Transformation of the aggregate subject of activity in the context of digitalization of education

. The criteria for academic success are academic (educational) performance, reflecting the level of educational achievement, as well as interest, motivation, quality and methods of mental work (activity, tension, pace, duration, consistency, the ratio of rational and irrational methods of work, etc.). In our work, we examined how the above factors affect the success of students' learning activities in different forms of organizing the activities of the study group. Two main forms are considered: distance learning and full-time. The study allows us to trace the role of socio-psychological factors affecting the transformation of the aggregate subject of activity in the context of digitalization of education. The study involved two groups of university students. The first group: students of 1-4 courses, who have a distant form of organizing the activities of a group of 60 people. The second group: students of 1-4 courses, who have a full-time form of organizing the activities of a group of 60 people. The total sample size was 120 people. Methods used: Study method motivation learning at the university T.I. Ilyina; Test - questionnaire "Motivation for success and fear of failure" by AA Reana; Methodology studyingI social and psychological self-assessment of the team of O. Nemov; Questionnaire for the diagnosis of the ability to empathy. The research carried out confirms the proposed assumption that the form of organization of the group's activities significantly affects the success of its educational activities. Therefore, we can say that students with a full-time form of organizing activities are more successful in their educational activities than students with a distant system, since they strive to a significant extent to gain knowledge, master a profession, achieve success, and be within the team. to


Introduction
The successful activity of students largely depends on the form of organization of the educational activity of the group. Analysis of psychological and pedagogical literature, various scientific theories, approaches and concepts showed that the concept of "learning success" is considered by scientists in two main directions. The first can be designated as psychological or psychological-pedagogical, where the concepts of "success" and "success" are defined as a special emotional state of the student, which expresses his personal attitude to the activity or its results (Chirkova & Cherygina, 2016). The second direction is associated with considering the success of training in the light of the problem of effectiveness and efficiency of training, as well as the success of training appears in the context of indicators of the quality of education (Zalesova, 2014).

Literature review
The criteria for academic success are academic (academic) performance, reflecting the level of educational achievement in the score, as well as interest, motivation, quality and methods of mental work (activity, tension, pace, duration, consistency, the ratio of rational and irrational methods of work, etc..). Academic achievement is closely related to the level of student motivation, primarily achievement motivation (Vartanova, 2000; Gordeeva, 2006;Bakshaeva & Verbickij, 2006;Vorobyeva et al., 2015). This work examines how the above factors affect the success of students' educational activities in different forms of education -distance and traditional (full-time).
The transformation of the aggregate subject of activity in the context of the digitalization of education is aimed at increasing the motivation of students for active and regular educational work, the formation of an academic rating of students based on data on their personal achievements and to substantiate moral and material incentives (Yakunin, 1994;Zhuravlev, 2005). There is an activation of the personal factor in the student environment, an increase in students' self-esteem, the introduction of the principle of competition in the educational process, etc. Given these data, we can say that in addition to considering the motivation of students, their empathy, it is also important to study how the aggregate subject of educational activity is transformed and what effect such a transformation has on the success of educational activity, since the "principle of competition" is a fairly new element in the educational environment.
Traditionally, learning success is understood as the high academic performance of students, defined as the degree of coincidence of actual and planned learning outcomes. The success of training can be interpreted as complete or exceeding the expectation of achieving its goals, which ensures the development of the student for his transition to higher levels of learning and self-development as an internally conditioned change in personal qualities (Mormuzheva, 2013).
The purpose of this study was to study the socio-psychological factors affecting the transformation of the aggregate subject of activity in the context of the digitalization of education. This was realized by assessing the success of students' educational activities in various forms of organizing educational activities -distance learning and without the use of distance learning.

Methodology
The object of empirical research. The study involved 2 groups of university students. The first group: students of 1-4 courses, who have a distant form of organizing the activities of a group of 60 people. The second group: students of 1-4 courses, who have a full-time form of organizing the activities of a group of 60 people. The total sample size was 120 people.
Research methods. "Methodology for studying the motivation of learning at the E3S Web of Conferences 389, 09013 (2023) https://doi.org/10.1051/e3sconf/202338909013 UESF-2023 university T.I. Ilyina", testquestionnaire "Motivation for success and fear of failure" by AA Reana, "Methods for studying the socio-psychological self-esteem of O. Nemov's team", a questionnaire for diagnosing the ability to empathy.
The reliability of the results obtained was ensured by the use of the STATISTICA 10 program in the study, in which the methods of mathematical statistics were applied: the method of comparing 2 independent samples of the Mann-Whitney U-test and Spearman's rank correlation; the study also used descriptive statistics methods.
Research procedure. Two groups of students were selected: who had a distance learning system and who did not have it for the period of study at the university. In the research procedure, we tried to approach the sample so that each group had an equal number of students for greater reliability of the results. Thus, it turned out that in the first group of students with a distance learning system there were 20 students with a mark "excellent", 20 students with a mark "good", 20 students with a mark "satisfactory". A similar number of participants were in a group without a remote system.

Results
By calculating the average, dominant features were identified that affect the success of excellent students in different forms of organization of the group's activities (Table 1). Average level of empathy 28 From the data presented in Table 1. it can be seen that, in general, for both groups of students, the dominant role in success is played by socio-psychological factors such as contact, openness, organization and awareness. The main difference is that among excellent students without distance, the dominant feature that affects the success of educational activities is the motivation for mastering a profession, which is a significant indicator of the success of both the individual as a whole and the novice specialist in his field of knowledge. Another key point is differences in the level of empathy. Excellent students with distance are characterized by a lower level of empathy than students without distance.
For greater reliability of the results, we performed a method of comparing 2 independent samples using the Mann-Whitney U-test in order to identify the main differences between the two groups of excellent students with different forms of organization of the study group. Statistically significant differences were obtained among excellent students in terms of the level of empathy: UEmp = 14 and motivation for mastering a profession: UEmp = 83.5.
In order to understand what indicators of the two groups of excellent students affect their success in educational activities, a correlation analysis was carried out according to Spearman (table 2). Table 2. The results of the correlation between the level of empathy, the motivation for achievement and learning, and the socio-psychological self-esteem of the team among the excellent students with the distant system (the coefficient of the rank correlation r-Spearman at p = 0.05). Motivation for obtaining a diploma r = 0.8 Table 2 shows that in order for excellent students with a distant system to be successful in their educational activities, they need a relationship of a low level of empathy with such socio-psychological characteristics of the team as the desire to maintain the integrity of the team, cohesion, organization, responsibility and awareness. Here we can assume that excellent students with distance work according to the principle "every man for himself", and therefore, in order to be successful in their educational activities, they try to be separate from the group, not showing any empathic feelings towards their classmates. Nevertheless, for a group of students with an average level of empathy, the motivation for mastering a profession and the motivation for obtaining a diploma are important as an indicator of their successful educational activity.

Ratio indicator
For comparison, Table 3 shows the results of Spearman's rank correlation among excellent students who did not have a distant system, at a significance level of p = 0.05. Table 3. The results of the correlation between the level of empathy, the motivation for achievement and learning, and the socio-psychological self-esteem of the collective among the excellent students without the distant system (the coefficient of the r-Spearman rank correlation at p = 0.05).  Table 3 shows that for successful educational activities among excellent students without distance, there is a direct relationship between a high level of empathy and sociopsychological characteristics of the team in such a way that the higher the level of empathy, the higher the socio-psychological self-esteem of the team. This characteristic tells us about a favorable climate in the team and possible successful growth in the educational activities of students. It should be noted that a high level of empathy is also interconnected with the motivation for acquiring knowledge and the motivation for mastering a profession. Therefore, we can say that a distinctive feature of successful educational activity among students of excellent students without distance learning is a high level of empathy, which has a positive effect on the motivation of learning and the socio-psychological climate of the team as a whole. In addition, it is worth noting that such students have a relationship between the motivation to achieve success and such socio-psychological characteristics as cohesion, organization, contact. This relationship can be interpreted as the desire of students for a favorable joint activity, the establishment of companionship, the willingness to accept responsibilities and duties within the group, as well as their subsequent implementation. To achieve success, excellent students need motivation to master a profession, as an indicator of future success, which is transferred from educational activities directly to the professional environment. Thus, comparing both groups of excellent students, we can say that students with full-time organization are more successful in their educational activities than students with a distant system. Firstly, full-time students have higher indicators of empathy than students with a distance: students with a distance achieve success in educational activities due to low indicators of empathy, and full-time students due to high indicators that allow them to be within the group. Therefore, relying on the concept of the success of educational activities, we can say that in educational activities students with a full-time form of organizing the activities of a study group are more successful.

Ratio indicator High level of empathy
A group of dominant features was identified that affects the success of good students in different forms of organizing the activity of the study group (Table 4). Students with a mark "good", who have a distant organization of the activity of the study group, note that it is important for them, along with acquiring knowledge, to obtain a diploma as a document confirming their status and qualifications.
To identify differences in the group of features that affect the success of the educational activity of good students, we used the method of comparing 2 independent samples using the Mann-Whitney U-test. Using this criterion, we found the distinguishing features that distinguish the success of two groups of students. Using Spearman's rank correlation, we determined the relationship of factors influencing the success of educational activity in two groups of good students with different forms of educational activity. Table 5 shows the results of the correlation analysis of good students with a distant learning system. Table 5. The results of the correlation between the level of empathy, the motivation for achievement and learning, and the socio-psychological self-esteem of the collective among the Horoshists with distant systemic educational activity (the coefficient of Spearman's r-rank correlation at p = 0.05). Average level of empathy r = 0.6 r = 0.79 Table 5 shows that the motivation for mastering a profession among students with a distant system is interconnected with such socio-psychological characteristics of the team as the desire to preserve the integrity of the team, cohesion and awareness. We can say that these psychological signs help students in mastering professional skills. The motivation for acquiring knowledge is interconnected with organization, the motivation for obtaining a diploma and the average level of empathy, and in such a way that the higher the level of motivation for acquiring knowledge, the higher the organization, motivation for obtaining a diploma and the level of empathy. The motivation for achieving success among students of good grades with a distant system is interconnected with the awareness of the collective, as well as with the desire to preserve the integrity of the educational collective.

Ratio indicator
Among the students of good grades with the full-time form of activity of the study group, the data presented in table 6 were obtained. Table 6. The results of the correlation analysis of the indicators of empathy, motivation for achievement and learning, and socio-psychological self-esteem of the team among the good students without a distant training system (the coefficient of the r-Spearman rank correlation at p = 0.05).  Table 6 shows that, in order to achieve success in their educational activities, such students have a relationship between the motivation for success and the motivation for acquiring knowledge and mastering a profession. It should be noted that the motivation for achieving success is also associated with such socio-psychological characteristics as cohesion, awareness, the desire to maintain the integrity of the team and organization. Based on these data, we can say that for good students with the old form of academic control, comfortable conditions for finding a person in a team are predominant in achieving success, which help her to achieve certain results and allow her to study successfully. The motivation for acquiring knowledge is associated with the motivation for mastering a profession, this relationship can be interpreted, as the desire of good students without a distant system to apply the acquired knowledge directly in their professional future experience. Thus, from a comparative analysis of the data of good students, we see that students with a distance are characterized by a lower level of empathy and motivation to obtain a diploma, in contrast to students without a distance learning system, who strive to achieve success and gain knowledge in their educational activities. ... We can say that good students without distance learning are more successful in educational activities than distance students, since they give more priority to the educational process. The last groups in our study were students with a mark "satisfactory" in different forms of organizing the activities of the study group. Thus, from a comparative analysis of the data of good students, we see that students with a distance are characterized by a lower level of empathy and motivation for obtaining a diploma, in contrast to students without a distance learning system, who strive to achieve success and gain knowledge in their educational activities. ... We can say that good students without distance learning are more successful in educational activities than distance students, since they give more priority to the educational process. The last groups in our study were students with a mark "satisfactory" in different forms of organizing the activities of the study group. Thus, from a comparative analysis of the data of good students, we see that students with a distance are characterized by a lower level of empathy and motivation for obtaining a diploma, in contrast to students without a distance learning system, who strive to achieve success and gain knowledge in their educational activities. ... We can say that good students without distance learning are more successful in educational activities than distance students, since they give more priority to the educational process. The last groups in our study were students with a mark "satisfactory" in different forms of organizing the activities of the study group. unlike students without a distance learning system, who strive to achieve success and gain knowledge in their educational activities. We can say that good students without distance learning are more successful in educational activities than distance students, since they give more priority to the educational process. The last groups in our study were students with a mark "satisfactory" in different forms of organizing the activities of the study group. unlike students without a distance learning system, who strive to achieve success and gain knowledge in their educational activities. We can say that good students without distance learning are more successful in educational activities than distance students, since they give more priority to the educational process. The last groups in our study were students with a mark "satisfactory" in different forms of organizing the activities of the study group.

Ratio indicator Motivation to achieve success Motivation for gaining knowledge
As a result of assessing the reliability of differences using the Mann-Whitney U-test, it was found that the leading difference among students with an assessment of "satisfactory" in different forms of organizing the activities of the study group is the motivation for obtaining a diploma. The obtained empirical value UEmp = 22 is on the axis in the zone of significance, which confirms the reliability of the difference for this criterion. Thus, we can say that obtaining a diploma for students with a "satisfactory" grade, who have a distant learning system, is a priority than for students with the full-time form of organizing the activities of the study group.
The motivation for obtaining a diploma is also interconnected with the sociopsychological self-esteem of the team, which helps students to feel "inside" the team, to be a part of it, to receive information from it that helps them to continue their studies at the university and receive a diploma upon graduation. Awareness, organization and cohesion are the most significant factors in motivating students to obtain a diploma with a mark "satisfactory" without a distance student. The average level of empathy among such students is interconnected with the motivation for mastering the profession, contact and openness. This suggests that students with an average level of empathy have more developed contact and openness in the group, they are ready to communicate with their classmates, as well as possible help from them.
The work compares groups of students who have had different forms of organizing educational activities. On Figure 1 shows a histogram of the percentage ratio of motives for studying at a university in two groups with different forms of organization of educational activity. It can be seen that students without distance learning had a greater motivational focus on acquiring knowledge and mastering a profession than receiving a diploma. Students with a distant form of study equally showed a desire to acquire knowledge and a diploma. Thus, students with a distant system have more pragmatic motives for learning than students with the old form of academic control, therefore, we can say that they are less successful in educational activities than students without a distant system. The criteria for academic success are academic (academic) performance, reflecting the level of educational achievement in the score, as well as interest, motivation, quality and methods of mental work (activity, tension, pace, duration, consistency, the ratio of rational and irrational methods of work, etc..). Also, the criteria for the success of educational activities can be attributed to how a student feels in himself in the educational team, his willingness to show success not only in educational activities, but also in life in general (Stolyarenko, 1995). The essence of academic success as a qualitative characteristic of the effectiveness and efficiency of a student's educational activity is expressed in such objective indicators as academic performance, the level of development of cognitive activity, educational motivation for independence, creativity and reflection, and achievement motivation (Gordeeva, 2005;Smirnov, 2012 Motivation for mastering a profession students as the degree of mastering by students of educational programs, and efficiency as an indicator of the labor intensity and economy of the chosen teaching methods. He considers intelligence, motivational orientation, individual style of educational activity, self-esteem and volitional qualities of the student's personality as the main prerequisites for the academic success of students in professional educational institutions (Shabalina, 2009;Vorobyeva et al., 2021).

Conclusions
The carried out theoretical analysis of literary sources allowed us to determine the group of socio-psychological factors influencing the success of students' educational activities, to assess the degree of their influence and the relationship with success. In addition, we examined the very concept of the success of educational activities, and what it includes, as well as how the form of academic control can affect the success of educational activities. Empirical research allowed us to conduct a comparative analysis between two groups of students with different forms of organization of educational activities and draw the following conclusions: 1. Excellent students with a full-time form of organization of educational activities have a higher success rate than students with a distant system. This characteristic is reflected in different levels of empathy (students with a distance have a lower level of empathy), social and psychological self-esteem of the team, motivation for studying at a university (students with a distance are more eager to get a diploma than knowledge). 2. For good students with a distant system, the main characteristic is the predominance of motivation for obtaining a diploma, in contrast to students without a distant system, who are more eager to acquire knowledge. 3. Students with a mark "satisfactory" have the lowest rates of success in educational activities, but students with full-time organization of educational activities have higher indicators of empathy and are more dependent on the group than students with a distance. 4. Also, for students with a distance, obtaining a diploma is a more significant motive for studying at a university than for students who did not have this form of organizing educational activities. 5. Pragmatic motives of studying at a university to a greater extent prevail among students with a distant system, in contrast to students with a full-time form of organizing educational activities, who strive to master the profession and acquire knowledge. 6. The conducted research confirms our hypothesis: the form of organization of educational activity significantly affects the success of educational activity. Therefore, we can say that students with a full-time form of organizing educational activities are more successful in their educational activities than students with a distant system, since they strive to a significant extent to gain knowledge, master a profession, achieve success, and be within the team. , to share his interests, to maintain friendly and comradely relations with each other than students with a distant form of organization of educational activities, who strive to be outside the team, because they may regard their classmates as potential competitors who can hinder the achievement of success in their educational activities. 7. The results and conclusions of our research can be used in the development of further strategies for teaching students at the university, reassessment of some provisions in the organization of student work, taking into account the personal characteristics of students, which will help to build a more effective system of teaching students in the future.