Subjective Well-Being of Students with Alexithymia in the Context of Development of their Emotional Competencies during the COVID-19 Pandemic
Notice bibliographique
Résumé
Background. The question of the dynamics of the subjective well-being of students with alexithymia, who represent a risk group for the emergence of maladaptive states in stressful conditions during the COVID-19 pandemic, is considered in connection with their emotional competencies, reflecting the development of personal mechanisms for regulation (self-regulation) of emotions. Objective. The goal is to study and access the impact of the pandemic situation on the subjective well-being of students with symptoms of alexithymia through their emotional competencies. Methods. Toronto Alexithymia Scale by J. Taylor, Subjective Well-Being Scale by A.A. Rukavishnikov, emotional intelligence questionnaire by D.V. Lyusin, a technique for diagnosing emotional barriers in interpersonal communication by V.V. Boyko; Pearson r-test, Kruskal — Wallis H-test were applied. Sample. The study was conducted at the North Caucasus Federal University during the pre-COVID period (2018) and during the pandemic (2021). The sample consisted of 120 students. Results. As a result of a comparative analysis of signs of alexithymia, students found increased difficulties in describing feelings and externality of thinking during the pandemic. There were no significant differences in emotional barriers to communication before the pandemic and during the pandemic among alexithymics. A pronounced reluctance to get emotionally close to other people and a lower level of emotional effectiveness of communication, compared to students without alexithymia, were diagnosed in alexithymics both before and during the pandemic. During the pandemic period, alexithymics have identified: negative dynamics in the ability to understand and manage their own emotions, a noticeable decrease in subjective well-being to a feeling of pronounced emotional discomfort, especially on the scale of the significance of the social environment; negative correlations between the general indicator of alexithymia and difficulties in describing feelings, on the one hand, and satisfaction with everyday life, self-esteem of health, mood stability, ability to manage one's own emotions, on the other hand. Positive correlations with the control of emotional expression, depressive manifestations, absent-mindedness, drowsiness were also identified. Conclusion. The situation of the pandemic had a pronounced negative impact on the subjective well-being of students with alexithymia, mediated by barriers of emotional rapprochement with other people characteristic of alexithymics and a low level of intrapersonal emotional competencies.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».