PECULIARITIES OF PSYCHOPHYSIOLOGICAL ADAPTATION OF STUDENTS TO CONDITIONS OF ENFORCED SELF-ISOLATION DURING DISTANCE LEARNING
Ключевые слова:
distance learning, self-isolation, pandemic, psychological adaptation, adaptation, physical health, female students.Аннотация
Objective of the study was to determine the influence of the academic day in terms of distance learning during self-isolation on the psychophysiological state of students attributed to the preparatory health group.
Methods and structure of the study. Sampled for the study were the 1st-year students (17-19 years old) studying at the Faculty of Humanities and Social Sciences at People's Friendship University of Russia, majoring in "Philosophy" and "Sociology". The students were split into 2 groups: Group I - boys (37 subjects) and Group II - girls (46 subjects). The study was conducted at the beginning of the academic year in the autumn and spring periods, that is, under the stressful impact the enforced self-isolation.
Results and conclusion. The study enabled to identify a "critical period" in mastering the university curriculum: the initial period of adaptation, as a response to new learning conditions for students and the proposed curricular and extracurricular workload in a non-standard format.
Библиографические ссылки
Abitov R.N., Nizamova A.Kh., Urmitova N.S. Printsipy funktsionirovaniya i dostoinstva distantsionnogo obucheniya, kak novoy formy informatsionnogo obucheniya [Distance learning: functioning principles and advantages a new form of informational learning]. Nepreryvnoe professionalnoe obrazovanie kak faktor ustoychivogo razvitiya innovatsionnoy ekonomiki [Continuous professional education as factor in sustainable development of innovative economy]. Proc. 11 internat. research- practical conference. Kazan, 2017. P. 113.
Iyad S.A. Hamad. Fiziologicheskie osobennosti i kriterii otsenki urovnya adaptatsii studentov k protsessu obucheniya v vuze [Physiological features and criteria for rating students level of adaptation to academic learning process]. PhD diss. abstract. M., 2005. 16 p.
Litvinova N.A. Rol individualnykh psikhofiziologicheskikh osobennostey studentov v adaptatsii k umstvennoy i fizicheskoy deyatelnosti [Role of students’ individual psychophysiological characteristics in adaptation to mental and physical activity]. Doct. Diss. (Biol.). Tomsk, 2008. 263 p.
Nikolaeva E.I. Psikhofiziologiya. Psikhologicheskaya fiziologiya s osnovami fiziologicheskoy psikhologii [Psychophysiology. Psychological physiology with basics of physiological psychology]. Textbook. M.: PER SE; Logos publ., 2003. 544 p.
Oleynikov N.N. Individualizatsii traektorii obucheniya v sisteme distantsionnogo setevogo obucheniya [Individualization of learning trajectory in distance network learning system]. Problemy sovremennogo pedagogicheskogo obrazovaniya [Problems of modern pedagogical education]. Yalta, 2016. No. 53-2. pp. 135–143.
Suvorova V.V. Psikhofiziologiya stressa [Psychophysiology of stress]. Study guide. M.: Pedagogika publ., 1975. 208 p.
Aghajanyan N.A., Tel L.Z., Tsirkin V.I. et al. Fiziologiya cheloveka [Human Physiology]. M.: NSMA publ., 2001. 526 p.
Опубликован
Как цитировать
Выпуск
Раздел
Лицензия
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
