Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)

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Arendachuk I. V., Usova N. V., Klenova M. A. Educational and developmental activity of high school students under COVID-19 restrictions. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2022, vol. 11, iss. 2, pp. 133-140. DOI: 10.18500/2304-9790-2022-11-2-133-140

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Educational and developmental activity of high school students under COVID-19 restrictions

Arendachuk Irina V., Saratov State University
Usova Nataliya V., Saratov State University
Klenova Milena A., Saratov State University

Most studies analyse educational process specifi cs during the spread of Covid-19 using higher education as an example. There is insuffi cient amount of research devoted to the study of students’ activity at diff erent levels of school education. The purpose of the study is to identify the diff erences in terms of manifestation and determination of high school students’ educational and developmental activity in normal life and under social isolation. Hypothesis: educational and developmental activity of high school students increases under the conditions of forced isolation. This activity is expressed in an intensifi ed interest in self-development. It is compensatory in nature due to a reduced number of social contacts and opportunities for the implementation of other forms of social activity. The study was carried out on a sample of high school students (N = 169) aged from 16 to 18 years. Techniques: the author's questionnaire aimed at identifying the degree of manifestation of educational and developmental activity; “Assessment of mental activation, interest, emotional tone, tension and comfort” (L. A. Kurganskiy, T. A. Nemchin); “Quality of Life Index” (R. S. Eliot, in the adaptation of N. E. Vodopyanova). The study found that educational and developmental activity of high school students under conditions of self-isolation is higher than in normal life. In general, their education and self-development activity is conditioned by their personal psycho-emotional states. If students are less active during distance learning, their activity is more determined by their mental states. If educational and developmental activity of high school students is high, they are focused on personal achievements, satisfi ed with their health, communication and support from others, and less prone to negative emotions. The results of the study can be used in psychological and pedagogical work with high school students, who are forced to be under conditions of social isolation in order to increase their educational and developmental activity. 

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