COGNITIVE AND AFFECTIVE FACTORS OF DIGITAL READING IN RUSSIAN LANGUAGE AND LITERATURE CLASSES IN MULTILINGUAL HIGHER EDUCATION

Abstract

This article examines the cognitive and affective factors that influence digital reading in Russian language and literature classes within multilingual higher education. The study proceeds from the idea that digital text is not only a technical carrier of information, but also a psychologically active learning environment that changes attention, memory, motivation, interpretation, emotional response, and discursive behavior. In multilingual university classrooms, where students often combine Uzbek, Russian, English, and other linguistic codes, digital reading may either strengthen interpretive flexibility or produce superficial scanning, fragmented comprehension, and reduced reflective depth. The article develops a psychodidactic model for organizing digital reading of literary and academic texts in Russian language and literature courses. The model connects cognitive load regulation, affective engagement, dialogic interpretation, screen-based annotation, metacognitive self-control, and productive speech tasks. The results show that digital reading becomes educationally effective when it is guided by clear semantic tasks, emotionally meaningful textual situations, structured annotation, collaborative discussion, and transfer into oral and written professional communication. The article has practical value for teachers of Russian language and literature, curriculum designers, and specialists working with multilingual students in digitally mediated higher education.