Features of interpersonal interaction transformation under extreme distance learning: the role of digital etiquette

- Чуніхіна, Світлана (orcid.org/0000-0002-0813-6741) and Андрос, Мирослав Євгенійович (orcid.org/0000-0002-6651-1853) (2026) Features of interpersonal interaction transformation under extreme distance learning: the role of digital etiquette Habitus, 1 (82). pp. 272-279. ISSN 2663-5208

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Abstract

The article explores netiquette as an integrative psychological tool for regulating interaction among participants in the educational process under conditions of “extreme distance learning” caused by the pandemic and the full-scale war in Ukraine. The theoretical framework is grounded in the self-discrepancy theory developed by Edward Tory Higgins, which enables interpretation of the relationship between teachers’ digital authenticity and their readiness to engage in norm-setting within virtual environments. An empirical study was conducted among participants of professional development courses (n=107) using an online survey. The data were analyzed through Spearman’s rho correlation and one-way ANOVA. The findings indicate that congruence between the “real self” and the “virtual self” is positively associated with value convergence between offline and online etiquette norms and with a stronger subjective sense of influence on shaping netiquette standards. Conversely, perceived artificiality of digital communication, lack of nonverbal cues, and difficulties in obtaining feedback reduce agency and confidence in norm formation. A structural model of psychological factors influencing netiquette formation in adult education is proposed, comprising three hierarchical levels: fundamental (ethical convergence), procedural (communicative authenticity), and regulatory (socio-professional experience). The study demonstrates that successful implementation of digital etiquette depends less on technical proficiency and more on psychological integrity and the integration of virtual and real self-representation. Netiquette is conceptualized as a dynamic practice of normative co-creation that supports professional identity and psychological well-being in distance learning environments.

Item Type:	Article
Keywords:	netiquette; digital etiquette; extreme distance learning; distance education; digital self-presentation; self-authenticity; self-discrepancy theory; teacher professional identity; adult education; psychological agency
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 314/316 Society > 316 Соціологія Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 374 Education and training out of school. Further education
Divisions:	The Institute of Social and Political Psychology > Department of Scientific and Methodological Support of Monitoring Research and Educational Activities
Depositing User:	- / cнс Мирослав Євгенійович Андрос
Date Deposited:	13 May 2026 11:25
Last Modified:	13 May 2026 11:25
URI:	https://lib.iitta.gov.ua/id/eprint/749171

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