Anastasia D. Khripkova

Digitalization is becoming a part of the modern world, without which it is difficult to imagine our life. In pedagogy, information technology is mainly considered as an auxiliary tool for the implementation of effective education. On the part of the child, gadgets satisfy many needs including communication. Groups and chats are created on social networks, thanks to which students are always in touch with their peers. Such immersion in the digital space creates a key risk – cyberbullying. Research shows that experiencing this phenomenon at school leaves a lifelong imprint. The aim of the study is to identify the nature of the influence of cyberbullying on the personal characteristics of students in an educational environment. The research is based on the approaches of domestic and foreign scholars. Thus, theoretically, there is a significant impact of cyberbullying processes on students' personality and academic performance. It is important to note that such cases of online harassment are accompanied by a lack of adult attention. The diagnostic toolkit is represented by two methods: the Questionnaire "Cyberbullying and Aggression on the Internet" and the "Kettell Test, 14PF/HSPQ". The selection of materials and research methods took into account age characteristics and the relevance of the methodology to adolescence. The empirical data obtained were processed and presented in the following distribution: the majority of the sample had a low level of cyber-victimization (47%), a low level of cyber aggression (49%), an average level of negative emotions (45%), and a high level of adult help (41%). A correlation analysis was made using the Pearson r-criterion between the scales of methods and within the same methodology "Questionnaire of cyberbullying and aggression on the Internet". We have identified the most significant relationships between: "Cyber-victimization" / "A"; "Negative emotions" / "I"; "Cyber aggression" / "C"; "Cyber aggression" / "E"; "Adult help" / "J". Also, the following relationships of indicators were statistically justified within the same methodology: "Cybervictimity" and "negative emotions" and "Adult help" and "Cybervictimity"/ "Negative emotions". Thus, it is possible to carry out preventive work by influencing the components that correlate with the victim's or aggressor's position. The theoretical justification of the research problem is presented by the analysis of domestic and foreign scientific literature. The practical significance is realized in the developed diagnostic tools.