Abstract
The study aimed to examine the relationship between stress and students’ performance in distance learning. A sample of 50 participants was selected to evaluate their psychological state and stress levels using two methods: C. Spielberger’s State-Trait Anxiety Inventory y (adopted by Y. Khanin) and the V.Yu. Shcherbatykh’s Test for Determining Educational Stress. The primary findings provided an interpretation of the concept of “psychological stress”, its characteristics, causes, and consequences. During both in-person and distance learning, students experience a variety of emotional states, such as fear, anxiety, pessimism, depression, and aggression, which can serve as triggers for stress. The survey results revealed the level of stress experienced by students during distance learning, demonstrating its substantial impact on their performance, motivation, and overall effectiveness in the educational process. The study examined stress-inducing factors affecting higher education students under conditions of distance learning during the pandemic and following the onset of the full-scale invasion. It was highlighted that prolonged distance learning contributed to the development of chronic stress and resulted in social deprivation, particularly among first- and second-year university students. This led to a deterioration in students’ psycho emotional states, causing psychological imbalances. Under these circumstances, it is crucial to identify the specific features of students’ psychological conditions. Academic stress was found to arise from an overwhelming influx of information, changes in learning conditions and formats, and the pressure of examinations. The analysis of stress symptoms revealed associations with intellectual, behavioural, emotional, and physiological components. The conclusions underscore the importance of timely stress management interventions for students and addressing challenges associated with transitioning to distance education. The findings can inform university administrations and lecturers in the development and improvement of student support programmes
Keywords
higher education student; stress-inducing factors; experiences; distance education; academic performance
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