Konchalovskaya M.M., Poleva N.S. The Relationship between Linguistic Capital and Attitudes toward Gadgets in the Learning of New Material

Background. The need for various online learning options, including those using smartphones and tablets, is currently becoming increasingly important. This distance learning approach makes it possible for students to learn of various nationalities, even those whose native language is not Russian. Therefore, analyzing the linguistic capital and language needs of students who speak different languages is vital.

The purpose of the study was to investigate the relationship between linguistic capital, attitudes toward gadgets, and the success of learning new material in Chinese students.

Methods. The sample consisted of 85 respondents aged 18 to 29 (average age = 22). The following methods were used: a modification of the "Need for Language and Linguistic Capital" method, the "Ego Strength" questionnaire by Adams and Marshall, and a questionnaire on "Attitudes toward New Gadgets and Distance Learning."

Results. Analysis of the obtained data revealed a link between a positive attitude toward new gadgets in learning and attitudes toward one's native (Chinese) language. A direct correlation was also found between a positive attitude toward new gadgets in learning and a positive attitude toward the Russian language. A significant correlation was found between a positive attitude toward new gadgets in learning and a positive assessment of distance learning among Chinese students. The use of gadgets, including mastering new material, promotes self-awareness, self-control, and self-regulation. Linguistic capital is not only the goal that educational technologies for learning foreign languages aim to achieve, but also an instrumental resource that determines the very possibility of using these technologies effectively.

Conclusions. The decisive role in knowledge acquisition is played not by new educational technologies, but by students' motivational and cognitive attitudes, their understanding of the need to invest in their linguistic and cultural capital. For students, the Chinese language is an important component of their national and cultural identity. A foreign language (Russian) is important for cultural and professional development. Chinese students positively perceive the benefits of new gadgets in learning, while the level of development of linguistic capital and the need for language contribute to the effective acquisition of educational material. The need for language determines the stability of students' learning motivation and their awareness of the need to invest in their education.

Key words: linguistic capital, need for language, educational technologies, gadgets, acquisition of new material

For citation: Konchalovskaya, М.М., Poleva, N.S. (2026). The relationship between linguistic capital and attitudes toward gadgets in the learning of new material // New Psychological Research, No. 3, 181-198. DOI: 10.51217/npsyresearch_2026_06_03_09

Acknowledgment 

The article was prepared within a state task, project FNRE-2024-0016 «Psychological effects of digitalization of the educational environment: opportunities for cognitive and personal development and socialization risks».