Anatoly V. Karpov

Background. In the context of rapid digitalization of the educational environment, a transformation of cognitive processes is observed, accompanied by a change in the nature of metacognitive regulation of educational activity. The problem of metacognitive decline syndrome, manifested in a weakening of the ability for self-reflection, planning and control of cognitive strategies, is of particular relevance. This phenomenon can be a key factor in university maladjustment, expressed in a decrease in academic performance, an increase in psychoemotional stress and cognitive overload in students.

Objective. To identify and analyze the dynamics of students' personality characteristics for the period 2014–2024, to reveal the impact of digitalization on the students' metacognition, regulatoryity, and communicativeness, and establish its connection with maladjustment in the educational environment. Based on the data obtained, propose "digital detox" strategies as a way to correct the identified negative trends.

Study Participants. The study involved 1148 respondents aged 18 to 22 years (Mage = 19.8; SD = 1.2). The sample included two time cohorts: 582 undergraduate students (2014), 566 undergraduate students (2024).

Methods. The study was based on a survey design using the 16PF-questionnaire by R.B. Cattell in an adapted Russian-language version. To process quantitative data, the method of psychological profiles and structural psychological analysis were used.

Results. A comparative analysis of students' personality profiles for 2014 and 2024 revealed increasing discordance and disorganization of the personality structure, which is manifested in a decrease in adaptive abilities and degradation of metacognitive functions. In the cognitive sphere, fragmentation of thought processes and weakening of correlations between cognitive factors were found, which indicates the formation of a superficial, situationally-oriented style of thinking. Structural analysis of personality showed looseness and fragmentation of connections between adaptively significant qualities, which reduces the integrity of the personality and its resources, and also confirms the need to develop "digital detox" programs and restore regulatory functions.

Conclusions. The results of the study confirm significant negative changes in the psychological structure of students' personalities during the period of digital transformation, including a decrease in adaptive abilities, fragmentation of thinking, and disintegration of self-regulation. The data obtained substantiate the need to implement psychological and pedagogical programs aimed at developing metacognitive skills, conscious digital behavior, and restoring cognitive-regulatory functions.