PECULIARITY OF EXPERIENCE OF SUBJECTIVE EMOTIONAL EXPERIENCES BY APPLICANTS FOR HIGHER EDUCATION DURING DISTANCE LEARNING IN A COVID-19 PANDEMIC

Abstract

The article considers the peculiarities of experiencing the subjective emotional state of higher education students during distance learning in the context of the COVID-19 pandemic. Based on the analysis of scientific works, it was found that in the conditions of quarantine imposed as a result of the coronavirus pandemic, there are significant changes in the emotional experiences of higher education students, caused by both the crisis pandemic situation and the need transition of full-time students to distance learning. The results of the study are highlighted, which confirms the theoretical conclusions of the authors. In particular, it was stated that more than a third of students (study participants) were characterized by a low level of well-being, activity, mood, while experiencing increased anxiety, aggression; they were characterized by rigidity and a state of frustration. It has been found that the vast majority of higher education students do not consider distance learning to be effective for themselves, as they lack effective communication, increase their workload, change their regime, and feel worse due to fatigue and monotony. Subjective self-assessment of emotional, physical and cognitive changes showed increased levels of emotional stress, anxiety, guilt, development of feelings of social exclusion, lack of communication, constant mood swings, difficulty concentrating and self-organization, deterioration of general physical well-being due to constant fatigue, problems with digestion, changes in appetite, decreased sleep quality. A direct correlation was found between the levels of anxiety, frustration, rigidity and aggression; the opposite relationship - between levels of well-being and activity and physical and cognitive changes.