Introduction. The article substantiates the relevance of studying the educational motivation of adolescents, active users of the Internet space and their orientation in the virtual space; a review of theoretical approaches to the study of the problem of the relationship between the level of educational motivation in Internet-active adolescents with different orientations in the virtual space is presented; the relationship between the orientation of adolescents in the virtual space and the level of learning motivation is shown. The purpose of the article is to present the results of a study of the characteristics of educational motivation of modern Internet-active adolescents with different orientations in the virtual space.

Materials and methods. Analysis of scientific literature on the problem of Internet socialization and educational motivation of adolescents; empirical: a questionnaire of behavior on the Internet by A.E. Zhichkina; questionnaire “Personality in the virtual space” by A.I. Luchinkina; the methodolo-gy “Studying the motivation for learning adolescents” by M.I. Lukyanova, N.V. Kalinina; mathematical and statistical processing of research results (Spearman's rank correlation coefficient).

Results. The results of the study showed the presence of significant relationships between the prosocial orientation of the personality of a teenager and high and medium levels of educational motivation; an inverse correlation was found between the “antisocial” scale and a high level of learning motivation; It has been established that the level of educational motivation of adolescents varies depending on its orientation in the Internet space: the more pronounced the pro-social orientation, the higher the level of educational motivation; the more pronounced the asocial and antisocial orientation, the lower the level of learning motivation.

Discussion. It is emphasized that the main theoretical provisions and the results of empirical research can be used in the practice of psychological counseling, prevention and correction of the orientation of a teenager's personality in the Internet space and increasing the level of educational motivation. In the course of the analysis of theoretical approaches to determining the characteristics of the educational motivation of Internet-active adolescents with different orientations in the virtual space, it was determined that motivation is a complex, multifaceted personality formation that changes under the influence of external and internal factors.

Conclusion. Most adolescents in the group of subjects are focused on constructive communication in the Internet space and using it to achieve educational or personal goals (search for information, communication, purchase of goods). Asocial orientation (inherent in 25 % of the subjects) is characterized by the fact that adolescents are more closed, on the Internet they prefer to read forums on interests more often than to study or communicate. Antisocial orientation (12.5 %) is characterized by a strong desire for destructive actions on the Internet, including deviant behavior (trolling, hacking, cyberbullying, etc.). The level of educational motivation of adolescents can vary depending on the orientation on the Internet — the more pronounced the pro-social orientation of the personality of a teenager in the Internet space, the higher the level of educational motivation; the more pronounced antisocial and antisocial orientation, the lower the level of learning motivation.

The author's theoretical model for studying the relationship between the educational motivation of Internet-active adolescents with different orientations in the virtual space has been developed;

The results of an empirical study of the characteristics of educational motivation of Internet-active adolescents with different orientations in the virtual space are presented.

1. Bondarenko S.V. (2017), Model' sotsializatsii pol'zovateley v kiberprostranstve [Model of user socialization in cyberspace], Cyberpsy [Online]. Available at: http://cyberpsy.ru/articles/bondarenko-cyberspace_socialization (Accessed: 01.04.2022). (In Russian).

2. Vojskunskij A.E. & Solodov M.Yu. (2018), Poznanie i kommunikaciya — vy`zovy` sovremennosti [Cognition and communication are the challenges of our time], Filosofskie nauki, 4, 114–132. (In Russian).

3. Ganskij P.N. (2015), Internet-prostranstvo kak osobaya kommunikacionnaya sreda i ego vliyanie na sovremenny`e obshhestvo [Internet space as a special communication environment and its impact on modern societies], Teoriya i praktika obshhestvennogo razvitiya, 17, 118–121. (In Russian).

4. Luchinkina A.I. (2018), Trolling v internet-prostranstve kak rezul`tat deviantnoj internet-socializacii [Trolling in the Internet space as a result of deviant Internet socialization], Nauchnyy rezul'tat. Pedagogika i psikhologiya obrazovaniya, 4, 2. 68–76. DOI 10.18413/2313-8971-2018-4-2-0-7. (In Russian).

5. Luchinkina A.I. (2016), Specifika mirovozzreniya internet-pol`zovatelej [The specifics of the worldview of Internet users], Problemy` sovremennogo pedagogicheskogo obrazovaniya, 51-1, 311–317. (In Russian).

6. Luchinkina A.I. (2013), Psihologiya internet-socializacii lichnosti [Psychology of Internet socialization of personality], Monografiya, “ARÍAL”, Simferopol`, 356 p. (In Russian).

7. Luchinkina A.I. & Yudeeva T.V., Edr A.V. Tugolukov (2015), Deviantnaya internet-socializaciya: analiz problemy [Deviantnaya internet-sotsializatsiya: analiz problemy], Sbornik trudov konferentsii “Sovremenny`e problemy` nauki i obrazovaniya XXI veka:”, 31 avgusta 2015 goda [A collection of proceedings of the conference “Modern problems of science and education of the XXI century”], Individual'nyy predprinimatel' “Tugolukov A.V.”, Moscow, August 31, pp. 41–45. (In Russian).

8. Grekova V.A. (2018), Psikhologiya uchebnoy motivatsii obuchayushchikhsya. Uchebnaya motivatsiya: osnovnyye teorii i podkhody` [Psychology of educational motivation of students. Educational motivation: basic theories and approaches], Severo-Kavkazskiy psikhologicheskiy vestnik, 6/3, 45–51. (In Russian).

9. Ugol`kov N.V. (2012), Rol' Interneta v sotsializatsii starshikh shkol'nikov [The role of the Internet in the socialization of older students], Mezhvuzovskiy sbornik nauchnykh trudov “Aktual'nyye problemy professional'no-pedagogicheskogo obrazo-vaniya” [Interuniversity collection of scientific papers “Actual problems of professional and pedagogical education”], Kaliningrad, 30, 84–86. (In Russian).

10. Yudeeva T.V. (2018), Socializiruyushhij potencial sovremennogo informacionno-kommunikativnogo prostranstva [The socializing potential of the modern information and communication space], Ucheny`e zapiski Kry`mskogo inzhenerno-pedagogicheskogo universiteta, “Seriya. Pedagogika. Psixologiya”, 2 (12), 41–45. (In Russian).

11. Voiskounsky A., Kutuzova M. & Sveshnikova E. (2017), “High-school students: Social adaptation and internet ad-diction”, Journal of behavioral addictions, vol. 1, pp. 58–58.

12. Luchinkina A., Zhikhareva L., Yudeeva T. & Luchinkina I. (2020), “Cross-border and digital socialization of personality”, E3S Web of Conferences, Innovative Technologies in Science and Education (ITSE-2020), Rostov-na-Donu, Russian Federation, 04 December 2020, vol. 210, no. 8, 15005. DOI 10.1051/e3sconf/202021015005.