Distance Learning: Cross-Cultural Characteristics of Stress Resistance of Russian and Chinese Students

Abstract

The paper presents a theoretical and empirical analysis of the features of distance learning at universities and its impact on the characteristics of anxiety, psycho-emotional states and stress resistance of modern students. The purpose of the study was to determine the specifics of anxiety and stress resistance in Russian and Chinese students during the period of distance learning. The novelty of the paper lies in the fact that Russian and Chinese students took part in a cross-cultural empirical study: in total, the sample consisted of 80 students: 40 Russian students (20 boys and 20 girls) and 40 Chinese students (20 boys and 20 girls) aged 18 to 25 years studying in 2-3d years of Bachelor programs. The following methods were used in the study: 1) Spielberger anxiety scale adapted by Yu. L. Khanin; 2) the questionnaire “Well-being, activity, mood” by V.A. Doskin, N.A. Lavrentieva, V.B. Sharaya and M.P. Miroshnikov; 3) a short scale of stress resistance by E.V. Raspopin. The conducted research identified specific features of anxiety and stress resistance manifestation in Russian and Chinese students. We established significant differences in indicators of anxiety, stress resistance and psycho-emotional state components as well as determined meaningful between indicators of well-being, activity, mood, anxiety and stress resistance in students. Based on the data obtained, the content of the paper presents conclusions and recommendations on optimizing the educational process at the university in order to reduce anxiety and increase stress resistance in students who have to endure the distance-learning format.

Characteristics of Students’ Burnout and Perfectionism in China and Russia

“…With a high level of perfectionism focused on others, teachers experience such symptoms of the 'resistance' phase as limitation in the emotional response sphere, its inadequacy and selectivity. A high level of socially prescribed perfectionism, in turn, provokes the development of 'exhaustion' phase symptoms in teachers, expressed in emotional deficit and detachment (Kayasheva, 2018;Mikhailova and Farennikova, 2022;O`Сonnor, Rasmussen and Hawton, 2010).…”