Locus of Control and Value Orientations in Preadolescents: Psycho-Pedagogical Implications and Methodological Guidelines in the Digital Age

The continuous expansion of the virtual environment generates major transformations in the psycho-social and cognitive development of preadolescents, directly affecting the mechanisms of psychological self-regulation. The present study analyzes the complex structural relationship between the locus of control and value orientations at this stage of development. It also highlights how dependence on specialized media platforms modifies the individual structure of preadolescents. Based on a theoretical-analytical framework and a conceptual synthesis of standardized psychological variables, the paper examines how the externalization of causal attribution interferes with the hierarchical stability of terminal and instrumental values. The synthesized data reveal a close correlation between prolonged screen time and a significant shift toward an external locus of control. This evolution is directly associated with the prioritization of immediate gratification and social validation to the detriment of academic achievement and autonomous moral judgment. Consequently, a pronounced axiological dissonance is recorded between declared ideals and practical behavior. Towards the end, the study substantiates essential psycho-pedagogical guidelines and structured instructional strategies aimed at reconstructing the internal locus of control and consolidating a sustainable ethical compass in the modern school environment.