Social networks as a catalyst of intrapersonal conflicts of students in institutions of higher education

The actual ideas about the problem of virtual communication of students have been analyzed in the article. Particular emphasis is placed on social networks as activators and catalysts of students’ internal conflicts. Special attention is paid to the factors, criteria, and dynamics of dependence on social networks of students. Long-term (more than 2.5 hours) communication through social networks causes prolonged destruction and dependence on social networks. Such contacts cause negative emotions and destabilizing feeling for the personality. In this process, jealousy to other people, to their bright and rich life prevails, which causes disappointment in own values and abilities of students. In such a situation there is competition between students for resources – power, popularity, points. The research was conducted in Ukraine at Taras Shevchenko National University of Kyiv. The sample was 214 students at Faculty of Cybernetics, Faculty of Psychology, the Institute of Philology, from the age of 18 to 27 years. There were 104 people in the experimental group, and there were 110 people in the control group. The research was carried out in 7 stages. The first three of them have been reflected in this article. Recommendations for the prevention of intrapersonal conflicts provoked by social networks have been created.


Introduction
During the past decades, the development of world open networks, especially the Internet, has started the beginning of a new era in the functioning of media and information processing systems. In such networks, the user perceives himself or herself and sees others as an integral part of a single information community. With the development of the Internet, it is possible to use its achievements in various manifestations such as social networks, which are interpreted as an interactive multi-user web site that is substantially filled with its members.
In 1995, Randy Conrad created the first social network (in the modern sense) -Classmates.com. In the next few years, more than a dozen similar services appeared, called social networks. This is a virtual association of people who exchange certain information, which in broad sense is a characteristic of the very concept of "internet". The reasons for its existence are obvious: today people spend a great deal of time at the computer and are accustomed to sharing information with each other primarily in electronic form, because it, at least, saves time and other personal resources. The creators of such networks were guided, too, to meet the human need for self-expression and communication [1]. 3 rd International e-Conference on Studies in Humanities and Social Sciences (121-134) ______________________________________________________________________________________________ 123 at a computer or gadget, from lack of clear discipline, planning of their educational and professional activities, its outcomes and consequences.
For example, the basic need for a person to rest, sleep is ignored, which leads to a decrease in productivity, disability, inattention, neglect, irritability, anxiety, neurosis of student youth. A permanent lack of sleep, the presence of a student's body in a state of stress, psychological exhaustion, can provoke, in particular, ulcers of the stomach, chronic skin diseases, panic attacks, dizziness etc., which is the result of numerous intrapersonal conflicts. Thus, the student's circle of problems is closed, forcing him to move all the time on the same inefficient trajectory. To break it and direct the student in another constructive direction, a detailed analysis of this issue is required [2, p. 42].

Related works and problem statement
Recently, in Western Europe, the problem of dependence on social networks has become very actual. According to a survey conducted in the UK, of 2,300 respondents aged from 11 to 18, 45% said they feel happier in the virtual world than in real life. Because it is overburdened with demands from society, responsibility and provokes insecurity of the person, the lack of security, self-defense and the fear of live communication -eyes-to-eyes. After all, in this case, the personality is not available to correct everything, as it can be done in a few seconds in the Internet. This situation stirred up European scholars because it means that children, teens, student youth grow up with a worldview that cannot adequately adapt to real life. They will not be able to effectively solve urgent problems, resort to serious and, above all, well-considered and correct decisions, etc. Especially childhood and adolescence becomes the basis for the formation of personality, forms it for life. It should be remembered that the issue of lack of responsibility in the crowd, shaky self-confidence and attempts to defend themselves through the creation of a false image can sooner or later lead to the construction of a society prone to authoritarianism, cruelty and violence [1], [3].
Extremely important was the study on the request of the American multinational corporation Cisco, which is the world's largest network equipment maker. This research and practice study was conducted by independent analytical company InsightExpress, which became the subject of a thorough and detailed analysis of I. Skiba in the paper The Influence of Social Networks on the Content of Value Orientations in Adolescence. InsightExpress specialists have conducted a survey of 2,800 college students and professionals under the age of 30 in Australia, Brazil, the United Kingdom, Germany, India, Spain, Italy, Canada, China, Mexico, Russia, the USA, France and Japan (200 respondents in each of 14 countries).
According to the study, every third college student and young specialist thinks the Internet is the most important human need along with air, water, food and housing. In addition, according to a Cisco report released about this question, more than half of surveyed people can no longer live without the Internet and regard the World Wide Web as an "integral part" of their lives, more important than cars, dates and parties.
In particular, 33% of respondents consider the Internet to be as basic human needs as air, water, food and housing. Almost half of respondents (49% of college students and 47% of young employees) responded that the Internet is "almost as important" as the resources listed above. Thus, four out of every five college students and young employees consider the Internet one of their most important needs. More than half of the respondents (55% of college students and 62% of employees) cannot imagine a day of their life without internet, because it has become an "integral part" of their lives. In addition, if college students had to make a choice between the car and the Internet, then two-thirds (64%) would prefer the Internet. 40% of college students said that the Internet is more important than dating, meeting with friends and listening to music. For example, if previous generations sought personal communication, then the new generation is more inclined to communicate online. 27% of college students consider the interaction via Facebook to be more valuable, more cost-effective (saving time, money, etc.) than parties, dates, music and walks with friends. In particular, 91% of the polled college students and 88% of young employees have an account in Facebook. 81% of these college students check their page in Facebook at least once a day, and every third one (33%) does it at least five times a day [1].  6) the propensity to form a dependence on social networks and to identify the signs of this dependence, and some others [4, p. 75]. Also, foreign and domestic scholars focus on the scientific community on unsatisfactory regulation of volitional behavior of student youth; on weak discipline, inability to plan the educational, developmental, etc. activities; in the absence of constructive motivation for professional activity. The above factors are both a cause and a consequence of various intrapersonal conflicts of students, in general, and dependence on social networks, in particular.
The urgency of the problem lies in the fact that social networks bring together millions of students who communicate with each other. Therefore, it is important to investigate the impact of social networks on provoking and accelerating the emergence of internal conflicts among student youth.
The purpose of this research is to characterize social networks as catalysts of intrapersonal conflicts among students in institutions of higher education. To achieve the purpose, the following goals have been implemented: -the essence, causes, stage of student dependence from social networks have been analyzed; -the content of students' needs in social networks, which accelerate their internal conflicts, has been explained; -methods of prevention of student dependence on social networks through prevention of internal conflicts of students in istitutions of higher education have been highlighted.

Methods
To achieve the purpose, such research methods have been applied: (1) Theoretical methods: the study, theoretical analysis of psychological and pedagogical, scientific and methodological literature to clarify the essence and specificity of the basic concepts of research; comparison, systematization and modeling of information to determine the content, characteristics, dynamics of students' dependence on social networks and their catalytic role in internal conflicts of students of higher education; generalization of research provisions; (2) Empirical methods: -tests (tests "Person's tendency to conflict behavior by K. Thomas", "Communicative skills by L. Michelson", "Diagnostics of level of emotional burnout by V. Boyko", N. Hall's test "Determination of level of emotional intelligence"); written survey ("Methodology of diagnosis of communicative social competence" and questionnaire "Pedagogical conflict by the eyes of students", "Prevention and management of pedagogical conflicts in higher education institutions", "Influence of social networks on the student's personality", "Intrapersonal conflicts of students: essence, causes, characteristics, dynamics"); methods of quantitative and qualitative data processing; method of pedagogical experiment.

Results
The new millennium marks the beginning of the era of social Internet networks. At that time, three iconic networks were launched, which to this day are one of the most popular in the world: LinkedIn, MySpace and Facebook, and in the scientific discourse the concept of "Internet networks" -"network services", which provide the opportunity for individuals: (1) to create own profiles (accounts) within a certain social network; (2) determine the list of other users with whom they can communicate and share information; 3) view and associate their contact list with others that were created by users inside the system [5].
Susan Greenfield, a British scientist and writer, researcher on the impact of modern technology on human brain work, believes that in today's generation, which grows up on social networks, empathy does not develop -the ability to empathize and understand others. It is very difficult "through the Internet" to learn a full-fledged adequate social communication: to take care of someone, to look in the face, spontaneously react emotionally, and it is almost impossible to immediately get an answer from the interlocutor, that is, it is difficult to conduct a real dialogue. Friendship in social networks is superficial, simplified and limited. The human brain is constructed so that about 70% of the information about a person (subconsciously or consciously) is obtained from non-verbal behavior, and the virtual world does not give us such information, therefore, to give preference to "internet communication" to the real one is to restrict yourself in things that everybody really needs.
Nowadays in Ukraine, which has relatively recently joined the world Internet space, according to O. Petrunko [4, p. 72], virtually all students and about 90% of urban teens have access to the Internet and actively use it for learning purposes and as a means to meet various needscommunication, leisure, and entertainment.
Social networks are above all, the space to host your microcosm, tastes, interests, expression and communication. If a student does not have this opportunity in a family among friends, the opportunity to do it on the network will be especially attractive to him or her. The student seeks to set up a personal space and create his or her own, inaccessible place for intruders on the Internet, thus satisfying the individual hidden needs.
Our research was conducted in Ukraine at Taras Shevchenko National University of Kyiv. Its sample was 214 students of the Faculty of Cybernetics, Psychology, the Institute of Philology from the age of 18 to 27 years. 104 students were entered into the experimental, 110 -in the control group. The research was carried out in 7 stages. The first three have been reflected in this article. Other stages of a multidisciplinary study will be highlighted by the authors in the "Educational Training in the Prevention of Higher Education Pedagogical Conflicts," that is planned to be published very soon.
The 1 st stage was preparatory (17 February 2016 -27 April 2016). During it, the analysis of a large volume of literature on the problem of conflicts, the dependence of students on social networks, the development of their communicative culture, ways to meet the needs of student youth was carried out. Also at this stage there was a selection of methods to study the above mentioned problem. When choosing techniques, tests the views of modern scholars were taken into account about the study of communicative culture that is an internal complex psychic personality formation, its study may be complicated by the difficulty of recognizing the attributes inherent in this particular phenomenon. Therefore, we agree with the opinion of many scholars [6], and, in particular, the Czech explorer K. Kostkova [7, p. 27-33], who believes that when diagnosing a person's communicative culture, one should pay attention, first of all, to its communicative competence, which is an external expression of the internal culture of the investigated person. The level of communicative competence and communicative skills directly correlates with the level of assimilation of the communicative culture of a certain social environment, its norms. They relate to the regulation of the communicative process, which is also characteristic of the multifaceted and conflicting communication of students in social networks.
At the 2 nd diagnostic stage (28 April 2016 -30 June 2016), a test was conducted (test of person's tendency toward conflict behavior by K. Thomas, a test of communicative skills by L. Michelson, a test of the level of emotional burnout by B. Boyko, N. Hall's test for determining the level of emotional intelligence), a written questionnaire ("Methodology for the diagnosis of communicative social competence (KSK)" and a questionnaire "Pedagogical conflict by the eyes of students", "Prevention and management of pedagogical conflicts in higher education institutions", "Influence of social welfare on the personality of the student", "Intrapersonal conflicts of students: essence, causes, characteristics, dynamics") in the experimental and control groups of the students.
During this stage, the relevance of the problem of students' dependence on social networks and their role in the pedagogical and internal conflicts of students took place. It also substantiated the essence of such communication and established its factors. Particular attention was drawn to the relationship between the type of social reaction and the personal characteristics of students, the relationship between the pedagogical and internal conflicts of students in higher education.
At the 3 rd analytical stage (1 July 2016 -30 November 2016) systematic work was done on the processing of tests, questionnaires, methods, and their analysis. The question was how, with the help of which instrument, can effectively raise the level of communicative culture of students. During the third stage, the analysis and generalization of literature on the problem of educational training as a technology for improving the skills of students' real communication, prevention of their dependence on social networks and prevention of internal conflicts was also carried out.
In analyzing the results of the research, exclusive attention was drawn to the students' feelings of social networks. On the one hand, they give "joyful light feelings" (27%), carelessness (13%) and, at the same time, cause jealousy (34%) to others, to their bright, rich and interesting life, which incite debauchery (16%), disappointment (10%) in their own values, abilities, and opportunities of students (data are rounded to the round numbers). In such a situation there is competition between students for resources -power, popularity, points, scholarships, etc., which is reflected in numerous conflicts.
According to the results of the study, after the social networking, the mood of the students become much worse. It was said by say 60% of student youth (data rounded to the round numbers). However, negative emotions do not stop, but stimulate the formation of further neurotic dependence (from the words of students "... and I want to, and daring ..."). Students often use social networks to: Under one of the conditions of the experiment, its participants (experimental group was consisted of 104 students) agreed and promised not to communicate in any social networks one week (7 days) and to conduct a written diary of their state of reflection, evaluating, ranking their emotions on a scale from 1 (-) to 10 (+). The control group of students (110 people) communicated in social networks as usual, assessing their emotions on a scale from 1 (-) to 10 (+), the duration of such communication and patronage, checking the absence of members of the experimental group in social networks.
The unexpected result of such interaction was the impossibility of students from the experimental group to fulfill the above-stated requirement: none of the 104 students could not stand 7 days without communication in social networks. Especially emotionally difficult and critical for students from the experimental group were the 3 rd and 4 th days when they began to actively unwittingly re-engage in social networks. The vast majority of students (72%) felt and said that "it was completely unbearable", "the feeling that you fell out of life", "everything is annoying and annoyed", " feeling of loneliness", "feeling of uselessness, redundancy", "you became one and only one," "the feeling that you have died, you do not already exist", "it seems that I am inanimate", "events pass by me", "I am in the backyard of fate", "I am on the side of life" etc.
Such a situation (the impossibility of sustaining 7 days without communication in social networks) can be explained by low motivation of students of this group, because they did not receive any concrete incentive "bonuses", but the position for themselves; to self-test your strength, endurance, etc.; for the possibility of volitional regulation of their behavior, needs ("... we are not weak, but why we avoid communication in social networks; we are so good at them ...)" did not work. Also, such results are explained by the hierarchy of the needs of the individual in general and in the student's age in particular.
In accordance with the hierarchy of A. Maslow, O. Nemesh [8, p. 160-162] systematized the needs of the individual in social networks as follows: (1) Physiological needs are satisfied with the help of social networks in the form of the possibility of obtaining the necessary information for the life of the personality, satisfaction of the "information hunger".
(2) The need for security. In the conditions of the information society, other rules, norms and types of social interactions are formed. A person may experience a sense of disorientation in society, the loss or impossibility of determining their place in it. This global problem at the level of social networks personality solves with the help of anonymity, privacy settings, the differentiation of the circle of communication, etc.
(3) The need for belonging and love (social need). A person needs a sense of belonging to certain social strata and groups. She very acutely perceives the possibility of solitude and isolation. An individual needs not only to be part of a process, but also to take an active part in it, controlling and shaping it, having the right to choose, for which as a result must be held responsible. To do this, in social networks, users are actively entering into thematic groups and communities.
(4) The need for respect. In today's world, many people find it difficult to get acquainted, establish and maintain social contacts, defend their position in relation to others in the communities, and compete. In social networks, users have the opportunity to form their ideal self under their real name, to design their identity on their own choices, to enrich their self-presentation, to experience self-values that bring them together with the right people.  [8, p. 159] proposes a hypothesis, which is fully supported by the authors of the article: the multifaceted and flexible virtual space provided by modern social networks allows the individual to realize the needs that arise from them, which may be frustrated in real life or implemented in an insufficiently desirable measure. Satisfying the lower need to be part of the community, entering into it and taking your place, the person step by step moves further. An authentic person develops their psychological needs, striving to more fully realize the abilities that he or she possesses, seeking new ways and opportunities for this. The significance of social networks in the Internet for an authentic person is to meet the needs: • In a constant tide of information of interest; • Communicating and exchanging views on current problems, situations, processes, as well as their own creative and intellectual achievements; • In the development of a general outlook that raises the intellectual level of the personality; • In entertainment, planning your leisure and distraction (leaving the everyday affairs and the everyday life of the surrounding life); • Developing skills for forming opinions about oneself and ideas about other people, differentiating the range of their communication [8, p. 339].
Causes of societal dependence on students of higher education: (1) Lack of communication and warm emotional relationships in the family (39%); (2) Inability of the student to set up the desired social contacts, absence of friends (27%); • Inability to stop such communication, which lasts more than two hours; • Increasing the time of engagement in social networks; • Ignoring friends and family; • Feeling emptiness, depression and irritability outside social networks; • The shifting of everyday cares on the shoulders of family members.
All these symptoms manifest differently at different stages of social networking.

-22%
In this situation, the issue of prevention of social networking among students is relevant. After all, by rewriting the famous philosophers, psychologists, and teachers [9] -"Dependence is easier to prevent than to get rid of it for a long time." Sometimes, it's much easier, with less resource consumption, to avoid some unwanted phenomenon than to deal with its destructive consequences for a long time.
Prevention of social networking at high school students: These simple rules will help avoid many internal conflicts of personality. Intrapersonal conflicts -collisions of opposite directed, incompatible with one another tendencies, in the consciousness of an individual. This is a state of personal dissatisfaction with any circumstances of life, connected with conflicting interests, aspirations, needs, values of the individual, which generate stress [10, p. 77].
Internal conflicts are submitted to the law of conservation of energy: energy does not disappear and does not arise out of nothing, but transforms from one species to another. The whole human way of life is formed and developed in the process of direct formation and solution of contradictions.
An internal conflict in a student's age arises when there are contradictions between "I want" and "I can", "I must" and "I can", "I am real" and "I am perfect", between aspirations, desires and social prohibitions [11]. Long-term practical studies of foreign scholars [12] show that although student conflicts arise not from the conscious desire of their participants (and because of the peculiarities of the psyche), they are resolved depending on the will and level of personality development. The main role in the appearing of conflicts is played by conflict genes, which are emotions, words, actions that can lead to conflict. The basic pattern of internal conflict: escalation, accumulation of conflict genes. Also, the causes of internal conflicts of students are: the desire for domination, power, self-affirmation at the expense of others; manifestation of egoism; manifestation of aggression (natural or situational). All this is constantly manifested in the