MECHANISMS OF FUNCTIONING OF AN INTEGRATIVE SOCIO-PSYCHOLOGICAL MODEL FOR ENSURING ADOLESCENTS’ PSYCHOLOGICAL SAFETY IN THE DIGITAL EDUCATIONAL ENVIRONMENT

The article provides a theoretical rationale for the mechanisms underlying an integrative socio-psychological model designed to support adolescents’ psychological safety in the digital educational environment. The model is viewed as a multilevel system comprising personal, group, and institutional-digital levels. Particular attention is paid to the direct and mediated relationships among social identity, cognitive reappraisal, constructive coping, and psychological safety, as well as to the possible independent contribution of emotional suppression and digital risk factors. The central testable proposition concerns the sequential association of social identity with psychological safety through cognitive reappraisal and constructive coping. The proposed relationships and hypotheses are intended for subsequent empirical testing and are not presented as already confirmed findings. The model may inform the design of assessment and prevention practices addressing psychological risks in digital educational settings.