Statement of the problem. The relevance of the problem of studying the phenomena of coping with new situations of forced long-term distance learning that have not been encountered before in student and teaching environment is determined by the search for adequate measures to support students. An increase in the number of dropouts, a decrease in educational motivation and quality of results are observed in the forecasts by specialists. The students’ personal agency is given a significant role in coping with a difficult situation, but there is no sufficient information on the phenomenology of this process. The purpose of the article is to study the phenomenology of a difficult situation perception among students (based on the example of a pedagogical university) during the change towards distance learning; to highlight typical ways of responding to it and opportunities for personal agency development. Research methodology. The authors have analyzed scientific literature on the factors of coping with a difficult situation in the pandemic, the effectiveness of distance learning for students, as well as survey data (n = 412) and content analysis of focus group interviews of students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev (n = 90), semi-structured interviews with teachers (n = 20). The interdisciplinary research has been carried out on the basis of a dynamic approach to the study of a difficult situation, revealing the assessment of both emotional and behavioral, activity aspects of the students’ coping behavior. Research results. A qualitative analysis of the students’ experiences has revealed differences in the ways of coping with a stress situation caused by epidemic (including being distressed for their close ones, fear of self-isolation, etc.) and the sudden move to a distance learning format: the situation suppresses some students emotionally, reduces their learning motivation and activity, while in others it evokes new skills in planning, self-regulation, and social activity. Positive attitude towards distance learning is demonstrated by both types of students in most cases, however, students who proactively adapt to the situation do not have a depressed mood, apathy, and decreased motivation. The students’ feelings depend on their experience of interacting with a group of teachers on a particular program. Teachers show insufficient empathy for the emotional state of students; however, they admit their own deficiencies in the organization of distance learning, which have made it difficult for students to cope with the situation. Conclusions. The results of the study show that the differences in methods of coping with a difficult situation are demonstrated by the students who differ in self-regulation skills, attitude to time as a resource for self-change, acquisition of new skills, professional and personal self-development. Institutional support for the development of personal agency is based both on the organization of a single educational space by rules and norms common to all subjects (students and teachers), and on psychological support for the development of new ways of personal and activity self-regulation.
Background. The present study examined factors influencing the choice of coping strategies in response to stress caused by the pandemic. The aim of the study was the analysis of the selection of coping strategies chosen by university students stratified based on whether they had previously contracted coronavirus disease . Material and methods.A variant of the COPE questionnaire was used to examine the choice of coping strategies among 876 students of Krasnoyarsk (Russia) during the lockdown. Fifteen coping strategies were assessed in 27.9% students who had COVID-19 and 72.1% who did not have COVID-19, taking into account sex differences.Results. Problem-oriented and active coping strategies were common in both groups. The most common scenarios are active handling strategies (median 6.0). In both groups, respondents rarely singled out (median ≤4.0) the use of psychoactive substances, denial of the situation, and conversion to religion. Females more often than young males used concentration on emotions as a coping strategy. Females who experienced COVID-19 refuse to believe what happened, and choose to seek social support for emotional reasons.Conclusions. The risk of infection and the transmitted illness engendered coping strategies associated with active actions. Passive coping strategies were used less frequently. The tactics used to select appropriate coping strategies for those who have not been ill and who have recovered are similar, irrespective of sex.
Аннотация Проблема и цель. Развитие понимания состояний другого человека, распознавание собственных эмоций и чувств, оказание эмоциональной поддержки другим, регуляция поведения рассматриваются как условие конструктивного социального взаимодействия. При этом недостаточно учитываются возрастные особенности сформированности компонентов эмоционального интеллекта. Целью работы является выявление качественноколичественных характеристик эмоционального интеллекта подростков, обладающих определенным местом в структуре межличностных предпочтений в классе. Методология исследования. Для реализации поставленной цели были использованы две группы методик, позволяющих выявить представление о своих способностях, а также объективно измерить способности, входящие в эмоциональный интеллект. Качественный анализ профиля компонентов эмоционального интел-[ 155 ]
Цель: представить обзор научной литературы по проблеме изучения совладающего поведения с ситуацией пандемии Covid-19, подходы и программу междисциплинарного исследования копинг-стратегий студентов во время срочного перехода на дистанционное обучение в условиях противоэпидемических мероприятий. Результаты. Дана характеристика способов выявления продуктивных копинг-стратегий при совладании со стрессом и взаимосвязи их с выделением условий, оценкой ситуации, ресурсов, которые имеются у человека в ситуации, переживаемой как трудной. С точки зрения медико-гигиенических исследований при оценке копинг-поведения следует учитывать индивидуальные показатели физического, психического здоровья, образ жизни, гигиенические навыки и стандарты. При оценке психолого-педагогических факторов совладающего поведения необходимо обращать внимание на академическую успеваемость, особенности социально-психологического взаимодействия с однокурсниками и преподавателями, социально-экономический статус, гендерные и личностные особенности индивидуума. Заключение. Междисциплинарный медико-психолого-педагогический подход к изучению совладающего поведения студентов в период пандемии Covid-19 обусловливает построение типологии копинг-поведения, позволяет выделить продуктивные и непродуктивные копинг-стратегии совладания со стрессовой ситуацией, определить и описать дополнительные факторы, влияющие на их выбор. Выработка рекомендаций по применению типологии копинг-стратегий, полученные на основе междисциплинарного научного подхода, позволит администрации университетов обоснованно подойти к разработке медико-гигиенических и психолого-педагогических профилактических мероприятий при проектировании образовательной среды в условиях пандемии.
The purpose of study is to highlight the differences in students’ appeal to coping strategies in various forms of implementation of the educational process in the context of different anti-epidemic approaches during the pandemic. Materials and Methods. The materials of the empirical study obtained on a selection of students of pedagogical and medical universities of Krasnoyarsk and Grodno are presented. 1356 students of 2–4 courses aged 18–26 years were interviewed in February 2021. The repertoire of coping strategies was studied using standardized questionnaire methods. Results. The results of the study demonstrate that there are differences in the choice of coping strategies by students depending on the learning conditions and anti-epidemiological measures. In most cases the students from two countries demonstrate active cognitive coping strategies, turning to the past to anticipate possible difficulties and premeditation. At the same time, significant differences are noted in active cognitive coping strategies and acceptance or denial of a situation. The analysis of the coping strategies use has been made with the consideration of the students’ gender and professional training. The similarity of the general direction of coping behavior among young men and women has been revealed, with differences in the strategies for their implementation, depending on the assessment of the situation, their capabilities and resources. It has been highlighted that the students’ professionalization has a strong influence on how and in what ways they perceive a stressful situation. Thus, the students of pedagogical profiles are the most vulnerable group in coping with a stressful situation of learning during the pandemic.
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