Research of the dominant psycho-emotional states of university lecturers during the progression of the COVID-19 pandemic

Ihor Popovych,Oleksandr Semenov,Nataliia Semenova,Anastasia Skliaruk,Kateryna Sotnikova

doi:10.34069/ai/2021.48.12.6

Abstract

The aim of the article was empirical research of the dominant psycho-emotional states of university lecturers during the progression of the COVID-19 pandemic. The article is devoted to an empirical study of the factor structure and the prevailing correlations between the psycho-emotional states of the respondents. Valid empirical methods with standardized questionnaires were used: the dominant coping strategy research method, the test of differentiation of emotional states, and the anxiety research method. The study’s empirical picture constructed. Psycho-emotional states were qualitatively interpreted, states were distinguished, and semantic psychological parameters were defined. The factor structure of the dominant psycho-emotional states of university lecturers was determined. The psycho-emotional state of F1 “Isolated activity”, which had the most intercorrelations and had the most significant (p≤.01) correlation with F4 “Pragmatic avoidance” (.344), was found to have the greatest factor load. It was empirically established and theoretically substantiated that the structure, variables, and interdependence of the factors of dominant psycho-emotional states were important components in solving issues of lecturers’ professional activity. It was noted that the findings may be useful for university administrations and pedagogical psychology researchers.

Highlights

Our entire planet has been overwhelmed by the COVID-19 pandemic
It is difficult to imagine a person or group of people who are unaware of the progression of the COVID-19 pandemic in a civilized world and the terrible consequences that civilization has suffered and continues to suffer
Professional formation and personality development have been considered by researchers in the context of solving, in their opinion, more important tasks related to professional identity (Blynova et al, 2020b; Popovych et al, 2020b), value orientations (Popovych et al, 2021c), critical thinking (Arbeláez-Campillo et al, 2020), and others

Summary

Introduction

Our entire planet has been overwhelmed by the COVID-19 pandemic. It is difficult to imagine a person or group of people who are unaware of the progression of the COVID-19 pandemic in a civilized world and the terrible consequences that civilization has suffered and continues to suffer. Every aspect of human existence has been confronted with a challenge that has forced them to orient themselves and concentrate their efforts on overcoming it. The new socioeconomic reality that has emerged has created new opportunities for humanity. The educational sphere is not an exception, but perhaps the flagship of using such opportunities and introducing innovations. The psychoemotional load that employees of all levels of education are forced to bear, motivates us to focus on this area of research

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