The influence of mobile technologies on the transformation of family relationships and the students’ motivation for education

This study delves into the intricate interplay between mobile educational technologies, student motivation, and familial dynamics, aiming to discern the transformative effects on educational outcomes and familial relationships. The primary objective of this research is to elucidate the impact of mobile educational technologies on student motivation and family relations within the context of online learning environments. The research was conducted over the first semester and involved the participation of 83 first-year undergraduate students enrolled in online education programs utilizing mobile educational technologies across various universities in Kazakhstan, along with 83 parents of these students. Psychodiagnostic methodologies were employed to examine the dynamics of student educational motivation, including the assessment of achievement motivation, volitional self-regulation, learning motivation, self-assessment of emotional states, and familial relationships. The conducted research has refuted the null hypothesis regarding the absence of the influence of mobile educational technologies on family relations and student motivation. A direct correlational relationship has been established between indicators of self-control, calmness-anxiety, and energy-fatigue, alongside a negative correlation between calmness-anxiety and energy-fatigue indicators with perseverance and overall self-regulation.