Стресс учебной деятельности и учебная мотивация студентов с различным уровнем нейротизма

Abstract

The current study allowed us to conduct a comparative analysis of the significance of various stress factors assessed by students with different levels of neuroticism and perceived by them as obstacles in the learning process. The study design includes the comparative analysis of two groups of students. We analyzed the relationships between indicators of subjectively assessed intensity of response to academic stress-factors and characteristics of academic motivation among these groups of students. We used the following questionnaires that allow respondents to assess the academic stress factors intensity: “Academic Motivation Scales” (Gordeeva, Sychev and Osin), “Eysenck Personality Inventory” (EPI). The study involved 156 people. It was found out that students with different levels of neuroticism have no significant difference in the severity of various types of academic motivation. But, at the same time, there are a number of differences in assessing the intensity of academic stress under the influence of certain stress factors. There are also differences in the structure of relationships between indicators of academic motivation and stress factors, depending on the emotional stability of the respondents. The results of the study can be useful for creating individual-oriented (taking into account the level of neuroticism) programs of psychological and pedagogical assistance to students striving for high-quality knowledge assimilation and improving their academic performance. On the basis of the obtained data, we can speak about the necessity to form a balance between the experience of the handling stress intensity, which arises as a result of a subjective assessment of the certain phenomena stressfulness during the study process, and the various types of academic motivation, which contribute to the development of professional competencies.