FEATURES OF CYBERSOCIALIZATION OF GENERATION Z TEENAGERS IN THE EDUCATIONAL PROCESS

Abstract

The authors present a study aimed at identifying and describing the characteristics of cybersocialization among Generation Z adolescents (12–17 years old) in a general education setting. The results demonstrate that the overwhelming majority of adolescents combine studying with the use of social media and instant messaging apps; the phenomenon of “microswitches” (15–30-second escapes into the digital environment as a form of cognitive relaxation) has been identified. Three cybersocialization strategies are empirically identified: instrumental-adaptive, communicative-distraction, and escapist. A new type of learning motivation, “digital affiliation” (the desire to learn for the sake of discussion in a digital community), is identified. Cybersocialization is examined for the first time as an integrated component of the educational environment. A developed model of pedagogical support (reflective, normative, and instrumental components) is presented, which has been tested in schools. A reduction in the number of conflicts over gadgets allows us to conclude that schools should move from prohibitions to attention management and digital hygiene.