumers were determined. They are: «not emotional», «overbearing», «conformist», «trustful», «lover of entertainment», «mediacultural». The article proves the media influence on the formation of value-semantic sphere of students. The data point to the need to implement media education in the educational process of higher educational institutions of Ukraine, namely the course of «Fundamentals of Media Literacy». It not only changes media perceptions of students, but also influences on the attitudes of the young person, being one of the most powerful tools of prevention of antisocial behaviour of young people, preventing the spread of harmful effects on youth.