FROM COHERENT SELF TO FRAGMENTED PERSONA: DIGITAL IDENTITY FRAGMENTATION AND ACADEMIC SELF-CONCEPT AMONG GENERATION Z, WITH COMPARATIVE INSIGHTS FROM GENERATION ALPHA

Abstract

This study examines the relationship between digital identity fragmentation and academic self-concept among Generation Z students, with comparative insights from Generation Alpha. In contemporary digitally saturated environments, particularly social media platforms driven by algorithmic curation and continuous connectivity, young individuals increasingly construct multiple, context-dependent online identities. This phenomenon raises concerns within educational psychology regarding the coherence of self-concept and its implications for academic development. The primary objective of this research is to explore how fragmented digital identities influence students’ perceptions of their academic abilities, motivation, and self-efficacy. A secondary objective is to identify generational differences in identity construction patterns between Generation Z, who are active users of established social media platforms, and Generation Alpha, who are emerging in an even more technologically integrated environment. The study is grounded in educational psychology frameworks, particularly self-concept theory and social comparison processes, to understand how external digital validation and online identity performance may shape internal academic self-evaluations. A quantitative comparative research design is proposed, targeting students from both generational cohorts within educational institutions. Data will be collected using standardized psychometric scales measuring digital identity fragmentation and academic self-concept. Statistical analysis will be employed to examine relationships between variables and to assess differences across generational groups. The study is significant for educational stakeholders, as it provides insights into how digital environments may influence learners’ psychological and academic development. Findings are expected to contribute to educational psychology literature by clarifying the role of digital identity dynamics in shaping academic self-perception in the context of evolving digital cultures.