I. Vasileva, Michail Vladislavovich Chumakov, D. M. Chumakova
There is a need in society to understand ways to achieve and improve well-being. To do this, it is necessary to consider perceptions about well-being in different social groups. 1st-2nd year students of higher educational institutions are the social capital of the country. It is important to understand what constitutes the content of well-being for them, since this can determine their further social behavior. The purpose of the study is to identify the content of students’ perceptions about well-being. Methods. The study involved 1st and 2nd year university students, a total of 258 people. The research method was a modified free association technique: students were asked to give three associations in the form of verbs, adjectives, and nouns (nine associations). Data processing: frequency analysis, calculation of ranks. Results. As a result of data collection, 2322 associations were identified among students, the structuring of which made it possible to obtain 51 associative groups, which were subsequently combined into 16 semantic groups and interpreted meaningfully. The semantic space of the concept of “well-being” is structured according to emotional and motivational-need characteristics. The emotional component of well-being includes positive emotions of varying degrees of intensity. The motivational-need component mainly presents needs related to meeting the needs for physical comfort, safety, basic life support and material support. Conclusions. In the content of university students’ perceptions about well-being, the most significant position is occupied by the parameters of the emotional sphere. In the minds of students, well-being is, first of all, calm joy or happiness associated with emotional stability. Also, in terms of content, perceptions about well-being are focused on basic and material needs.
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V. A. Rozanov, D. A. Laskaja, D. Radionov, V. V. Ruzhenkova
BACKGROUND: Students, who comprise a significant proportion of society, are a vulnerable group that often experiences high levels of stress, affecting their psychological well-being. At the same time, students’ stress has to be assessed comprehensively, taking into account various factors such as living conditions and academic demands, AIM: To assess the psychosocial stress and psychological well-being of students, taking into account the characteristics of the university and the urban environment, whether it is a megalopolis or a regional center. MATERIAL AND METHODS: A cross-sectional study was conducted among students from St. Petersburg State University (SPbSU) and Belgorod State University (BSU) using an online survey method with a snowball sampling technology. The survey questionnaire aimed to gather both qualitative and quantitative data on key stressors, indicators of psychosocial maladaptation and mental health issues using the DASS-21 scale. The collected data was analyzed using IBM SPSS Statistics v. 27. RESULTS: Students at SPbSU exhibited more pronounced signs of psychological distress, such as anxiety, stress, depression, loneliness, fatigue, and a need for psychological assistance. They also, reported facing challenges in in their daily lives, including issues with nutrition and transportation. Additionally, they were more likely to use nonproductive coping mechanisms, such as excessive use of social media and engaging in addictive behaviors. On the other hand, the students at BSU demonstrated a closer and more trusting relationship with their parents, as well as and higher level of financial dependence on their families. However, as for main indicators of academic stress, particularly in relation to the use of online technologies during the pandemic, there were no significant differences between the students of both universities. CONCLUSION: The influence of living in a megalopolis is likely to be the primary factor contributing to the observed disparities in psychosocial maladaptation among the surveyed student populations. More attention should be paid to the adaptation of students to life in large cities, with a focus on support from families and university administrations.
背景：学生在社会中占有相当大的比例，他们是一个弱势群体，经常承受着巨大的压力，影响着他们的心理健康。同时，学生的压力也需要综合评估，考虑到生活条件和学业要求等各种因素。目的：评估学生的社会心理压力和心理健康，同时考虑到大学和城市环境的特点，无论是大城市还是区域中心城市。材料与方法：采用滚雪球式抽样技术对圣彼得堡国立大学（SPbSU）和别尔哥罗德国立大学（BSU）的学生进行了横断面研究。调查问卷旨在利用 DASS-21 量表收集有关主要压力源、社会心理适应不良指标和心理健康问题的定性和定量数据。收集到的数据使用 IBM SPSS Statistics v. 27 进行分析。结果：南太平洋大学的学生表现出更明显的心理困扰，如焦虑、压力、抑郁、孤独、疲劳和需要心理援助。他们还表示在日常生活中面临挑战，包括营养和交通问题。此外，他们更有可能使用非生产性的应对机制，如过度使用社交媒体和参与成瘾行为。另一方面，北京师范大学的学生与父母的关系更亲密、更信任，对家庭的经济依赖程度也更高。然而，在学业压力的主要指标方面，尤其是在大流行病期间使用网络技术方面，两所大学的学生之间没有显著差异。结论：生活在大城市的影响很可能是导致所观察到的受调查学生群体在社会心理适应不良方面存在差异的主要因素。应更加关注学生对大城市生活的适应情况，重点关注来自家庭和大学管理部门的支持。
{"title":"Psychosocial stress and its consequences among modern university students: the megalopolis factor","authors":"V. A. Rozanov, D. A. Laskaja, D. Radionov, V. V. Ruzhenkova","doi":"10.17816/humeco622862","DOIUrl":"https://doi.org/10.17816/humeco622862","url":null,"abstract":"BACKGROUND: Students, who comprise a significant proportion of society, are a vulnerable group that often experiences high levels of stress, affecting their psychological well-being. At the same time, students’ stress has to be assessed comprehensively, taking into account various factors such as living conditions and academic demands, AIM: To assess the psychosocial stress and psychological well-being of students, taking into account the characteristics of the university and the urban environment, whether it is a megalopolis or a regional center. MATERIAL AND METHODS: A cross-sectional study was conducted among students from St. Petersburg State University (SPbSU) and Belgorod State University (BSU) using an online survey method with a snowball sampling technology. The survey questionnaire aimed to gather both qualitative and quantitative data on key stressors, indicators of psychosocial maladaptation and mental health issues using the DASS-21 scale. The collected data was analyzed using IBM SPSS Statistics v. 27. RESULTS: Students at SPbSU exhibited more pronounced signs of psychological distress, such as anxiety, stress, depression, loneliness, fatigue, and a need for psychological assistance. They also, reported facing challenges in in their daily lives, including issues with nutrition and transportation. Additionally, they were more likely to use nonproductive coping mechanisms, such as excessive use of social media and engaging in addictive behaviors. On the other hand, the students at BSU demonstrated a closer and more trusting relationship with their parents, as well as and higher level of financial dependence on their families. However, as for main indicators of academic stress, particularly in relation to the use of online technologies during the pandemic, there were no significant differences between the students of both universities. CONCLUSION: The influence of living in a megalopolis is likely to be the primary factor contributing to the observed disparities in psychosocial maladaptation among the surveyed student populations. More attention should be paid to the adaptation of students to life in large cities, with a focus on support from families and university administrations.","PeriodicalId":505723,"journal":{"name":"Ekologiya cheloveka (Human Ecology)","volume":" 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141374555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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