Anxious expectations of students for distance learning: assessment in a philosophical context

Abstract

Aim to consider the phenomenon of anxious expectations that arises in students in the process of distance learning. Material and methods. The anxious expectations were assessed using a specially adapted questionnaire of the Hospital Anxiety and Depression Scale (HADS). The students of SamSTU from grades 1 and 2, aged 18 to 22 years, took part in the survey (n = 162). Results. The study revealed that the distance learning process contained latent component of anxiety of both existential and technical nature. With distance learning, 22% of students noted a decrease in the assimilation of educational material by an average of 15%. 75.92% of students were completely satisfied with the knowledge gained, 19.75% not completely satisfied, and 4.32% not satisfied.