Вовлеченность в киберсоциализацию и психологическое благополучие студентов университетов

Introduction. The article is devoted to the problem of psychological well-being of university students under the conditions of cyber socialization and digitalization of the educational environment. The cyber socialization engagement was considered an ambivalent phenomenon. Psychological well-being was understood in a broad sense, encompassing indicators of life and study satisfaction, participation in studies, organizational identity with university faculty, and the expression of Dark Tetrad personality traits. The purpose of the study was to determine the impact of the students’ cyber socialization engagement on their psychological well-being. Methods. The sample included 315 students from Russian universities. The measures used were "The Cyber Socialization Engagement Questionnaire", "The Organizational and Suborganizational Identity Questionnaire", "The Satisfaction with Life Scale", "The Short Dark Tetrad Scale", and the questionnaires "Utrecht Work Engagement Scale" and "The Brief Index of Affective Job Satisfaction" modified for the students' learning context. Results. Destructive cyber socialization engagement was found to decrease overall satisfaction with life, learning engagement, learning satisfaction, and identification with faculty, and to increase the expression of the Dark Tetrad traits such as psychopathy and sadism. Constructive cyber socialization engagement increases life satisfaction, learning engagement, learning satisfaction, and organizational identity, and decreases the expression of Dark Tetrad traits such as psychopathy and sadism. Discussion. A new and specific ambivalence of the influence of engagement on cyber socialization was revealed: constructive engagement, along with an overall positive influence, increases the expression of Machiavellianism, and destructive engagement decreases the expression of narcissism. It is shown for the first time that overall сyber socialization engagement can have a significant ambivalent effect on the psychological well-being of university students. Conclusion. The obtained results substantiate the necessity of predicting such influence within the framework of work on ensuring psychological safety of the educational environment, creating conditions for successful personal, social, and professional development of university students in the conditions of intensive digitalization of education.