Психические и эмоциональные трудности у студентов после пандемии: анализ интеграции в образовательную среду

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Буранова, Д., & Юсупова, З. (2023). Психические и эмоциональные трудности у студентов после пандемии: анализ интеграции в образовательную среду. in Library, 1(1), 178–183. извлечено от https://inlibrary.uz/index.php/archive/article/view/21039
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Аннотация

В статье рассматривается влияние пандемии на успеваемость учащихся. Глобальная пандемия Covid-19, начавшаяся в 2020 году, вызвала проблемы с психическим и эмоциональным здоровьем у определенной группы студентов. Особый подход требуется к учащимся, которые столкнулись с эмоциональными и психическими проблемами, последствия которых наблюдаются до сих пор. Так как такие студенты оказываются в сложной ситуации с успеваемостью, они не могут справиться с проблемой самостоятельно. В решении этой проблемы важны такие методы, как взаимопонимание и индивидуальный подход. Кроме того, реальная профессиональная поддержка значительно улучшает решение этой задачи, стимулирует активность и познавательные способности.

Похожие статьи


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Art of Medicine

Volume-3

International Medical Scientific Journal

Issue-1

178

MENTAL AND EMOTIONAL DIFFICULTIES AMONG STUDENTS AFTER

PANDEMIC: ANALYSIS OF INTEGRATION INTO THE EDUCATIONAL

PROCESS

Buranova D.D. Yusupova Z.Sh.

Tashkent Pediatric Medical Institute

Abstract:

The paper discusses the impact of the pandemic on student academic

performance. The global Covid-19 pandemic, which began in 2020, caused mental
and emotional health problems for a certain group of students. A special approach is
required for students who have faced emotional and mental problems, and the
consequences are still being observed. Since such students find themselves in a
difficult situation with their academic performance, they cannot cope with the
problem on their own. In solving this problem, such methods as mutual
understanding and an individual approach are important. In addition, real professional
support significantly improves the solution of this problem, stimulates activity and
cognitive abilities.

Keywords:

Mental, students, pandemic, education, social, academic.

Introduction.

The effectiveness of any educational process, first of all, implies the active

participation of the student in the classroom, which is the main factor in modern
pedagogical science (Yusupova, Z., Norbekov, X., Usta-Azizova D. 2020). With the
beginning of studies at universities and the transition from online to offline education,
there is a sharp increase in the physical consequences and psychological stress factors
associated with the consequences of covid. Students face misunderstanding from both
teachers and doctors. Since the specifics of all complications have not yet been fully
disclosed, there is a misunderstanding between them. Patients who have suffered
coronavirus often complain of anxiety and fears. Therefore, the number of depressive
states is growing, and this problem requires a long and in-depth analysis.

According to the data in the

OECD Policy Responses to Coronavirus (Covid

19)

report document, the emotional needs of students are defined as an important

element, especially in times of crisis. It is noted that the coronavirus pandemic has
had a profound impact on people's health, education and work, and that the closure of
schools has particularly affected students with special educational needs - they suffer
from being deprived of physical learning opportunities, social and emotional support
available in schools, and there is a risk of falling further behind and ending up in
isolation at the closed doors of the school. The need to ensure the well-being of
students as a priority is stated, the connection between physical and emotional health
and academic success is emphasized (OECD, 2020).

Theoretical Overview.

Of course, this problem is still being studied by many experts, and is the topic

of discussions among psychologists, doctors and scientists all over the world. For


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example, when investigating the relationship between the mental health of distance
learning students, connectivity and academic performance during COVID-19, some
experts suggest the use of a consistent explanatory design with mixed methods
(Malta, Bond, Conroy, Smith & Moller, 2022). The authors of this study claim that
poor emotional well-being and a sense of loneliness lead to poor academic
performance. Thus, mental health is associated with academic performance. They
believe that these paths have been triangulated and contextualized within the
framework of the students' experience of interconnectedness, and future research
using a longitudinal approach is needed to establish causal relationships.


Studying the global crisis in education as a consequence of the pandemic,

experts cite disappointing data, as a result of which children risk missing out on well-
being and life chances, therefore, measures to restore learning should be aimed at
supporting those who need it most. There is growing evidence of the negative effects
of school closures on students' mental health and well-being (Education, Skills and
Learning,
2022).

The investigation about the impact of the COVID-19 pandemic on the mental

health and well-being of UK university students (Bennett, Heron, Gunnell, Purdy &
Linton, 2022) faces unique problems of students' mental health. The study presents an
anonymous study of changes in mental health and well-being indicators of UK
university students, and identifies various indicators of depression and anxiety among
students from the beginning, during and after the pandemic. The authors emphasize
the diagnosis of mental health, including preventive approaches, appropriate
treatment options for students already experiencing difficulties, and ongoing
monitoring after the pandemic.

The study of the problem shows that taking into account many psychological

factors, a special approach to students and their academic performance is required.
This applies to both disciplinary subjects and general education. Memorization and
assimilation of specialized terms, language skills also have an important role
(Buranova, 2021).

Research questions

.

The problem of assimilation of the studied material by students affects many

studies. After all, the future professionalism of a specialist depends on the quality of
the education received. This determines professional mobility in the future, which is
laid down during the years of study at the university (Buranova, 2017).

The pandemic has had a big impact on student academic performance. So,

among the students of universities in our country, there was a sharp increase in the
physical consequences and psychological stress factors associated with the
consequences of COVID-19. Students face a lack of understanding on the part of
teachers and doctors, as the specifics of all complications have not yet been fully
revealed. Coronavirus patients often complained of anxiety and fears. Therefore, the
number of depressive states was growing, this problem required a long and in-depth
analysis.


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International Medical Scientific Journal

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It is known that coronavirus infection affects the nervous system, which often

leads to neurological syndromes such as depression, impotence, chronic fatigue, and
sleep disturbances. The problem is that this problem cannot be ignored, as long-term
depression has very serious consequences. Patients recovering from COVID-19
should lead full and healthy lives.


Methods.

The authors conducted an anonymous survey on social networks among

students of various higher educational institutions of Uzbekistan. In total, about 250
students participated in the survey. The studies have shown that COVID-19
negatively affects the psychological state. During a social survey on social networks,
it turned out that many were diagnosed with a mental disorder during illness and after
COVID-19. They had a sharp apathetic mood, and in some cases even thoughts of
suicide appeared. There were many depressive disorders - panic, anxiety or complete
impotence. Some were hypersensitive to loud sounds and lights.

As some of those who recovered from COVID-19 noted, everything happened

a few months after the illness. Suddenly a depressive state arose, which could last for
months, young people complained, were offended, worried about trifles. They
complained, that the studies suffered especially. They did not want to study, there
was a decrease in concentration and attention, a sharp deterioration in memory and
mental abilities. In addition, students often had problems in the family and study.
Communication with parents and classmates became more difficult. The authors tried
to delve into the problem itself, how deep it is, how people relate to it and why it has
spread so widely, especially among young people.

Results.

According to the results of qualitative data analysis, 200 people were selected

from the respondents. They recovered after COVID-19, but had psychological
problems.

Figure 1

shows the main results of this discussion. It turned out that 53

people had psychological problems. 44 people did not feel any changes. There is also
a flip side of the coin, which is that some of the students - 21 people - experienced
comfort during isolation. 34 students noted an improvement in well-being, and then a
deterioration. 48 respondents initially underwent changes for the worse, but soon they
adapted.


Figure 1.


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Persons who have undergone changes in mental health are listed, symptoms are

mainly excluded: apathy (97), aggressive state (34), misunderstanding on the part of
loved ones (51), feelings of anxiety and fear (32), sleep disturbance (75), sadness (
116)

(Figure 2).



Figure 2. Emotional and mental disorders results among students after

pandemic

.




41% of respondents noted that they had difficulties with concentration and

attention, which had an impact on their studies, while 26% stressed that their studies
had improved due to increased free time, as well as solving sleep problems. The
remaining 33% did not observe any changes, as shown in the

Figure 3.


whithout psychological
problems

have psychological problems

no changes

first deterioration, then
improvement

first improvement, then
deterioration

0

20

40

60

80

100

120

140

160

180

200


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Figure 3.



Meanwhile, the positive effect was in people who experienced problems with

lack of sleep. Changes for the worse were also rarely noted in those who belong to
the group of introverts.

And most importantly, the indicators of mental problems were similar in most

cases. The students complained mainly of anxiety, loss of sleep and appetite. Memory
problems should be noted separately. Here, in addition to all the above symptoms,
there is a special concern about this problem. This is observed in all age groups. And
this, in my opinion, is a separate topic for further research.



Conclusion.

Everyone knows that one of the reasons is isolation, as well as the

psychological impact of a potentially fatal disease, which contributes to the
development of post-traumatic stress disorder.


Those who have been ill have not only reduced immunity and stress resistance,

they have apathy, asthenia, lack of strength. Even those who have not been ill lose
their stress tolerance, because they focus on bad news.


Here it is necessary to distinguish between a bad mood and depression.

Sadness-sadness will really pass, but depression is a real disease, the cause of which
is a decrease in serotonin levels in the div, and often people need medication.

A timely visit to a psychotherapist and the initiation of the use of appropriate

drugs is necessary, which, unfortunately, is ignored by a considerable number of
young people.

Recommendations.

People in the above condition need a timely visit to a psychotherapist and the

start of taking appropriate medications, which, unfortunately, is ignored by a
significant number of students.

41%

26%

33%

difficulties with concentration
and attention

learning improvement

no changes


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The problem requires further research, and undoubtedly, many methods have

been proposed by doctors, experts and scientists. For example, take oral
anticoagulants, remedies for stress and anxiety. Relaxation sessions are also effective.
Specialists prescribe medications that in many cases really help.

In any case, to overcome the above problems, people need the help of a

professional, as well as close relatives and friends around the patient. Expert advice,
various online support programs are also effective. In addition, they need complete
relaxation, a change in climate and environment, sports that have a beneficial effect
on a particular div, spending time with pleasant people, walking, etc. It is also
necessary to take into account the characteristics of the div and the course of the
disease, constant monitoring of the patient, since only a specialist neurologist,
psychotherapist or psychiatrist can assess the depressive state. In the case of delayed
neurological syndromes, the help of therapists or vascular neurologists is also
necessary. In any case, one needs a specialized expert who will make an accurate
diagnosis and determine the methods of treatment.

References


1.

Bennett, Heron, Gunnell, Purdy & Linton (2022, July 3).

The impact of

the COVID-19 pandemic on student mental health and wellbeing in UK university
students:

a

multiyear

cross-sectional

analysis.

Journal

of

Mental

Health,

31

(4).

597-604.

Retrieved

from

https://doi.org/10.1080/09638237.2022.2091766.

2.

Buranova, D.D.

Profession mobility as an important factor of the highly

skilled teacher of foreign language.

Теория и практика современной науки. № 11

(29), 2017. 38-41.

3.

Buranova, D.D.

To Teach or Not to Teach English for Medical Students.

Psychology and Education

(2021) 58(3): 990-996.

4.

Education, skills and learning (2022, January 16).

The global education

crisis is even worse than we thought

. Here's what needs to happen. Retrieved from

https://www.weforum.org/agenda/2022/01/global-education-crisis-children-students-
covid19/.

5.

Malta, G.D., Bond, J., Conroy, D., Smith, K. & Moller, N. (2022,

February 10).

Distance education students’ mental health, connectedness and

academic performance during COVID-19: A mixed-methods study

. Retrieved from

https://doi.org/10.1080/01587919.2022.2029352. 97-118.

6.

OECD (2020, November 19).

The impact of COVID-19 on student equity

and inclusion.

Tackling coronavirus (Covid 19): Contributing to a global effort.

oecd.org/coronavirus.

7.

Yusupova, Z., Norbekov, X., Usta-Azizova D.

Cognitive activities of

students with their active participation in the lessons

. Pedagogical sciences. № 5(57),

Vol. 3, 2020. Warsaw, Poland. 60-62.

Библиографические ссылки

Bennett, Heron, Gunnell, Purdy & Linton (2022, July 3). The impact of the COVID-19 pandemic on student mental health and wellbeing in UK university students: a multiyear cross-sectional analysis. Journal of Mental Health, 31 (4). 597-604. Retrieved from https://doi.org/10.1080/09638237.2022.2091766.

Buranova, D.D. Profession mobility as an important factor of the highly skilled teacher of foreign language. Теория и практика современной науки. № 11 (29), 2017. 38-41.

Buranova, D.D. To Teach or Not to Teach English for Medical Students. Psychology and Education (2021) 58(3): 990-996.

Education, skills and learning (2022, January 16). The global education crisis is even worse than we thought. Here's what needs to happen. Retrieved from https://www.weforum.org/agenda/2022/01/global-education-crisis-children-students-covid19/.

Malta, G.D., Bond, J., Conroy, D., Smith, K. & Moller, N. (2022, February 10). Distance education students’ mental health, connectedness and academic performance during COVID-19: A mixed-methods study. Retrieved from https://doi.org/10.1080/01587919.2022.2029352. 97-118.

OECD (2020, November 19). The impact of COVID-19 on student equity and inclusion. Tackling coronavirus (Covid 19): Contributing to a global effort. oecd.org/coronavirus.

Yusupova, Z., Norbekov, X., Usta-Azizova D. Cognitive activities of students with their active participation in the lessons. Pedagogical sciences. № 5(57), Vol. 3, 2020. Warsaw, Poland. 60-62.

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