Digital environment that stimulate the manifestation of personal aggressiveness

in the context of the rapid expansion of the digital space and its integration into the educational and social environment, aggressive behavior in online communication is increasingly being recorded. This phenomenon is becoming particularly relevant for educational psychology, as it requires a rethink of the factors contributing to the formation of personality aggression in the digital environment. The article provides an overview of modern domestic and foreign studies devoted to the study of the relationship between Internet and smartphone addiction, decreased empathy, increased anxiety and aggressive behavior. A special role of empathy is highlighted as a buffer mechanism that reduces the risk of aggression with a high level of digital engagement. Personal predictors of aggression, such as neuroticism, impulsivity, and cognitive distortions, as well as psychophysiological and cognitive aspects that exacerbate destructive behaviors, are also considered. The influence of the phenomenon of online disinhibition and digital disindividuation on a decrease in self-regulation on the web is substantiated. Finally, the directions of psychodiagnostics and prevention of digital aggression in the educational environment are proposed. It is concluded that there is a need for an integrated approach to the study of digital aggression, taking into account both individual and environmental components, which is especially important in the context of psychodiagnostics and student support.

digital aggression, Internet addiction, empathy, anxiety, cyberbullying, psychodiagnostics, digital environment, adolescents, educational psychology