Тихомиров А.В. Взаимосвязь воспринимаемого фаббинга и профессионального стресса у преподавателей высшей школы: пилотное исследование

Научная статья
УДК 159.9:331.108
https://doi.org/10.24158/spp.2026.7.10
 
Взаимосвязь воспринимаемого фаббинга и профессионального стресса
у преподавателей высшей школы: пилотное исследование
 
Александр Владимирович Тихомиров
Российский государственный педагогический университет имени А.И. Герцена,
Санкт-Петербург, Россия,
tkihomirov@yandex.ru, https://orcid.org/0009-0006-8936-5154
 
Аннотация. Цифровизация профессиональной среды высшей школы изменяет характер межличностного взаимодействия в образовательном процессе, создавая новые вызовы для психологического благополучия преподавателей. В условиях повсеместного использования смартфонов все более значимым становится феномен воспринимаемого фаббинга – субъективного переживания игнорирования в пользу мобильного устройства. Однако эмпирических данных о связи воспринимаемого фаббинга с профессиональным стрессом у преподавателей вузов недостаточно. Цель пилотного исследования – изучить взаимосвязь между воспринимаемым фаббингом и уровнем профессионального стресса у преподавателей высшей школы. В пилотном корреляционном исследовании приняли участие 35 преподавателей РГПУ им. А.И. Герцена (Санкт-Петербург). Использовались «Общая шкала воспринимаемого фаббинга» (GSBP) и «Шкала воспринимаемого стресса» (PSS10). Статистическая обработка включала корреляционный анализ Спирмена и линейный регрессионный анализ. Выявлены значимые положительные корреляции между стрессом и всеми тремя компонентами воспринимаемого фаббинга. Наиболее сильная связь обнаружена между стрессом и чувством игнорирования; регрессионный анализ показал, что данный компонент является наиболее значимым предиктором стресса. Полученные данные согласуются с теоретическими моделями COR (теория сохранения ресурсов), JD-R (модель «требования–ресурсы») и SDT (теория самоопределения), рассматривающими фаббинг как фактор стресса в коммуникации. Результаты носят предварительный характер и требуют подтверждения на расширенной выборке, но уже указывают на необходимость формирования культуры уважительного цифрового взаимодействия в академической среде.
Ключевые слова: воспринимаемый фаббинг, профессиональный стресс, преподаватели высшей школы, пилотное исследование, игнорирование, смартфон, цифровая коммуникация
Финансирование: инициативная работа.
Для цитирования: Тихомиров А.В. Взаимосвязь воспринимаемого фаббинга и профессионального стресса у преподавателей высшей школы: пилотное исследование // Общество: социология, психология, педагогика. 2026. № 7. С. 86–91. https://doi.org/10.24158/spp.2026.7.10.
 
Original article
 

The Relationship between Perceived Phubbing and Professional Stress

among Higher Education Faculty: A Pilot Study

 
Aleksandr V. Tikhomirov
Herzen State Pedagogical University,
St. Petersburg, Russia,
tkihomirov@yandex.ru, https://orcid.org/0009-0006-8936-5154
 
Abstract. The digitalization in higher education settings is reshaping the nature of interpersonal interactions within the educational process, posing new challenges for the psychological well-being of faculty members. With the widespread use of smartphones, the phenomenon of perceived phubbing – which is the subjective feeling of being ignored in favor of a mobile device – is becoming increasingly significant. However, empirical evidence on the relationship between perceived phubbing and the level of professional stress among higher education faculty remains insufficient. This pilot study aimed to explore the link between perceived phubbing and the level of professional stress experienced by university educators. The study involved 35 participants from Herzen State Pedagogical University (Saint Petersburg). The Generic Scale of Being Phubbed (GSBP) and the Perceived Stress Scale (PSS10) were used. Statistical analysis included Spearman’s correlation analysis and linear regression analysis. The study found significant positive correlations between stress and all three components of perceived phubbing. The strongest association was noted between stress and the feeling of being ignored; regression analysis showed that this component was the most significant predictor of stress. The findings are consistent with theoretical models of COR (Conservation of Resources theory), JD-R (Job Demands-Resources model), and SDT (Self-Determination Theory), which consider phubbing as a stress factor in communication. Although the results are preliminary and require validation on a larger sample, they indicate the need to foster a culture of respectful digital interaction in the academic environment.
Keywords: perceived phubbing, professional stress, university educators, pilot study, ignoring, smartphone, digital communication
Funding: Independent work.
For citation: Tikhomirov, A.V. (2026) The Relationship between Perceived Phubbing and Professional Stress among Higher Education Faculty: A Pilot Study. Society: Sociology, Psychology, Pedagogics. (7), 86–91. Available from: doi:10.24158/spp.2026.7.10 (In Russian).

© Тихомиров А.В., 2026

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