Dynamics of the influence of forced self-isolation on the emotional state of university students and teachers

Abstract

Introduction. The relevance of studying the human psychological reactions caused by the unpredictable aggravation of the worldwide epidemiological situation caused by the COVID-19 pandemic is growing. The purpose of the research is to analyse the dynamics of impact of forced self-isolation and the situation engendered by the spread of COVID-19 on the psycho-emotional state of the students and the teaching staff of the Institute of Pedagogy under Belgorod State National Research University, and their treatment of this situation. Materials and methods. The research was carried out in remote mode through the online service “Google Forms” in April and October 2020. The number of students and teachers of the Institute of Pedagogy under Belgorod State National Research University that took part in the questioning was 1620. The questionnaire consisted of 3 blocks, including the feedback forms: “My emotional state” (Gut, Doronina); “Actual mental state” (Kulikov); Spielberger’s State-Trait Anxiety Inventory. The processing of the research results was carried out with the use of the statistical package SPSS 25.0. Results. It was revealed that most of the respondents, during both the first and the second diagnostic assessment periods, complied entirely with the coronavirus prevention measures and did not visit crowded public places: 79.1% and 70%, respectively. Following the study of the actual emotional state of the tested people during the first and second waves, some reliably significant differences in terms of indicators were revealed: “Physical well-being” (temp=-2.7; р≤0.01), “Tranquility-anxiety” (temp = -4.2; p≤0.01), “Emotional excitement” (temp = -3.1; p≤0.01). Discussion and conclusion. The results of the comparative analysis of the respondents’ answers in respect of the first and second waves of the coronavirus spread made it possible to conclude that the tested people had revaluated the COVID situation and started treating this phenomenon in more prudent and serious terms. In addition, the prolonged stay-at-home regime, along with limited communication and relocation, results in cumulation of psychological fatigue, increased emotional strain, which conditions the need for informational and psychological support of university students and teachers during the pandemic and after it.