Research of the blog as a diary practice for the development of personality subjectness

Bogdanova Veronika Olegovna ORCID: 0000-0002-6342-8050 PhD in Philosophy Associate Professor, South Ural State Humanitarian and Pedagogical University 454080, Russia, Chelyabinsk region, Chelyabinsk, Lenin str., 69, room 444 verovictory@mail.ru Other publications by this author

Introduction

An important condition for the development of modern society is intensive digitalization, which expands the boundaries of human capabilities in various spheres of life, leads to a transformation of the thinking style, lifestyle and worldview of the subject. However, immersion in the digital space can create some risks for the development of subjectivity. The variability and multidimensional nature of the digital environment contribute to the formation of various self-identification practices, which can both enrich the personality with new content and disorient it, lead to the destruction of self-connection, loss of authenticity.

The answer to the growing influence of digitalization is the formation of a subjective position, which, on the one hand, contributes to the development of the ability to be flexible and receptive to constant changes in the information space, on the other hand, forms the ability to maintain the integrity of the inner world. In this regard, the problem of the formation and development of subjectivity is of particular relevance in modern socio-cultural conditions, which require a person to take an active life position, the ability to self-determination in a value-contradictory world.

In the psychological and pedagogical literature, a large number of scientific works are devoted to the formation and development of subjectivity in educational and professional activities (V.I. Slobodchikov, A.V. Leontovich, D.A. Mostovshchikova, A.G. Aghajanyan, L.V. Abdalina, etc.). These studies describe methods and techniques that allow the subject to become an active participant in the educational process and professional activity, increase motivation, develop the ability to generate meanings, make adjustments to their own cognitive and professional actions, set goals and objectives in the process of learning and mastering the profession, determine ways to implement them ^{[1; 2; 3; 4]}. However, the research literature does not sufficiently cover the methods that contribute to the development of subjectivity at a deeper semantic level. We believe that diary practices can serve as such methods.

Diary practices are written practices that aim to capture the events of a subject's life, thoughts and experiences. Keeping a personal diary is one of the types of diary practices. However, in modern culture, there is a new tendency to transfer the private into the public space, so keeping a personal diary is being replaced by the creation of blogs that take over its function.

The specifics of using a blog as a diary practice for the development of subjectivity have not been sufficiently studied in the research literature, which determines the relevance of the research topic. It should be noted that there is an ambiguous attitude towards blogs in the scientific community. The negative and positive effects of blogs on personal development are actively discussed. On the one hand, a blog can contribute to the loss of connection with reality and contact with oneself, the formation of a false identity, which makes it difficult to develop subjectivity. On the other hand, it can actualize the process of self-determination and self-presentation, motivate to search for the boundaries of one's self, which has a beneficial effect on the development of subjectivity ^{[5, p. 74]}. In this regard, it is necessary to analyze whether the use of a blog as a diary practice has sufficient potential for the development of subjectivity.

In the study, we rely on the idea that active participation in the creation of blog content that corresponds to the real image of the "I" contributes to the intensive development of the Internet space, which can lead to the development of personality subjectivity. Blogging, as well as making entries in a personal diary, performs the function of autocommunication, which helps a person to better understand himself, determine his values and life meanings. Blogging also promotes active interaction with other people to share personally relevant information, establish emotional contact, and reveal their talents and abilities. It can be assumed that blogging can serve as an effective way to develop subjectivity.

The purpose of this study is to identify the potential of using a blog as a diary practice for the development of personality subjectivity. The object of the study is a blog as a kind of diary practice. The subject of the study is the potential of using a blog for the development of personality subjectivity.

The methodological basis for the study of subjectivity is the ideas of representatives of the activity approach. The founder of the activity approach, S.L. Rubinstein, considers subjectivity as an individual quality manifested in communication and activity, allowing for a transformative, active and creative attitude towards oneself and the world ^{[6, p. 28]}. Activity, the ability to self-determination, self-determination, self-regulation, self-promotion and self-improvement make up the structure of subjectivity. The structure of subjectivity is understood as a set of components that determine the characteristics and characteristics of a person as a subject of activity and relationships. A.N. Leontiev, based on the views of S.L. Rubinstein, believes that activity is a necessary condition for the development of subjectivity. A person becomes an active subject of activity and the creator of his own being if, in the process of life, he transforms the surrounding space based on the goals and objectives set. Personality subjectivity is primarily manifested in self-determination and creative activity ^{[7, p. 56]}.

In the works of A.V. Brushlinsky, K.A. Abulkhanov-Slavskaya, V.I. Slobodchikov, subjectivity is defined as a systemic personality quality that allows you to independently and creatively organize your life path. Subjectivity allows you to make decisions and act in accordance with your goals and values, continuously improving yourself and developing in the process of gaining experience ^{[3, p. 324]}. Thanks to it, a person acts as a creator of life history, capable of goal setting, building the trajectory of his life, creation and self-creation, continuous self-development ^{[8, p. 112]}. V.I. Slobodchikov believes that subjectivity manifests itself in the ability to purposefully regulate his own activity (setting goals, monitoring stages of implementation, evaluating the results obtained) ^[1]. A person with a pronounced subjectivity determines the direction of his life path consciously, responsibly, freely. Freedom is realized in authentic spheres of life, where a person expresses his individuality, follows his beliefs and values, without adapting to social stereotypes and expectations ^{[9, p. 34]}.

K.A. Abulkhanova-Slavskaya connects subjectivity with activity and finding the meaning of life. She notes that a person with a pronounced subjectivity independently organizes his own being. His life path is a kind of reflection of subjectivity, as he builds his activities based on an inner sense of time, filling his existence with personal meanings. In his activity, it is important for the subject to correlate his inner life with objective reality, take into account the peculiarities of his individuality and the specifics of the surrounding world, since without establishing points of contact between them it is impossible to preserve his uniqueness and adapt to environmental conditions ^{[9, pp. 33-34]}.

A.K. Osnitsky notes that a person becomes a true subject of life activity only in a situation of active conscious goal-setting, planning and choosing the conditions necessary to fulfill the planned plans. Like other representatives of the activity approach, he considers self-determination of personality as an important indicator of subjectivity. Self-determination means that a person carries out activities based more on internal motives. Self-determination is based on autonomy. Thanks to her, a person can act authentically. He is able to distance himself from the influence of the environment and act independently of the principles that determined his behavior earlier ^{[10, p. 10]}. An autonomous personality has subjectivity, it can independently and consciously choose values, set meaningful goals for itself and carry out personal life projects. The more active and independent a person is in different types of activities, the more clearly his subjectivity is expressed. The author also identifies the ability to self-control or self-regulation as markers of subjectivity. A person with subjectivity should be able to control his behavior and stabilize his emotional state.

According to A.K. Osnitsky's indicators of subjectivity are the ability to reflect, self-development, and manifestation of subjective activity in activity ^[10]. V.E. Chudnovsky in his work describes the "core of subjective activity", which determines the process of development and formation of subjectivity ^[2,7]. The semantic structures of a personality act as a source of subjective activity, thanks to which she makes a choice, manages her activities and consciously paves her life path ^{[11, p. 173]}. The highest form of subjectivity is the personal meaning, which performs a regulating function, determines the worldview, value orientations, and life position of the individual in relation to the world and other people and to himself.

In the work of T.V. Belykh and A.M. Mayramyan, subjectivity is described as a dynamic and hierarchically structured formation that manifests itself at different levels of the hierarchical organization of the subject. At the level of an individual (a subject of vital activity) it is reflected in the lifestyle and the ability to exercise effective self-regulation. At the level of personality (subject of activity), subjectivity manifests itself in the ability to initiate and effectively implement cognitive and social activity. At the level of individuality (the subject of self-knowledge), subjectivity allows you to realize your "I", its value, and expand the boundaries of self-knowledge. At the level of the subject of self-realization, subjectivity manifests itself in the disclosure of creative potential in productive activities. At the level of the subject of self-development, subjectivity allows you to build and implement adequate strategies of behavior regarding your own self ^{[12, p. 78]}.

In the works of E.N. Volkova, M.A. Shchukina, attention is paid to the description of the structure of subjectivity. E.N. Volkova interprets subjectivity as one of the central mental formations of personality, the basis of which is the attitude of a person to himself as a figure. In the concept of E.N. Volkova, the structure of subjectivity is represented by the following components: conscious activity, the ability to reflect, freedom of choice and responsibility for it, awareness and acceptance of one's own uniqueness, understanding and acceptance of another person, self-development ^{[13, p. 53]}. Conscious activity is a type of activity aimed at achieving goals in meaningful activities. Closely related to it is the ability to reflect, which allows a person to analyze their actions and evaluate the results of activity. Important components of subjectivity are freedom and responsibility, which allow making decisions consistent with the internal motives of the individual and being responsible for the consequences of committed actions.

An important component of subjectivity is the awareness and acceptance of one's own uniqueness. This component implies an understanding of the value of one's individuality, the presence of self-respect, the presence of love and self-confidence. Self-acceptance is closely related to the acceptance of another person, these states complement each other. Accepting the other is treating the other as a person who has an unconditional value, independent of his condition, behavior or feelings. It manifests itself in the absence of a desire to change a person in accordance with their own ideas, in recognition of the subjective experience of another person who perceives the world in his own way.

The last component in the structure of subjectivity is self-development. Self-development is understood as the conscious work of a person on himself. S.L. Rubinstein conducts a philosophical justification of the idea of self-development as self-movement, in which all elements are determined within the system itself, and not set from the outside. He himself acts as a subject of activity and an object of transformation, in this creation he goes "beyond his limits" ^[6]. In self-development, an individual shows his subjectivity, self-defines and reveals his potential.

M.A. Shchukina describes subjectivity as the ability of a person to self-government in the social context of being. The researcher identifies six components of subjectivity: activity, self-worth, autonomy, integrity, mediation, creativity. Activity is considered as the ability of a subject to initiate and effectively implement their own activities. An active person is a support for himself, he knows how to feel, understand and accept himself, that is, he has self-worth.

By autonomy, M.A. Shchukin understands the independence of the subject from internal predisposition and external environmental influences. Due to autonomy, a person acts independently on the basis of the values and principles established by him. Subjectivity is also associated with integrity, with the awareness of one's oneness with the outside world and other people. A person becomes a subject of social relations when he is freed from the direct influence of internal impulses on activity and moves to a higher level of mental development. He acts indirectly, his mental acts are included in the cultural context of life and activity. Mediation as a component of subjectivity allows a person to take a responsible position in relation to other people and carry out socially useful and valuable activities ^{[14, p. 53]}.

As another component of subjectivity, the author considers creativity – creative, creative, innovative activity. The subject transforms reality through creativity, choosing non-standard ways to solve problems and tasks, he increases the effectiveness of his life activity. In creativity, the need for self-actualization, full and free disclosure of abilities and capabilities is realized, therefore creativity contributes to the spiritual development of the individual.

In the psychological and pedagogical literature, it is customary to distinguish external and internal conditions for the development of subjectivity. D.A. Mostovshchikova considers adequate self-esteem, a positive self-image, unconditional self-acceptance, and developed reflection to be internal conditions ^{[2, p. 200]}. The introduction of a blog can act as an incentive for the development of subjectivity, since the blog provides an opportunity for self-reflection and introspection. A blogger can analyze his thoughts, feelings and actions, share his experiences with other users, which leads to the development of self-awareness. Blogs are often used for self-presentation of a person in a virtual space. Through self-presentation, a person talks about himself and his achievements, receives feedback from other users, and strengthens social ties. Successful self-presentation allows you to increase self-esteem, form a positive image of yourself, which also affects the development of subjectivity.

A.G. Aghajanyan considers subject-subject communication as an external condition for the development of subjectivity, which takes into account the interests, feelings, experiences of participants in interaction, recognizes the value of the personality of each interlocutor ^[3]. E.N. Volkova also emphasizes that openness and constructiveness of interaction determine the possibility of developing personality subjectivity ^{[13, p. 56]}. Interaction with others should be based on cooperation, mutual understanding, mutual assistance, in which each participant is recognized as a full partner. An important condition is the organization of activities in which an individual could show freedom in choosing values, the content of his own activities, and feel his own responsibility for the decisions made.

Blogging involves communication with other users of the social network, but its quality depends on the mood of the communicators for dialogue. Communication in blogs has its own characteristics that can have a positive impact on the development of subjectivity. It takes place in more comfortable and safe conditions than real communication; it gives you the opportunity to be active, choose an interlocutor based on your own hobbies, interests and personal needs. In the virtual world, hierarchical relationships are abolished, and the status differences of the interlocutors are leveled. Online communication is turning into the most democratic and free form of communication, in which there are fewer social restrictions and barriers. However, it should be noted that communication on blogs can be carried out anonymously. The anonymity of bloggers and subscribers creates an "emancipation effect" ^{[15, p. 237]}. The emancipation effect can manifest itself in two ways. The first method is constructive, it consists in realizing the opportunity to be frank and not close in some personal aspects, to show your subjectivity. The second way is that the individual gives vent to his negative emotions. In this case, anonymity accompanies an illusory feeling of irresponsibility and impunity. It should be noted that these behaviors are not caused by blog communication itself. It only serves as an indicator for detecting the dark side of the user's personality, which manifests itself in the form of acts of verbal aggression ^{[16, p. 66]}.

The digital environment can be a condition for the development of subjectivity. The younger generation lives in a new technological reality, where a large amount of information is publicly available. This allows the user to take an active subjective position in the search, systematization and analysis of the information presented on the network. L.V. Abdalina expresses similar ideas, referring to the factors of the development of subjectivity the digital transformation of education, affecting the independence, cognitive activity of students, expanding strategies for mastering educational material; building learning based on the interests and values of the educator and creating individual educational routes that serve as an incentive for self-determination, self-determination, and self-actualization of students ^{[4, p. 51]}. Digital technologies help to develop subjectivity by providing access to various resources and tools that provide an opportunity for self-presentation, personal and professional self-realization, self-education, communication and cooperation with other users. A blog is just such a digital technology that allows a person to take a subjective position, direct his intellectual and spiritual forces to transform himself.

Thus, in the psychological and pedagogical literature, the concept of "subjectivity" does not have a single interpretation. In scientific discourse, there are different ideas about subjectivity, each author assumes his own meaningful content of this concept. The presented interpretations of the term "subjectivity" converge in understanding subjectivity as a characteristic of a personality that is realized in the socio-cultural space in the process of manifestation of its activity. Subjectivity is revealed as the property of a person to be an agent of action ^[17]. It acts as an initiatory creative principle of a person, which manifests itself in the ability to be active and independent, be able to set goals, be aware of motives for actions, predict, analyze and adjust their activities. Subjectivity is characterized by the ability to be an actor of one's own life path, determining one's trajectory of development, creating one's own project of being according to chosen values, ideals, meanings. It presupposes a conscious and active attitude towards the world and oneself, allows you to transform reality and oneself.

Researchers identify different components of the structure of personality subjectivity. When analyzing the potential of using a blog as a diary practice for the development of subjectivity of the younger generation, we will rely on the ideas of the structure of subjectivity by E.N. Volkova. The choice of this concept is due to the fact that it takes into account the aspect of social conditioning of subjectivity, which develops exclusively in a situation of interaction with other subjects. The description of the components of subjectivity is a generalization of ideas about the structure of subjectivity of representatives of the active approach. The study will analyze how blogging affects the development of such components of subjectivity as conscious activity, the ability to reflect, freedom of choice and taking responsibility for it, understanding and acceptance of one's uniqueness, understanding and acceptance of another, self-development.

The theoretical significance and novelty of our research lies in the identification of markers of the development of subjectivity in the digital environment, which will be discussed below, namely: coverage and analysis of life events, the predominance of unique textual content over the visual way of presenting information, the presence of goal-setting and long-term planning in accordance with the chosen system of values and meanings, the coordination of assertive self-presentation with personal and professional development, the presence of dialogical communication with other users of the social network, the creation of a common intersubjective space of thought. These markers of the development of subjectivity are revealed from time to time based on ideas about the structure of personality, its main characteristics.

Research methods

In the theoretical part of the study, a comparative analysis of philosophical and psychological and pedagogical literature is used to identify the features of a blog as one of the types of diary practice. The empirical part uses a survey method to determine the main motives for blogging and identify the potential of blogging for the development of subjectivity. The study of the content of the text arrays of blogs is carried out using content analysis.

Literature review

The problem of researching personal diaries remains a little-studied area of consideration, despite the fact that the first personal diaries in European countries appeared already in the XVII century. The reason is that in the history of culture up to the middle of the twentieth century, diaries were in a taboo zone and were difficult to access for research.

A personal diary is a narrative text that is replenished, consisting of fragmentary records that are kept regularly and are most often accompanied by an indication of the date ^[18]. It is a chronicle of external or internal events, carried out in the first person.

In modern philological studies by I. Lin, I.N. Isakova, J.H. Salkhanova, A.S. Utebekova, the emphasis is placed on the study of the genre form and structure of the diary text. A personal diary acts as a genre of literature that can contain fiction and documentary elements ^{[19; 20]}. Many authors have an ambivalent attitude towards a personal diary. On the one hand, it is seen as a subjectively intimate form of recording personal experience. On the other hand, it contains factography, therefore it is considered as an auxiliary source of historical, ethnographic and cultural information. A personal diary is at the same time a tool for the spiritual self-determination of a person, the construction of his own identity and a source of information about historical events, about the way of life and customs of a certain era.

The philosophical literature reveals the importance of a personal diary for self-knowledge and transformation of the subject. M. Foucault considers the diary as one of the varieties of "self-practices" and "self-care practices", since through personal records a person can learn and transform himself in accordance with the acquired knowledge about his own personality ^{[21, p. 130]}. K.S. Pirogov defines a diary as an effective means to overcome self-forgetfulness, since it helps to focus on oneself, discover one's personal potential and gain meaning in life ^{[22, p. 37]}.

In psychology, a personal diary is described as a type of written psychotherapeutic practices. The works of A.T. Beck, A. Progoff, R. Carroll describe a variety of techniques for keeping a personal diary. The founder of cognitive psychotherapy, A.T. Beck, offers his own model of diary keeping, which is called "ABC". The author suggests keeping records in the form of a table with three columns. In the first column, "Activating Event", the identification of an event or situation that caused certain emotions and behavioral reactions is carried out. The second column, "Beliefs", records thoughts and attitudes that arise in response to an event. An individual identifies irrational beliefs that trigger emotional and behavioral reactions. The third column "Consequences" reveals the individual's response to the event in the form of a description of specific emotions, feelings and behavior ^{[23, p. 103]}. Keeping an ABC model diary allows you to analyze your beliefs and form healthier ways of perceiving yourself and reality, which is an important step towards psychological well-being.

A. Progoff's structured diary reflects the main ideas of deep humanistic psychology ^[24]. It is a written practice aimed at self-discovery, considering the present in a broader perspective of the past and future, establishing contact with values, meanings and defining the guiding principles of one's life. The diary consists of sections "Life time", "Dialogues", "Flow of symbols", "Extrapersonal meanings". In the first section, descriptions of the present, past events and possible future are given; in the second, an analysis of the experience of interaction with other people and oneself is carried out; in the third, interpretive work is carried out with images that arise in consciousness; in the fourth, the experience of familiarization with cultural meanings and values is described. This diary differs from all other written practices in its non-linearity, since you can freely add sheets to any section of the diary ^{[25, p. 50]}.

R. Carroll offers a flexible diary management system, which has been called the "Bullet Journal method". The method is based on the idea of daily planning and describing thoughts that arise in response to an event ^[26]. The diary is kept by hand in a notebook with numbered pages. Each entry has its own subtitle. The author considers BuJo as a refuge from the hustle and bustle of the digital world, since Bullet Journal helps a person focus on inner experience, establish contact with himself and determine a value system.

In the work, Galoy N.Yu. provides a theoretical and experimental justification for the effectiveness of the practice of keeping personal diaries to regulate the psycho-emotional state, stress management in the context of the coronavirus pandemic ^[27]. The author describes the importance of keeping a personal diary for the organization of reflexive self-awareness. The author notes that in adolescence, the formation of an inner position of personality and reflexive self-awareness occurs. The range of personal problems is changing, which requires awareness and developing one's own attitude towards them. A diary can become an effective tool for a person to understand themselves and solve problems of personal development.

In the modern world, a handwritten or printed personal diary takes on a new form – an online diary or blog. This practice is being developed in response to the emergence of new information technologies and social networks at the end of the twentieth century. Blogging is a widespread cultural phenomenon that has become the subject of analysis for many scientific studies.

In the research of R. Blud and S. Herring, the etymology of the word "blog" is revealed and a description of this cultural phenomenon is given. The very concept of "blog" appears as a result of the abbreviation of the phrase "web log", which means a network diary of events. The term "web log" was first used in 1997 by Jorn Barger. In 1999, Peter Merholz decomposed the term weblog into two parts – we blog – "we make a blog" ^{[28, p. 15]}. S. Herring defines blogs as "frequently updated web pages in which dated entries are arranged in reverse chronological order ^[29]. Thus, in a broad sense, a blog will be considered a series of regularly updated, chronologically ordered posts created usually by one author on a common web page or on a social network page. Each blog post contains the date and time of publication, and may also include photos, videos, and comments. The main topics of the blog are human life events, current problems, experiences, reflections and creative results ^{[30, p. 93]}. Blog entries are often referred to as posts, which are relatively short texts complemented by visual content.

According to R. Blud's views, several types of blogs can be distinguished. The first type is blogs-personal journals or diaries, they are focused on reflecting the inner world of a person. These blogs describe the events of everyday life and analyze and evaluate them. Entries in such an online diary are in the nature of answers to the questions: "What's wrong with me?" or "What's around?" ^{[29, p. 100]}.

The second type of blogs are blogs–notebooks containing voluminous and focused essays on various issues. These blogs are thematic, they are dedicated to expressing personal opinions on a wide range of topical socio-political issues. Although they reflect the ideological beliefs of their creators, they are less related to their personal emotional worlds. Thematic blogs, as a rule, use a neutral style of presentation.

The third type of blogs are blog filters that collect links and interesting content all over the Internet ^{[30, p. 93]}.

In the research of T.V. Charikova, L.V. Mureiko, R.N. Abramova, O.A. Dubnyakova, T.A. Kashina, O.A. Chikovani, a blog is compared with a personal diary and its specific properties are revealed.

A blog differs from a traditional personal diary in its publicity. It is open for reading to a wide range of recipients. A traditional diary is most often written for oneself, but it can be read by a third person, an "indirect addressee". An indirect addressee is a potential reader, into whose hands, under the circumstances, the diary may fall. When keeping a personal diary, the appearance of an indirect reader must be taken into account as a kind of opportunity, when creating a blog, the reader is always present as a given. The publicity of blogs leads to a decrease in the personal nature of the diary. Each user can get acquainted with his records, which are available to everyone, but not addressed to anyone specifically ^{[31, p. 134]}. In the digital space, one can observe the development of a trend of public "heart-to-heart talk", leading to the formation of a "new sincerity". In the classical sense, the lexeme "sincerity" meant the properties that describe the communicant. For example, honesty, truthfulness, and the absence of contradictions between real feelings and intentions. However, now this lexeme indicates the goal of the communicant – to attract the attention of other people in the public space by frankness of self-expression ^{[32, p. 38]}.

On the one hand, there is autocommunication in the blog. On the other hand, a space of dialogue is created between the writing and reading users. The blog has great potential for engaging public reading, through online posting. Each blog is equipped with a feedback mechanism, which makes it possible to carry out informal computer-mediated communication with other users. Thus, a blog has a large interactive component, unlike a personal diary.

Since personal diaries are usually written for themselves, their authors do not aim to attract the attention of other people and get feedback from them. Keeping a personal diary most often does not involve literary processing, therefore, authenticity and the absence of fiction and style are more inherent in the diary. By creating a blog, its author seeks to gather a large audience, for this purpose fiction, embellishment of events, informal, conversational style of text presentation, emotionally colored expressions, slang, elements of irony and humor can be used.

Personal diaries and blogs differ in their functions. Keeping diary entries allows you to focus on yourself, rediscover yourself, and organize your subjective experience. Blogs are most often used as a tool for self-expression and self-presentation. If keeping a personal diary serves as a means of self-reflection, then blogging does not exclude this function, but more contributes to the development of the ability to effectively present oneself to the public. If a personal diary plunges into the intimate inner world of a person, then the blog moves into a social dimension in which the image of the Self is demonstrated to create a certain impression.

Often, keeping an online diary turns into a way of gaining popularity on social networks, keeping the attention of the audience, so their authors take into account the interests of their potential readers when creating content ^{[31, p. 134]}. Audience preference is sometimes put higher by the author than the personal need to comprehend his own experience through writing a text.

Since bloggers on social networks rely on the request of the target audience, O.A. Chikovani believes that the blogosphere negatively affects the formation of identity. Identity becomes diffuse. The user, being in the digital space, lacks authenticity, connectedness of the inner world and the integrity of his own life story ^{[5, p. 75]}.

Blogs differ significantly from traditional personal diaries in the forms of presentation of the material. If text is used in personal diaries, then the blog has multimedia content. Along with the text, videos, music recordings, animations, photographs, and drawings are used in it.

In modern scientific research, much attention is paid to the study of the blog as an effective way of self-presentation and identity formation. In the work of S.S. Raspopova, the process of expanding the boundaries of personal identity to social is analyzed using the example of human behavior in the blogosphere ^[33]. E.G. Milyaeva describes the potential of blogging to express the uniqueness and individuality of a person in the digital space. The researcher reveals the process of constructing a digital identity, an important characteristic of which is the original image, author's content and the number of subscribers ^[34].

N.G. Asmus in his work shows the use of linguistic, communicative tactics and strategies to influence the audience. She analyzes the linguistic and cognitive-pragmatic features of the lifestyle blog discourse in the English-speaking segment. In lifestyle blogs, netizens describe their daily lives and details of everyday life. Using the example of the designated discourse, the author identifies three tactics of self-presentation: tactics for promotion, for reduction and tactics of theatricality. The tactics for promotion are aimed at presenting yourself in a favorable light. Downgrade tactics are used in conflicts to discredit the opponent. The tactics of theatricality are aimed at using techniques designed for external effect ^{[35, p. 66]}.

A number of studies have been devoted to describing the negative and positive effects of the blogosphere on the emotional, volitional and behavioral sphere of a person's personality. In this aspect, the research of F. Ibrahim, K.F.N. Herzberg, L.M. Stoven is of great interest, which explains the influence of self-esteem on personality behavior in the Internet space. People with adequate self-esteem use authentic self-presentation on the Internet. Its use helps to reduce stress levels, feel social support and improve overall well-being. Unlike adequate self-esteem, low self-esteem not only leads to increased social anxiety, but also contributes to unreliable online self-presentation. People with low self-esteem experience impostor syndrome, perceive themselves as scammers and try to deceive others by creating an ideal self-image. Blogging on social networks can become a channel for people with impostor syndrome to perpetuate inauthentic self-presentation ^[36].

A brief review of the research literature has shown that modern blogs are often viewed as prototypes of personal diaries in digital format. The study of blogs is mainly conducted in the direction of determining their linguistic-stylistic and cognitive-pragmatic features that contribute to the process of self-presentation of a personality, and the influence of blogs on the emotional-volitional sphere, on the formation of identity and self-image is also being investigated.

In modern scientific research literature, due attention is not paid to the study of the potential of using blogs for the development of subjectivity. In our study, subjectivity refers to the active activity of a person, his ability to act as the subject of his own being ^[17]. Subjectivity is interpreted as the unity of the Self, the synthesis of interpersonal relationships, cognitive and transformative activity.

In analyzing the blogosphere, we will pay attention to various manifestations of subjectivity. Since subjectivity is expressed in the ability of an individual to change the world, an important indicator of subjectivity will be the transformative and active attitude of a person to the virtual space. To determine the transformative activity of subjects in the virtual space, the frequency of publications and the content of blog posts will be analyzed.

One of the conditions for personal self-development is the implementation of subjective activity, expressed in free creativity, the manifestation of creativity when interacting with the environment in communication with other people and in their own activities. S.L. Rubinstein, M.A. Shchukina, T.G. Belykh attribute creative activity, creativity to important components of subjectivity. In our opinion, writing blog posts can contribute to the development of creativity, as blogging helps individuals express their original and creative ideas. It is necessary to analyze how often blogs are used by students for creative self-realization.

In E.N. Volkova's research, an important component of subjectivity is awareness of one's individuality and acceptance of one's uniqueness ^{[13, p. 54]}. Awareness of individuality leads to self-determination of the individual, understanding of his unique qualities and characteristics, thanks to which a person acquires the ability to independently determine his goals, values and ways of self-realization. Awareness of one's individuality is a necessary condition for self-determination of a personality, its independence and freedom. The awareness of individuality occurs through reflection, which acts as the fundamental mechanism of subjectivity. Reflection allows the subject to become aware of himself, his own existence and the world of culture, so it is important for us to assess the presence or absence of a reflective component in blog posts. Attention should be paid to anonymity and public openness on the Internet, to the presence or absence of the desire of blog creators to present their self-image. We proceed from the assumption that self-expression in the Internet space is a sign of acceptance of their uniqueness and contributes to the development of personal qualities of the subject. Subjectivity presupposes self-determination in the semantic space of culture, so we will pay attention to the choice of values and their translation in blog posts. Self-determination in the semantic space and conscious activity allow an individual to outline the trajectory of development, independently determine their own goals, ways and means of achieving them and plan their life activities. These aspects of subjectivity will be analyzed by determining the internal motivation for creating a blog, goal setting, and the degree of orientation of the subject for the future.

E.N. Volkova considers the manifestation of freedom and responsibility to be significant components of subjectivity. A person with subjectivity freely manifests himself, enters into active relationships with the world, and is responsible for the consequences of his activity ^{[13, p. 57]}. This component in the blogosphere can manifest itself in the communicative openness of the subject and the possession of a culture of constructive dialogue. The main conditions for a culture of constructive dialogue are mutual recognition of the parties to have their own point of view, respect for the participants of the Internet discussion, understanding and acceptance of the other. An open constructive dialogue with another is impossible without a developed self-regulation skill, the ability to control one's feelings, thoughts, and behavior. The ability to self-regulate also indicates a high level of subjectivity development. The presence of verbal aggression in communication, superficial and detached communication indicates the rejection of another person and the absence of subject-subject interaction, developed self-regulation skills.

The results of the study

This study presents the results of a survey of students from the South Ural State Humanitarian Pedagogical University and the Ural State University of Physical Culture. The total number of respondents is 100 people, aged 19-20 years.

The survey found that 32% of students keep personal diaries in the traditional format. Of these, 37.5% of respondents make entries frequently – 1-4 times a week. 31.25% of students take notes rarely – 1-3 times a month, 6.25% extremely rarely – several times a year. 25% of the respondents keep personal diaries situationally, depending on their current emotional state ("when there is no one to share", "when an interesting event occurs", "when you need to talk it out"). It was difficult for these students to determine the frequency of personal records.

Blogs in the form of personal pages or community pages on social networks are maintained by 70% of students. 40% of students often create blog posts (the predominant frequency of publications is 1-4 times a week). 31.4% of respondents rarely make entries to their blogs – 1-3 times a month, 28.6% do it extremely rarely – 1 time a year. The ability of some students to regularly blog speaks to freedom of expression, a developed ability to reflect, and the presence of a cultural reserve. Figure 1 shows the results of a study on the frequency of personal diaries and blogs.

Fig. 1 Results of a study on the frequency of personal diaries and blogs

The main motives for keeping a personal diary are to improve self–regulation, stabilize the emotional state, and create a positive attitude (the frequency of response is 28 times). The second most popular motive is self-knowledge (14 times). Some students keep a diary for subsequent publication of entries (4 times). A small number of students associate keeping a personal diary with the opportunity to develop their thinking and memory (3 times), eliminate the lack of communication (3 times). The main motives for keeping a personal diary are shown in Figure 2.

Fig. 2 Results of the study of the main motives for keeping personal diaries

An analysis of the answers to the question "Why do you blog on a social network?" showed that self-presentation is the main motive for blogging (the frequency of occurrence of the answer is 60 times). Students believe that blogging provides an opportunity to show themselves, talk about their own life experiences and interesting events, and demonstrate their creative potential. Respondents perceive the blog as an individual space for self-disclosure.

The second place is taken by the answer – I post entries for entertainment (the frequency of occurrence of this answer is 42 times) and communication (the frequency of occurrence of this answer is 42 times). The blog performs a hedonistic function, the essence of which is to have an entertaining time. Blogging is perceived as an exciting hobby, an opportunity to share events, opinions, and notes with other users through communication.

The third most popular motive is the publication of recordings to receive emotional support from other users (the frequency of occurrence of this response is 22 times). Students note that in real life it is not always possible to find a person who is ready to listen, understand, support and help with advice. On the Internet, you can communicate with people who have encountered similar situations or problems and can help. Thus, a blog can perform a psychotherapeutic function, since through it you can get the support of communicants in a psychologically difficult situation.

Blogging turned out to be a lower priority to fulfill training and work obligations. The students who gave this answer were members of student organizations and were responsible for the content of groups on social networks (10 times).

Non-widespread motives for the introduction of the blog also include the publication of entries for self-regulation (10 times), self-knowledge (2 times) and the development of thinking (2 times). The students who named these motives believe that creating content allows them to express their feelings, better understand their condition, and relieve emotional stress. The publicity of the blog forces them to express their thoughts more competently and logically, which helps to develop thinking and understand the events they are experiencing at a deeper level. The results of the analysis of the main motives for blogging are presented in Figure 3.

Fig. 3 The results of the study of the main motives for blogging

The motives of any activity are determined by the values of the individual. As a result of the analysis of the motives for blogging, it can be concluded that the values of public recognition, active social contacts and enjoyment of life are important for students. Blogging helps students in self-determination, as it allows them to understand their motives and values, and build on them their own activities in the digital environment.

An analysis of the content of the posts showed that in their blogs, students like to cover events related to participation and holding student events, family life, travel, academic and sports achievements (the answer occurs 36 times). When covering events, photos and videos are most often used, less often text. Students like to publish thematic posts on various issues (the answer occurs 36 times).

The most preferred topics for students are music, cinema, relationship psychology, humor, fashion and beauty industry, anime and sports. However, when creating thematic posts, many students use reposts of interesting content with personal opinions about their content.

A small number of students use the blog to demonstrate the results of creative activity (the answer occurs 10 times). The generalized results of the analysis of the content of blogs are presented in the diagram (Figure 4).

Fig. 4 Results of the study of the content of blog posts

The most preferred way of self–presentation on social networks is to create visual content (photos, pictures, drawings), which is accompanied by a title or explanatory text and sometimes audio files – 57.2%. Video format for self-presentation is used by only 22.8% of respondents, text format - 20%. Conversational style of presentation prevails in blogs with text content. In text posts, students often talk about themselves without using the pronoun "I" or use the pronoun "you" in relation to themselves ("I love my friends who break into life with the sentence: "oh, let's go?!". For some reason, you haven't thought about this offer for a long time. And why? After all, life is one"). To attract attention, students try to increase the emotional density of their posts, using a variety of linguistic and visual techniques (emotionally colored vocabulary, expressive syntax, emoticons). The emotional saturation of blogs is rather compensatory in nature, since it makes up for the missing non-verbal components of expressing an emotional state.

An interesting way to self-present yourself in the Internet space is to publish the results of interactive tests on your pages. Among the popular ones are tests from the category "Who are you?" compiled from TV series, films and books. By answering the test questions, users will find out what characters they look like. The generalized results of self-presentation methods are presented in the diagram (Figure 5).

Fig. 5 Results of the study of preferred ways of self-presentation

Blogging can promote self-disclosure if it contains entries about the author's personal life. Such a blog is like a personal diary in a public space. Self-disclosure can manifest itself as a story about one's experiences and innermost thoughts; as a description or demonstration of external life events; as the disclosure of information about tastes, interests and opinions regarding a chosen topic. Below is a diagram reflecting the results of a study of students' preferred ways of self-disclosure.

Fig. 6 Results of the study of preferred methods of self-disclosure

The diagram shows that the majority of students prefer to cover external life events (51.4%). The second most common way of self–disclosure is to talk about your interests (37.2%). Describing your feelings and innermost thoughts is the least preferred way of self-disclosure (11.4%).

In analyzing the content of blog posts and comments, we drew attention to the presence of verbal aggression, which is often aimed at self-affirmation by devaluing and humiliating other people. Verbal aggression is used to attract attention, communicative and psychological dominance, control and manipulate the audience in the blogosphere. Verbal aggression can take different forms: insults, ridicule, taunts, intimidation, accusations, curses, demonstration of resentment. It is often expressed through obscene, stylistically reduced vocabulary and words with a bright expressive coloring. The posts and comments of 70 users were analyzed. During the analysis, it was found that 60 users practically do not show verbal aggression, the proportion of texts and comments containing destructive intentions falls within the range of 0-10% of the total number of posts and comments to them. In 8 students, the proportion of texts containing verbal aggression is 11-30%, in 2 students – 50 and 100%. Among the tactics of verbal aggression, students use ridicule, barbs, insults with the use of obscene expressions. The results of the study of verbal aggression in blogs are presented in Figure 7.

Fig. 7 Results of the study of the level of verbal aggression in blogs

The study analyzed the value content of the content of posts. According to the forms of consciousness and types of activity, it is customary to distinguish material, aesthetic, religious, political, legal, moral, existential and scientific values. The predominant values are material, moral and aesthetic. They are presented in the posts of each respondent. Material values are reflected in posts with visual content that have a hedonistic orientation. Moral values are revealed in the aspect of building relationships, helping animals, and caring for nature. Aesthetic values are expressed in posts dedicated to beauty and fashion. Most of these posts have visual content.

The study revealed the percentage of students who have posts on social media pages with the results of creative or future professional activities. 10 people publish posts highlighting the results of their creativity (poems, short stories, paintings, art photographs, dance performances). 8 students, students of the South Ural Humanitarian Pedagogical University, specializing in primary school teacher, publish posts about conducting pedagogical events. 7 student-athletes of the Ural State University of Physical Culture post videos and photos about their sports achievements on their social media pages. These students show subjectivity, as they consider blogging as one of the components of personal and professional self-realization. The proportion of such students is 35.7% (out of a sample of 70 people). These students take the position of the authors of their life stories, showing creativity in various fields of activity.

Self-presentation is based on the desire to expand and maintain its influence on interpersonal relationships. A person with subjectivity is involved in interacting with other people. He strives to expand his zone of influence on others, enters into an active relationship with the world, openly and freely manifests himself and is responsible for the consequences of his activities. The blogs of the students were analyzed in relation to the indicator of the communicative openness of their authors. The chart below shows that 94.3% of respondents blog openly, 5.7% anonymously (Figure 8).

Figure 8 The ratio of publicity and anonymity of blogging

The degree of openness of students to dialogue with other users of the social network was analyzed. The results are shown in Figure 9.

Fig. 9 Results of the study of the degree of openness to dialogue

The diagram shows that the number of students who often respond to comments on posts is 51.4%. Extremely rarely respond – 17.2%; do not respond to comments – 31.4%. Although most students respond to comments, it cannot be said that the authors have a request for a dialogical nature of communication with the audience. The authors' answers are monosyllabic, there are no discussions in the comment thread.

Discussion of the results

The study showed that the frequency of publishing blog posts slightly exceeds the frequency of making entries in personal diaries. The main motives for keeping a personal diary are self-regulation and self-knowledge. Self-regulation is an important component of subjectivity, since it allows a person to be aware and control their emotions, respond adequately to various situations, and successfully cope with stress. Self-knowledge is carried out through reflection, which in turn is also an integral component of subjectivity, since it helps a person to understand himself, realize and change his goals, motives and behavior. Therefore, keeping personal diary entries for self-regulation and self-knowledge contribute to the development of subjectivity.

The main motive for blogging is self-presentation, which is a means of forming an image of the "I" and self-esteem of the subject. In the process of self-presentation, a person is active in choosing an audience and means for self-expression. He identifies the strengths of his personality, the demonstration of which can create a positive impression on other users. Such a meaningful activity position is also an indicator of subjectivity.

An analysis of the content of blogs showed that mostly students cover the events of their lives in them and make reposts of thematic posts. T.G. Leshkevich calls the use of someone else's content the behavior of a "knowledge tenant" in a digital environment. Knowledge rental is a specific type of rationality associated with the use of ready-made information resources to create network content. The user of the network finds the information he needs and appropriates it to himself, passing it off as the fruit of his own intellectual efforts. However, such appropriated information, obtained without effort, is not subjected to deep reflection, does not become part of the individual's inner experience ^{[37, p. 38]}. This type of behavior is not typical for an individual with a high level of subjectivity. On the contrary, the marker of subjectivity in the digital environment will be the creation of your own unique blog content.

The results of creative activity are poorly presented in the blogs of students. The percentage of students involved in creativity is low. Creativity is the highest manifestation of personality subjectivity, since it presupposes an active attitude to the world. Creative activity is aimed at transforming existence, since through it qualitatively new objects with aesthetic and spiritual value are created.

The preferred way for students to self-present on social media is to create visual content. The text format is used by a small number of students. An important component of subjectivity is reflection, which allows a person to be aware of his life experience, to look for ways of personal growth and development. The creation of text posts provides more opportunities for introspection and the development of subjectivity. The presence of a reflective component in the content of posts in the form of an analysis of thoughts, feelings, and experiences regarding events in life is an important marker of subjectivity. However, this indicator of subjectivity is expressed in few students.

When composing the texts of posts, students do not use deictic pronouns much. This feature can serve as a sign of systemic reflection, which is based on a person's desire to look at himself from the outside. It allows you to see the poles of the subject and the object at the same time. However, this may turn out to be a sign of objectification and alienation of the personality in the course of the narrative. In this case, the author unconsciously reduces the degree of intimacy in order to overcome the fear of opening up in public space. In our research, we tend to the idea that the absence of deictic pronouns are markers of intersubjectivity. The author of the blog creates a common semiotic space, due to which readers can connect to the cultural code of the creator of the post, try on his description to themselves. Another important marker of intersubjectivity is the appeal to the reader of the post, which shows the author's desire to come to an understanding. One third of respondents who prefer the text format of posts have access to other users. Turning to others shows the desire of individual consciousness to reach out to the experience of another "I" and through it to the universal horizon of experience. In our opinion, this is also an indicator of subjectivity.

An individual not only shares his worldview with another, but tries to interest the other in the stated problems by inviting him to a worldview dialogue. One of the ways to self-present young people is to publish the results of interactive tests based on the principle of "what kind of character do you look like". Referring to these tests shows not only a person's need for self-expression, but also a desire to demonstrate their belonging to a certain fan group. Posting the test result on your personal page indicates a desire to identify yourself with this character. Through identification, a person defines and shows others his own value system and ethical standard, identification with which serves as the basis for self-expression. It should be noted that students through such publications demonstrate what socially significant traits they would like to possess. However, this way of self-expression is a passive manifestation, since it does not involve intellectual and creative efforts. The subject does not transform the Internet space, but uses the results of someone else's work in order to make an impression. Appropriation or involvement in someone else's work is not an indicator of subjectivity.

The study showed that the preferred way of students' self-disclosure is to cover external life events. A small number of respondents share their feelings and experiences on blogs. This suggests that many students draw a line between private and public, believing that emotional experiences should not become a topic for discussion with strangers. There is an internal contradiction in the very concept of creating a blog as an online diary telling about the innermost: the attitude towards the sincerity of the diary conflicts with its open address. Sensing the possibility of conflict, students prefer not to allow it.

In blogs, personality subjectivity manifests itself in the process of virtual self-presentation, through which an individual not only creates an image of himself, but also manages his impression of himself. The construction of personal identity, the desire to influence the attitude of other users towards their person can be considered as a manifestation of subjective activity. However, it should be noted that students use different ways of self-presentation depending on the degree of formation of the Self-concept. People with a weak Self-concept show uncertainty in the real world and low communication skills, but in the digital space they can compensate for the unrealized need for recognition. As a rule, this can be expressed in the deliberate exaltation of one's own abilities and talents, in contrasting oneself with others, in the manifestation of verbal aggression and manipulation (demonstrating one's weakness or strength). We have paid special attention to the study of the use of verbal aggression in blogs, which N.G. Asmus refers to the tactics of self-presentation "on the downside" ^{[35, p. 66]}. Self-presentation at the expense of humiliating the dignity of another person indicates a low level of subjectivity development. A person with a low level of subjectivity does not control his internal state and actions, shows an irresponsible and disrespectful attitude towards other users.

A strong Self-concept is typical for people with pronounced subjectivity. Their self-presentation is consistent with the "real self". They keep in touch with themselves, can look at themselves from the outside and describe their individual characteristics, character traits, abilities, talents. Subjectivity presupposes assertive self-presentation in which aggression is not expressed. Assertive self-presentation is a marker of subjectivity in the digital environment. Its use indicates that a person has high self-regulation, is aware of his responsibility, is able to understand and accept another individual. He openly shares his thoughts and feelings, while showing respect for himself and other people. The study revealed that a small number of students exhibit verbal aggression.

In the modern world, blogging is becoming an area of personal growth for young people, as they can act as platforms for self-presentation and the announcement of their creative projects. Blogging can serve as a basis for future professional realization, lead to an increase in the social status of an individual. However, self-presentations that are situational in nature do not imply goal-setting that has a long-term perspective. As a rule, in such self-presentations, a person highlights certain events in his life, expressing his thoughts and feelings about them. The motive of situational self–presentation is to arouse interest, to attract attention to oneself.

It is possible to identify self-presentations, the purpose of which is to reveal their abilities and talents for professional development. These self-presentations are focused on building their future, they reflect the subjective position of the individual. In the process of such self-presentation, the subject carries out goal-setting and long-term planning, which contributes to the development of such an indicator of subjectivity as conscious activity.

As a result of the study, it was revealed that one third of students consider blogging as a way of personal and professional self-realization, which indicates a manifestation of subjectivity. The presence of goal-setting, long-term planning, orientation towards personal and professional development in students' blogs can also be attributed to key markers of subjectivity.

Subjectivity is manifested through active interaction between participants in communication, therefore, the manifestation of communicative openness and dialogicality in blogs is an important marker of subjectivity. The analysis of communicative openness showed that almost all students blog without hiding their identity. A small number of anonymous blogs indicate the debunking of the myth that young people on social networks try on social masks, deliberately hide the real "I" and construct a large number of pseudonyms. Students perceive their virtual personality as an extension of the real one. In the digital world, a person remains the same person, with his subjective experience, with his life story. However, it should be noted that many students are not interested in dialogue. The absence of dialogue and discussions on blog pages may be evidence of the subject-object relationship of communicators or be a strategy to avoid disputes and conflict situations. Blogging as a type of virtual communication makes it possible to ignore comments without negative consequences, easily and quickly interrupt communication at will. However, this feature of virtual communication does not contribute to the development of subjectivity, since a person withdraws from interaction, does not study, defends his interests and views, does not argue his point of view, does not pay attention to the views of an opponent, does not develop self-control skills when communicating with other people.

Based on the results of the study, markers of the development of subjectivity in the digital environment were identified. Their presence indicates that blogging by students contains sufficient potential for the development of subjectivity. The blog acts as an effective tool for the development of subjectivity, subject to a number of conditions:

1. If daily events are covered in blogs, followed by an analysis of thoughts, feelings and experiences about everything that happens in a person's life. In this case, blogging acts as a means of self-knowledge and the constitution of personality. Through the prism of his own knowledge and experience, the subject analyzes his behavior and, if necessary, corrects it in the future.

2. If textual content prevails over visual content in blogs, since the creation of text favorably affects the development of the reflexive component of subjectivity.

3. If goal-setting is present in blogs, long-term planning in accordance with the chosen value system of the subject.

4. If self-presentation in blogs is consistent with personal and professional development. Such consistency indicates the subject's focus on the future, on the desire to determine his own trajectory of life.

5. If the author of the blog shows communicative openness and dialogical communication with other users in a digital environment. An honest description of the subjective experience, reflection on it removes the personal distance between the author of the blog and the reader. A common intersubjective space of thought is being created.

6. If the blogger uses assertive self-presentation, which implies respect for himself and other people.

7. If the author creates his own unique content without borrowing the results of someone else's intellectual work.

Conclusions

1) As a result of the study, it was found out that one third of students keep personal diaries in the traditional format. This format of diary writing is an effective way of developing subjectivity, since its use has a high regulatory, reflective, value potential. A personal diary allows you to regulate the emotional and volitional sphere of a person, develop internal self-control, be aware of your life experience, identify significant personal meanings and values.

2) Compared to a traditional diary, blogs are maintained by a larger number of students. They show high transformative activity in the digital environment, create social connections with other users, realize their need for socialization, enrich the digital space with visual and textual information.

3) Reposts are often used in students' thematic posts, which indicates their passive position as "knowledge tenants" who are not focused on creative activities to create unique content ^{[37, p. 37]}. The lack of the necessary creative potential in the blogosphere indicates, in our opinion, an insufficient manifestation of subjectivity.

4) The main potential possibilities of using a blog as a diary practice for the development of subjectivity are the realization of self-presentation skills, self-regulation and the ability to express one's individuality. Mastering self-presentation skills develops subjectivity, as it helps to focus on achievements, realize your strengths, strengthen self-confidence and form a positive self-image.

5) The majority of respondents are characterized by assertive self-presentation, constructive ways of communicating without verbal aggression, which indicates a high ability of self-regulation, awareness of one's own responsibility and the ability to understand and accept another person.

6) Most students blog openly, respond to messages and comments on posts, but the communicative potential of blogging is low. Blog communication is monosyllabic in nature and does not contain elements of polemic. With such interaction, there is no real dialogue, deep communication. The lack of dialogue may be evidence of a subject-object relationship between communicators. Subject-object communication leads to the dominance of one interlocutor over another and prevents equal cooperation, the free manifestation of individuality and the development of subjectivity.

7) Compared to the use of personal diaries, the use of blogs has a lower reflexive potential for the development of subjectivity. The leading way for young people to self-present on blogs is to create visual content. Less popular techniques are video and text formats. The use of visual content that captures life events without their subsequent analysis does not develop reflective skills, therefore, these forms of self-presentation in the Internet space cannot serve as a means of developing subjectivity.

8) An important indicator of subjectivity is conscious activity, which implies the ability to set goals and long-term planning. The results showed that a significant number of students use situational self-presentations in blogs, which do not imply goal-setting in the long term. This indicates a weak orientation towards the future and a low level of conscious activity. The potential of using blogs to develop such a component of subjectivity as conscious activity is low.

Conclusion

The study of the blog as a diary practice for the development of subjectivity is an urgent area of study, since it corresponds to the socio–cultural realities of our time in organizing work with young people, to educate a person with a pronounced subjectivity, able to adapt to changes in the socio-cultural environment and creatively transform reality. However, this issue has not yet been sufficiently covered in modern scientific research literature. The use of the blog as a diary practice for the development of subjectivity corresponds to the worldview of modern youth, who consider the digital environment as an extension of reality.

The purpose of the study was to identify the potential of using the blog as a diary practice for the development of subjectivity. The potential of blogging has been revealed in comparison with using a traditional personal diary. It was found that keeping a personal diary in a traditional format contributes more to the development of the reflexive component of subjectivity compared to the creation of blog posts. However, blogging allows you to show high transformative activity, master the skills of self-presentation and self-acceptance, which contributes to the development of subjectivity.

The digital environment opens up great opportunities for self-realization, but many of them are not used by students. The analysis of blogs made it possible to identify markers of the development of subjectivity in the digital environment, which need to be paid attention to in order to form an active and creative personality. The main markers of the development of subjectivity in the digital space are the coverage and analysis of life events, the predominance of unique textual content over the visual way of presenting information, the presence of goal-setting and long-term planning in accordance with the chosen system of values and meanings, the coordination of assertive self-presentation of a personality with personal and professional development, the presence of dialogical communication with other users of a social network, the creation of a common intersubjective spaces of thought.