SOCIO-PSYCHOLOGICAL DETERMINANTS OF THE ACTUALIZATION OF MODERN DIGITAL TECHNOLOGIES FOR PERSONALITY FORMATION IN THE EDUCATIONAL ENVIRONMENT

Abstract

The article reveals the socio-psychological determinants of the actualization of digital technologies in the educational environment as a factor in the qualitative restructuring of the personality’s cognitive, emotional-communicative, and identificational processes. Education is interpreted as a new ontology where socialization and internalization of norms unfold at the intersection of physical and algorithmically organized interactions, generating distributed identity and altered mechanisms of empathy and social perception. The analytical framework relies on a mixed design and multilevel modeling: 4250 students from different levels were examined, psychrometric scales of cognitive plasticity, tolerance to uncertainty, and network identity were applied, instrumental registration of eye movement activity and microdynamics of keyboard handwriting; for describing virtual groups, modified sociometry and graph analysis were used, as well as protocoling of behavior in simulated states of digital stress and information overload; statistical processing was performed in the R environment using regressions, structural equations, and confirmatory factor analysis. Nonlinear dependencies of cognitive efficiency on digital load were obtained: at moderately high stimulation, an increase in cognitive flexibility and acceleration of pattern processing are recorded, whereas at extreme loads, protective inhibition, collapse of individual cognitive styles, sharp increase in informational fatigue, and decline in cognitive flexibility are observed, including a 30.2% reduction relative to the baseline level with a simultaneous tendency to maintain operational pace. In the affective sphere, maximum conjunction of anxiety and immersion was revealed in ages of unstable self-concept, the predictive role of anxiety in retreat to virtuality was shown, and a latent factor of “network vulnerability” was described. In the structure of self-consciousness, high intensity of platform use is associated with the dominance of multiplicity of self-images and growth of social desirability with weakening of reflexive connectivity. Longitudinal results demonstrate an adaptive cycle: initial disorganization of resistance to distractions with subsequent compensation and stable increase in epistemic autonomy (up to 23.6% by the third year) with pronounced heterogeneity of effects depending on initial self-regulation. The presented metrics allow assessing risks and resources of digital immersiveness, provide grounds for ergonomic calibration of platforms and for developing predictive mechanisms for monitoring cognitive fatigue and emotional distress, oriented towards preserving subjectivity and integration of identity in conditions of algorithmization of education.