Digitālās kompetences nozīmīguma un īstenojamības pašnovērtējuma rādītāju atšķirības psihologu profesionālajā darbībā.

The theoretical model on which the study is based is the value conflict theory of Elena Fantalova (Fantalova, 2015), which helps to explain psychologists' self-assessment of the importance and feasibility of digital competence; digital competence is viewed as a value. The concept of digital competence is defined in the European Digital Competence Framework DigiComp 2.1, developed in 2017 at the European Commission's Joint Research Centre. Twenty-one digital competences are defined according to the DigComp 2.1 framework, with eight levels of learning and five key areas: information and data literacy, communication and collaboration, content creation, security and problem solving (Carretero, 2017). The aim of this study is to determine the self-assessed importance and feasibility of digital competence among Latvian psychologists; a quantitative research design was applied to determine this. A total of 202 respondents participated in the study, as it was initially important to test the psychometric indicators - internal consistency, factorial validity - of the research instrument, the Digital Competence Self-Evaluation Survey (Bergmann and Martinson, 2022). Participants included psychologists (n = 43), art therapists (n = 47), and Latvian residents (n = 112) aged 22-72 years (M = 41.70). The study used the "Digital Competence Self-Assessment Questionnaire" (Bergmann and Martinson, 2022). The research procedure consists of two stages. The first phase is a preparatory phase where item refinement and expert evaluation were carried out - for comprehensibility and relevance of the instrument. The second stage involved data analysis and interpretation. The main results of the study show that the questionnaire meets the psychometric indicators accepted in science and can be used to measure self-assessment of digital literacy. The results show high internal consistency of the scales, which means that the items measure the trait in question. Psychologists rated "Security" as a very important digital competence (Mdn score 4.69, IQR between 2.09 and 5.00 on the Likert scale), while "Communication" and "Collaboration in a digital environment" were rated as more likely to be implemented (Mdn score 4.13, IQR between 1.71 and 5.00 on the Likert scale). All five scales showed statistically significant differences in relevance and feasibility, but the "Security" scale showed the highest differences (T = - 5.22; p < 0.001). The results of the study indicate that psychologists consider digital competence as important, but are not able to implement it fully; therefore, digital competence should be improved so that it can be applied not only in professional practice, but also in everyday life