Attitudes of gifted primary school students and adolescents to digital resources in the context of educational and cognitive activities

Context and relevance. The rapid expansion of the digital environment is transforming the educational process, highlighting the need to explore how digital resources can be used to develop students' abilities and talents. Addressing this issue necessitates taking into account the attitudes of modern schoolchildren with varying levels of intellectual abilities toward digital resources used in their educational and cognitive activities. Objective. To identify the specific attitudes toward digital resources among intellectually gifted primary school students and adolescents in the context of their educational and cognitive activities. Hypothesis. It is assumed that the attitude towards digital resources as a means of learning among intellectually gifted younger schoolchildren and adolescents has its own specific features compared to their normotypic peers, which is linked to the high cognitive motivation of gifted students. Methods and materials. The study involved 100 primary school students (M age = 10.1, 50% boys), 31 of whom were intellectually gifted (according to the results of Raven's SPM and teacher assessments); 75 early adolescents (M age = 12.4, 47% boys), 34 of whom were intellectually gifted. The methods used included Raven's Standard Progressive Matrices (SPM), the questionnaire of academic motivation SRQ-A by T.O. Gordeeva, O.A. Sychev, M.F. Lynch; questionnaire "Digital Resources in My Life" by N.B. Shumakova; methods of statistical analysis (statistical package Jamovi 2.6.26: descriptive statistics, correlation and variance analysis, etc.). Results. It was revealed that gifted primary school students are more critical of the possibilities of using digital resources in learning about the world than their peers, and less often use them when preparing homework. Moderate relations were found between intrinsic motivation and attitudes towards digital resources among primary school students and adolescents. Compared to gifted primary school students, gifted adolescents use digital resources to a greater extent in their educational and cognitive activities. Moreover, interest in digital games and studying computer programs was found both in groups of gifted school students and in groups of their peers. Conclusions. The results of the study confirm the importance of studying the attitudes of schoolchildren towards digital resources, taking into account the development of their talents. The data obtained can be used to develop recommendations for teachers on the use of digital resources to unlock children's potential.

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