The dissertation is devoted to solving the problem of Internet addiction of high school students and the theoretical justification of its socio-pedagogical prevention. The urgency of the research topic is due to the formation of information civilization, in which the globalization and digitalization of human culture have provided endless opportunities and created unique conditions for human penetration into cyber reality through a variety of Internet technologies. Such socio-cultural circumstances have led to the emergence of cybersocialization (in general, socialization in cyberspace), a natural component of which dominates the social development of the new generation (representatives of cybergeneration), which must implement global virtual culture of the future, but without losing their humanity and the sociality of the real world.
It was found that virtual social networks, access to which is provided by the Internet, have high-quality, socially favorable properties (accessibility, mobility, interactivity of communication without time and space constraints, etc.), which provide modern high school students not only positive potential for realization in cyberspace of their own age-old social needs and inclinations (creation of cyber communities by interests, operative exchange of media content with a large number of people, reduction of social asceticism, etc.), but also hidden threats to their sociality (narrowing of interests translation of events of one's own life, distorted representation of the real social ,,Iˮ by various virtual roles, development of various types of Internet addiction), which, in turn, emphasizes the relevance and need for innovative improvement of social and educational impact on them.
The scientific novelty of the study is that for the first time substantiated and defined the concept of ,,system of socio-pedagogical prevention in general secondary education institution (GSEI) on the propensity of high school students to depend on virtual social networksˮ as a hierarchical integrity of interconnected components (subject-object, conceptual-target, environmental, content-technological, effective) and interdependent content stages of social and educational impact, aimed at preventing excessive desire of schoolchildren to immerse themselves in social cyberstructures through the organization and coordination of internal and external (real and virtual) ) school environments for educational prevention of information and knowledge vacuum regarding the threats of cyber relationships, prevention of involvement in virtual communication by strengthening the real meaning of life orientations to construct ,,I-virtualˮ, similar to ,,I-realˮ, promoting self-prevention to increase motivation for productive activity and self-realization in real and virtual social environments in order to show a positive ,,I-realˮ and ,,I-virtualˮ and maintain a harmonious ,,I-socialˮ with its further social hardening. Also the content of the concepts ,,Internet addiction of schoolchildrenˮ, ,,virtual social networkˮ, ,,dependence of high school students on virtual social networksˮ has been improved; through the prism of the social-educational paradigm the most effective directions of prevention of dependence of youth on virtual social networks in the world are systematized and generalized; the theoretical ideas about criteria and indicators of tendency of senior pupils to dependence on virtual social networks are expanded; the corresponding program of social and pedagogical prevention in GSEI is developed; methods, means and forms of social and pedagogical prevention in GSEI of Internet dependence of schoolers have got the further development.
