ВЗАИМОСВЯЗЬ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА И КОПИНГ-СТРАТЕГИЙ У СТУДЕНТОВ РАЗЛИЧНЫХ ФОРМ ОБУЧЕНИЯ В ПЕРИОД ПАНДЕМИИ COVID-19

Abstract

After the announcement of the global pandemic COVID-19, strict measures were taken around the world to prevent the spread of the disease in order to preserve the life and health of the population. One of the important measures was the transition of higher education institutions to learning using distance learning. The main problem that has become relevant in the changed learning environment is the negative impact of isolation on the mental health of students. In numerous studies around the world, the authors indicate a high risk of developing anxiety conditions associated with the period of distance learning, which is associated with high workload, stress and problems with adaptation. The purpose of our work was to determine the relationship between the development of emotional intelligence, prevailing coping strategies and the level of anxiety among full-time and distance learning students of a medical university during the COVID-19 pandemic. Objectives are to compare the severity of situational anxiety among students of various forms of education; identify their prevailing coping strategies for coping with stress; to establish the nature of the relationship between the development of emotional intelligence and the severity of anxiety in students studying in various forms of education. To conduct the study, we used psychometric, sociological and statistical methods. Based on the results of the study, we formed the following conclusions: situational anxiety was more pronounced in full-time students. Among coping strategies for coping with stress, these students are more represented: self-control, taking responsibility, planning a solution to the problem, for students using distance technologies — distancing and escape-avoidance. The integral average level of emotional intelligence is associated with the use of the escapeavoidance coping strategy, which in itself does not lead to a constructive solution to the difficulties of adaptation of the student and allows us to recommend methods for the development of emotional intelligence as prevention of anxiety in students and the development of optimal strategies for life, including number during a protracted pandemic.