Psychological and pedagogical conditions for developing the motivational component of the creative potential of primary school children as a basis for designing a digital educational environment

The aim of the research is to provide a psychodiagnostic substantiation for the psychological and pedagogical conditions for developing the motivational component of the creative potential of primary school children. The article presents the results of the ascertaining stage of an experimental study (n = 244) aimed at a comprehensive assessment of the motivational sphere of primary school students in the context of their readiness for creative activity in a digital environment. The diagnostic toolkit included N. G. Luskanova's methodology "Assessment of the Level of School Motivation", A. A. Rean's test questionnaire "Motivation for Success and Fear of Failure", and F. Williams' Creativity Assessment Packet. It was established that 48% of primary school children have a predominantly low level of cognitive motivation, and 50% are dominated by motivation to avoid failure; a critical lag from age norms was recorded for the indicators of "risk-taking" (52% have a low level) and "complexity of thinking" (44% have a low level). Based on the identified deficits, psychological and pedagogical conditions for developing the motivational component were formulated: psychological safety and an "error-free" environment, multimodal complexity and integration, freedom of authorial choice, a creative orientation, and the social significance of the products of activity. The scientific novelty lies in the empirical substantiation of the transition from a reproductive-controlling model of the digital educational environment to a creative-modeling one that compensates for motivational deficits and stimulates the development of primary school children's creative potential. The obtained results allow for designing a digital educational environment oriented not toward control, but toward the development of intrinsic achievement motivation.