THE DYNAMICS OF EMOTIONAL EXPERIENCE OF THE STUDENTS IN CRISIS SITUATIONS AT THE INITIAL STAGE OF STUDYING AT THE UNIVERSITY


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Abstract

One of the priority tasks in the education system is the training of competent specialists. The researchers note that the experiences of crisis situations at various stages of studying in the higher education institution can impede the successfulness in the educational program completion. The psychologists consider the period of study from the first until the third years to be the richest in various difficulties. During this period, the students pass through the range of personal changes that are closely connected with each other as well as with the crisis processes taking place in the world. The analysis of the dynamics of crisis situations experiences during the richest in crises period of study for the first-third years is of special interest and will allow improving the effectiveness of psychological support of the students.

Thirty-five students of Novosibirsk State Medical University participated in the research. The study was carried out with the help of longitudinal section method used with the students of the first to third years of study. For statistical processing of the results, the Statistica 12.0 software was used. The Wilcoxon criterion for dependent samples was used to carry out the assessment of the dynamics of crisis situations experience.

The results of the study allow making a conclusion that the main dynamics of the experiences is connected mostly with the crisis of entering the maturity period. Depending on the stage of the study, the increase and the decrease in certain crisis experiences were noted. While studying from the first until the third years, the intensity of the experience of loneliness, separation from the childhood friends, longing for schoolmates and friends, and the inability to combine two equally significant needs decreases. The intensity of experiences concerned with the formation of professional identity increases. Along with the standard crises typical for the stage of the university study, the dynamics of the “second-year student’s crisis” that is scarcely considered in scientific literature is determined.

About the authors

Irina Aleksandrovna Kurus

Novosibirsk State Technical University, Novosibirsk

Author for correspondence.
Email: irina_kurus@rambler.ru

postgraduate student of Chair of psychology and pedagogy

Russian Federation

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