ХАРАКТЕРИСТИКИ ТРЕВОЖНОСТИ РОССИЙСКИХ И КИТАЙСКИХ СТУДЕНТОВ, ОБУЧАЮЩИХСЯ В ДИСТАНЦИОННОМ ФОРМАТЕ

Abstract

The article presents a theoretical and empirical analysis of the features of online studying at universities and its impact on the characteristics of anxiety, psycho-emotional states and stress resistance of modern students. Based on the analysis of studies related to the transformation of the training format during the pandemic, the authors identified the main markers that contribute to the manifestations of anxiety and a decrease in stress resistance. The aim of the study was to determine the specifics of anxiety and stress resistance of Russian and Chinese students during the period of online studying. A cross-cultural empirical study was organized by the authors of the article, in which Russian and Chinese students took part. 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) enrolled in 2-3 undergraduate courses at the age of 18 to 25 years. The study used the following methods: 1) Ch.D. Spielberger’s Anxiety scale, adapted by Yu.L. Khanina; 2) V.А. Doskin, N.A. Lavrentieva, V.B. Sharai and M.P. Miroshnikov’s Questionnaire “Feelings, activity, mood”; 3) E.V. Raspopin’s Brief Stress Resilience Scale (KShSU). As a result of the study, specific features of the manifestation of anxiety and stress resistance in Russian and Chinese students were revealed. Significant differences in the indicators of anxiety, stress resistance and components of the psychoemotional state were established, as well as significant relationships between the indicators of well-being, activity, mood, anxiety and stress resistance in students were determined. On the basis of the data obtained, the content of the article presents conclusions and recommendations for optimizing the educational process at the university in order to reduce anxiety and increase students' resistance to stress in the format of online studying.