RELATIONSHIP BETWEEN INDIVIDUAL VALUES AND INVOLVEMENT IN ONLINE LEARNING: THE ROLE OF SOCIAL CAPITAL

In 2019 the federal project "Digital Educational Environment" aimed at cre-ating and implementing a digital educa-tional environment in educational organizations was launched. The COVID-19 pandemic foregrounded this project and accelerated its implementa-tion. The forced digital transformation of the education system, implemented in a short time, requires an assessment of its results not only from a technical point of view, but also from the point of view of socio-psychological factors that affect the quality of students' involve-ment in the digital educational environ-ment. This paper provides the empirical results of an investigation of a relation-ship of higher-order values and social capital with involvement in online learning. The study's sample is present-ed by 405 students at the National Research University "Higher School of Economics". The main data collection method is a socio-psychological survey which includes Williams` social capital scale, Schwartz's 21-item portrait values questionnaire, Involvement in online learning's scale, and questions about socio-demographic characteristics (gen-der and age). The results of the Pearson correlation analysis illustrate that involvement in online learning relates to social capital and higher-order values, while its relation to age and gender was not found. The results of additive multi-ple moderation analysis demonstrates that higher-order values contribute to involvement in online learning and social capital tends to change the nature of this relationship. While bonding social capital differentiates the values of involvement in online learning related to higher-order values, based on one's own level, a higher bridging social capi-tal inclines to make this relationship negative in some cases.