{"title":"The Impact of the War in Ukraine on the Emotional well-being of Students in the Learning Process","authors":"H. Meshko, O. Meshko, N. Habrusieva","doi":"10.6000/2292-2598.2023.11.01.7","DOIUrl":null,"url":null,"abstract":"Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine. \nObjective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war. \nMethods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn). \nThe study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates. \nConclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.","PeriodicalId":37806,"journal":{"name":"Journal of Intellectual Disability - Diagnosis and Treatment","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Intellectual Disability - Diagnosis and Treatment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.6000/2292-2598.2023.11.01.7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 2
Abstract
Background: The research is devoted to the current problem – the emotional well-being of students in learning in the war conditions in Ukraine.
Objective: To study the state of the emotional well-being of students in the process of learning during the war, to identify the factors of emotional well-being in the learning process, and to determine the ways to ensure it in the conditions of war.
Methods: А questionnaire developed by the authors of the article and a method of assessing mental activation, interest, emotional tone, tension, and comfort (L. Kurgansky T. Nemchyn).
The study's results made it possible to find out the impact of the war on the emotional well-being of students and compare the state of the emotional well-being of students during education in peacetime and during the war. Indicators of interest in learning and comfort decreased, and indicators of emotional tension and mental activation increased in students. It is established that the emotional well-being of students in the learning process depends on the nature of the pedagogical interaction, the ability of the teacher to create a situation of success for each student, the level of anxiety of students in the process of including them in educational activities, and the characteristics of the relationship with classmates.
Conclusions: The observed negative trends in the emotional well-being of students during the war became the basis for determining the methods of correctional work in order to help children cope with the experience of war.
背景:本研究致力于当前的问题-情绪健康的学生在乌克兰的战争条件下学习。目的:研究战争时期学生在学习过程中的情绪幸福感状况,找出影响学习过程中情绪幸福感的因素,确定战争条件下情绪幸福感的保障方式。方法:А由文章作者开发的问卷和一种评估心理激活、兴趣、情绪基调、紧张和舒适的方法(L. Kurgansky T. Nemchyn)。本研究的结果可以找出战争对学生情绪健康的影响,并比较和平时期和战争时期教育期间学生的情绪健康状况。学生的学习兴趣和舒适度指标下降,情绪紧张和精神激活指标上升。研究发现,学生在学习过程中的情绪幸福感取决于教学互动的性质、教师为每个学生创造成功情境的能力、学生在参与教育活动过程中的焦虑程度以及与同学关系的特征。结论:观察到的战争期间学生情绪幸福感的消极趋势成为确定矫正工作方法的基础,以帮助儿童应对战争经历。
期刊介绍:
The journal aims to describe the research work on Intellectual Disability Diagnosis and Treatment in children and adults. It covers not just the technical aspects of the procedures in prenatal, newborn and postnatal screening, but also the impact which the process of testing and treatment has on individuals, parents, families and public-health in general. The journal seeks to publish, but is a not restricted to, Genetic Intellectual Disability Syndromes, using a range of approaches from medicine, psychiatry, psychology, pharmacy, biology, epidemiology, bioinformatics, biopharmaceutical to association and population studies as well as sociological, ethical, philosophical, legal and quality control issues with the ultimate goal of advancing the knowledge on the diagnosis, prevention, and treatment of the Intellectual Disabilities. The journal publishes original research articles, review articles, case reports and short communications(Letter article).