The problems of preserving the emotional well-being of students in the context of digitalization of education

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In the conditions of modern society, the problems of emotional well-being of students are becoming particularly relevant. This is due to the challenges of the digital society, which include constant updating of information, multitasking activities, continuous stay of users in the digital environment, and others. These risk factors contribute to the emotional distress of the individual, which manifests itself in insufficient formation of emotional intelligence, increased anxiety, and behavioral disorders of students. Prolonged emotional distress in the future can lead to disharmonious personal development of a person and difficulties in his social functioning. Therefore, the formation of emotional well-being is an urgent task of pedagogy and psychology of childhood. The aim of the study is to determine the level of emotional well-being of students in the context of digitalization of education. The diagnosis of problems of emotional well-being was carried out according to the following criteria: the manifestation of emotional intelligence (the method of observation according to M.Y. Mikhailina and Ya.K. Nelyubina); the level of anxiety (G.V. Rezapkina’s testing method «Determining the level of anxiety»); the severity of aggressive behavior (M.A. Panfilova’s projective Cactus technique). The analysis of the data obtained allowed us to identify the following problems of preserving the emotional well-being of students: insufficient level of emotional intelligence, increased anxiety, high degree of aggressive behavior. Based on the identified results, methodological recommendations were developed for teachers and parents to solve these problems. The value of the conducted research consists in determining pedagogical approaches to the formation of emotional well-being of students in the context of digitalization of education, which will ensure the optimization of the introduction of information technologies into the modern educational space. This will lead to the preservation of the emotional well-being of all participants in the educational process.

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Introduction The problems of emotional well-being are extremely relevant in the conditions of modern society, which is characterized by constant updating of information, multitasking activities, continuous stay of users in a digital environment that goes beyond the boundaries of working time. These features are risk factors and contribute to the emotional distress of the individual in the form of decreased performance, increased anxiety, emotional instability, and behavioral disorders. Prolonged emotional distress in the future leads to emotional burnout and professional inefficiency. In this regard, the formation of emotional well-being must be carried out in childhood. The risk factors for emotional distress can also include gadget and Internet addiction of modern students, which contributes to increased excitement of the nervous system and emotional overload and, as a result, the manifestation of it increased anxiety, aggressiveness, conflict. 

Modern scientific research focuses on the study of factors of children's psychological health. In the work of O.V. Khukhlaeva, it is indicated that the foundations of a person's life scenario are laid in childhood, on which his emotional well-being and psychological health depend. The author believes that during this period, teachers and parents need to carry out purposeful activities to develop the emotional culture of children [1]. N.V. Dubrovinskaya, D.A. Farber, M.M. Bezrukikh developed methodological support for the basics of children's valeology. The work focuses on the psychophysiological state of the child and its consideration in pedagogical activity [2]. The study by E.G. Ozhogova reveals the interrelationships of emotional well-being and specific difficulties in the educational activities of students. The main problems in the education of schoolchildren that have a negative impact on psychological health are presented [3].  In the considered works, the main attention is paid to the consideration of this problem in the context of the psychological health of the individual. In our study, the tasks of pedagogical approaches to the formation of emotional well-being of students in the context of digitalization of education are solved.

Literature review Scientific approaches to the problem of emotional well-being of students are revealed in the works of G.A. Uruntayeva, I.M. Slobodchikov, M.I. Lisina, T.A. Repina, I.V. Dubrovina, N.V. Dmitrieva and others. M.I. Lisin, N.E. Verax, A.N. Verax, T.A. Repin in their research consider emotional well-being as a stable positive emotional well-being of a person due to the satisfaction of his basic social and biological needs. The authors identify the following parameters as indicators of the student's emotional well-being: - absence of increased anxiety; - optimal physical and mental performance; - compliance of behavior with the requirements of social norms [4, 5].

In the study of N.Y. Litvinova, Ya.P. Semenova, emotional well-being is understood as a stable mood of a child due to a sense of physical and psychological comfort, success in achieving goals, fruitful cooperation with peers and adults, adequate assessment and self-assessment of activities. The inconsistency of the personality state with the criteria listed above is assessed as a state of emotional distress [6].

In the works of E.V. Cherdyntseva, O.V. Yakubenko, E.G. Ozhogova, indicators of emotional well-being of students are: - adequate self-assessment; - satisfaction with your own educational results; - personal success; - the effectiveness of building interpersonal relationships with others. Based on the presented approaches, by emotional well-being we mean basic trust in the world, mastery of social communication patterns, ways to effectively resolve external and internal conflicts in the process of cooperation with other subjects of the educational process. Emotional well-being has a positive impact on the processes of socialization and self-realization of students in the context of the risks of digitalization of modern society [7].

The problems and risks of using information technologies in the educational process are revealed in various modern studies (M. Esteban-Guitart, C. Coll, W. Penuel, M.V. Telepova, P.I. Frolova) [8, 9]. The work of E.V. Molchanova shows the relationship between the uncontrolled access of students to information resources and the deviations of psychosomatic and emotional health that they develop [10]. According to P.I. Frolova, medical-hygienic and physical culture-improving health-saving technologies have a great resource as preventive and corrective means in solving this problem [11, 12, 13]. In this regard, M. Henderson, G. Finger, N. Selwyn point to the need to improve the methodological competence of teachers in solving this problem [14].

A study by J. Crawley, S. Misha, D. Stokols revealed a correlation between the duration of a user's work at a computer and the presence of excess body weight, sleep and nutrition disorders. These factors have an adverse effect on the physical and psychological health of students [15, 16].
A. Maddy, S.V. Ryazantseva, S. Ali, S. Smythe found that in conditions of widespread digitalization of education, there is a decrease in physical activity and, as a result, an increase in physiological discomfort among students, which manifests itself in pain syndrome and exacerbation of chronic diseases [17, 18].

In the work of S.A. Minyurova, V.S. Basyuk, E.Yu. Brel, I.V. Vorobyova, O.V. Kruzhkova, A.I. Matveeva, it was revealed that in conditions of active use of gadgets and the Internet by children, they have the following difficulties in forming emotional intelligence: recognizing the emotional state of interlocutors, broadcasting their own emotions [19].
E.V. Cherdyntseva, O.V. Yakubenko, P.I. Frolova believe that the total digitalization of education will contribute to the complication of interpersonal communication and the formation of conflict behavioral strategies. In addition, the widespread use of digital technologies in education will lead to general asthenization, psychological exhaustion of students, a decrease in their performance, moodiness, tearfulness, protest reactions [20].

Materials and methods
Based on the scientific approaches presented above, we conducted a study, the subject of which is the emotional well-being of students. The purpose of the study is to determine the level of emotional well-being of students in the context of digitalization of education. The working hypothesis of the study consists in the statement that the main problems of preserving the emotional well-being of students are:
- low level of emotional intelligence formation;
- increased anxiety level;
- a high degree of aggressive behavior.
We have chosen the following criteria for emotional well-being:
- a manifestation of emotional intelligence, which was diagnosed according to the method of M.Y. Mikhailina and Y.K. Nelyubina;
- the level of anxiety, which is an indicator of emotional well-being, which was studied according to the method of G.V. Rezapkina "Determining the level of anxiety";
- the severity of aggressive behavior, which was diagnosed using the projective technique "Cactus" by M.A. Panfilova.

The results of the study
In the course of monitoring the formation of emotional intelligence of students, such indicators as the ability to recognize other people's emotions and the ability to demonstrate their own in joint activities were taken into account. The analysis of the observation data according to the methodology of M.Y. Mikhailina and Ya.K. Nelyubina showed that the majority of students have insufficiently formed the ability to express their own emotional state by verbal and non-verbal means. This makes it difficult for their communication partners to interpret emotions and feelings and organize interaction. When a conflict situation is brewing, they are not able to predict the further course of communication, possible contradictions for its timely resolution. On the other hand, the students also have a problem in differentiating the emotional state of the partner. This manifested itself in a lack of empathy towards peers and was interpreted by them as emotional coldness, selfishness, which negatively affected the emotional atmosphere in the team.
During the diagnosis of the anxiety level of students according to the G.V. Rezapkina method "Determining the level of anxiety", the following criteria were taken as the basis: the level of stress resistance, emotional reactions to public speaking, the level of self-organization, physiological signs of emotional anxiety in the form of sleep disorders, headaches, decreased concentration, fluctuations in the emotional background. In the process of analyzing the survey results, it was found that 33% of respondents have a high level of emotional tension, 63% of students have an average level, and 4% have a low level of this indicator of emotional well-being.
Students with a high level of emotional tension had a reduced level of stress tolerance, negative emotional reactions to public speaking with a pronounced anxiety component, a low level of self-organization, pronounced physiological signs of emotional anxiety, fluctuations in the emotional background, decreased concentration. According to the answers of this group of respondents, it was concluded that they constantly experience fear of public speaking, especially in the situation of oral questioning at the blackboard, have a constant shortage of time during home independent work due to the lack of formation of the skills of its rational organization, complain of sleep disorders, headaches.
Students with an average level of emotional tension showed a moderate level of stress tolerance, indifferent emotional reactions to public speaking, an average level of self-organization, situationally manifested physiological signs of emotional anxiety in the form of sleep disorders, headaches, decreased concentration, fluctuations in the emotional background. The responses of this group of respondents indicate that they experience a situational fear of public speaking, have a shortage of time during the independent performance of difficult tasks in a limited time, periodically complain of sleep disorders, headaches.
Students with a low level of emotional tension showed a sufficient level of stress tolerance, indifferent emotional reactions to public speaking, an average level of self-organization, situationally manifested physiological signs of emotional anxiety in the form of sleep disorders, headaches, decreased concentration, fluctuations in the emotional background. The responses of the representatives of this group show all the signs of their emotional well-being.
When processing children's projective drawings using the "Cactus" technique by M.A. Panfilova, we took into account the spatial position and size of the drawing, the characteristics of the lines and the force of pressure on the pencil. The analysis of children's drawings also took into account the colors used by students, which could indicate an optimistic or pessimistic attitude of respondents to life. The size of the drawing indicated the presence of egocentrism in the character of the student. Thus, the analysis of the results showed that 28% of the respondents have latent aggression, egocentricity (this was indicated by the presence of needles on a cactus), 30% of the students revealed a moderate level of latent aggression, and 42% of the subjects do not have aggression and problems communicating with others. The causes of latent aggression can be considered accumulated emotional tension, inability to verbally express negative emotions, insufficiently formed self-regulation, and failure to master techniques for correcting one's emotional state. Based on a comparative analysis of diagnostic results using all methods, 30% of children had a high level of emotional distress, 46% of children had an average level. 4% of the subjects demonstrate emotional well-being.

The results of the study
In the course of monitoring the formation of emotional intelligence of students, such indicators as the ability to recognize other people's emotions and the ability to demonstrate their own in joint activities were taken into account. The analysis of the observation data according to the methodology of M.Y. Mikhailina and Ya.K. Nelyubina showed that the majority of students have insufficiently formed the ability to express their own emotional state by verbal and non-verbal means. This makes it difficult for their communication partners to interpret emotions and feelings and organize interaction. When a conflict situation is brewing, they are not able to predict the further course of communication, possible contradictions for its timely resolution. On the other hand, the students also have a problem in differentiating the emotional state of the partner. This manifested itself in a lack of empathy towards peers and was interpreted by them as emotional coldness, selfishness, which negatively affected the emotional atmosphere in the team.
During the diagnosis of the anxiety level of students according to the G.V. Rezapkina method "Determining the level of anxiety", the following criteria were taken as the basis: the level of stress resistance, emotional reactions to public speaking, the level of self-organization, physiological signs of emotional anxiety in the form of sleep disorders, headaches, decreased concentration, fluctuations in the emotional background. In the process of analyzing the survey results, it was found that 33% of respondents have a high level of emotional tension, 63% of students have an average level, and 4% have a low level of this indicator of emotional well-being.
Students with a high level of emotional tension had a reduced level of stress tolerance, negative emotional reactions to public speaking with a pronounced anxiety component, a low level of self-organization, pronounced physiological signs of emotional anxiety, fluctuations in the emotional background, decreased concentration. According to the answers of this group of respondents, it was concluded that they constantly experience fear of public speaking, especially in the situation of oral questioning at the blackboard, have a constant shortage of time during home independent work due to the lack of formation of the skills of its rational organization, complain of sleep disorders, headaches.
Students with an average level of emotional tension showed a moderate level of stress tolerance, indifferent emotional reactions to public speaking, an average level of self-organization, situationally manifested physiological signs of emotional anxiety in the form of sleep disorders, headaches, decreased concentration, fluctuations in the emotional background. The responses of this group of respondents indicate that they experience a situational fear of public speaking, have a shortage of time during the independent performance of difficult tasks in a limited time, periodically complain of sleep disorders, headaches.
Students with a low level of emotional tension showed a sufficient level of stress tolerance, indifferent emotional reactions to public speaking, an average level of self-organization, situationally manifested physiological signs of emotional anxiety in the form of sleep disorders, headaches, decreased concentration, fluctuations in the emotional background. The responses of the representatives of this group show all the signs of their emotional well-being.
When processing children's projective drawings using the "Cactus" technique by M.A. Panfilova, we took into account the spatial position and size of the drawing, the characteristics of the lines and the force of pressure on the pencil. The analysis of children's drawings also took into account the colors used by students, which could indicate an optimistic or pessimistic attitude of respondents to life. The size of the drawing indicated the presence of egocentrism in the character of the student. Thus, the analysis of the results showed that 28% of the respondents have latent aggression, egocentricity (this was indicated by the presence of needles on a cactus), 30% of the students revealed a moderate level of latent aggression, and 42% of the subjects do not have aggression and problems communicating with others. The causes of latent aggression can be considered accumulated emotional tension, inability to verbally express negative emotions, insufficiently formed self-regulation, and failure to master techniques for correcting one's emotional state. Based on a comparative analysis of diagnostic results using all methods, 30% of children had a high level of emotional distress, 46% of children had an average level. 4% of the subjects demonstrate emotional well-being.

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About the authors

Evgeniya V. Cherdyntseva

Omsk State Pedagogical University

Author for correspondence.
Email: cherdyncevaev@rambler.ru

Cand. Ped. Sci., Associate Professor of Pedagogy and Childhood Psychology Department

Russian Federation, 14, nab. Tukhachevsky Street, Omsk, 644099

Oksana V. Yakubenko

Omsk State Pedagogical University

Email: jakubenko_ov@mail.ru
ORCID iD: 0000-0001-9035-5590

Cand. Med. Sci., Associate Professor of Defectological Education Department

Russian Federation, 14, nab. Tukhachevsky Street, Omsk, 644099

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