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Theoretical and empirical materials are presented that reveal and explain the impact of digitalization on the motivational sphere of personality in educational activities. It is shown that it is complex and affects the main motivational subsystems. The composition of these subsystems is differentiated. These include, in particular, subsystems of external and internal motivation, as well as achievement motivation and safety motivation. It is proved that this influence is emphatically differentiated, combining both positive and negative trends. As a result, it acquires a complex and internally contradictory character. It is proved that various motivational subsystems are characterized by varying degrees of exposure to the influence of factors of digitalization, that is, different sensitivity to them. It has been established that the transformational influence of digitalization factors is different at the main age stages, that is, genetically relative. The assumption is substantiated, according to which the effective effect of these transformations is the syndrome of cognitive decline. They generally have a distinctly negative impact on the formation of the cognitive sphere of personality. Therefore, the disclosure and subsequent consideration of such negative trends is an essential condition for the development of preventive and corrective measures aimed at optimizing the motivation of educational activity.
Elena V. Каrpova (2024) studied this question.