Abstract

In the context of digitalization of education, the problem of psychological adaptation of primary school students to new forms of learning becomes increasingly important. The transition to distance and blended learning changes the structure of learning activity, cognitive load, and social interaction, affecting students’ emotional state, motivation, and behavior.

The aim of the study is to identify the characteristics of psychological adaptation of primary school students to the digital learning environment and to determine the factors influencing this process. The study used psychodiagnostic methods (Phillips’ School Anxiety Scale, Luskanova’s learning motivation method), questionnaires, observation, and statistical analysis (Pearson correlation, Student’s t-test). The sample included students in grades 2–4 (n=86).

A statistically significant correlation was found between digital literacy and learning motivation (r=0,61; p<,05), highlighting the importance of motivation as a mediator in the process of successful psychological adaptation of primary school students to digital forms of learning.

The study results indicate a positive relationship between digital literacy and learning motivation, highlighting the importance of motivation as a mediator in the successful psychological adaptation of primary school students to digital learning formats. It is concluded that systematic psychological and pedagogical support is necessary in digital learning environments.

Keywords: psychological adaptation, primary school students, digitalization, motivation, anxiety, digital literacy, self-regulation.