Study on conditions of destructive mental state psychocorrection in language students during examinations

DOI

10.2991/ispcbc-19.2019.6How to use a DOI?

Keywords

language students, destructive mental state, anxiety, uncertainty, irritability, psychocorrection programme

Abstract

The issue of efficient psychological methods of anxiety treatment in students during examinations is still relevant today. Although there are some quite effective psychotherapeutic methods of anxiety treatment, students continue to experience adverse emotions and unrest. Addressing this problem in the framework of the conference is particularly important, as it is language students who will be involved after graduation in intercultural business cooperation that is vital for stable economic development and attraction of investments. Therefore, we set the objective to study the conditions of destructive mental state psychocorrection in language students during examinations, in particular anxiety, uncertainty and irritability. The study was conducted in the South Ural State University (SUSU) in Chelyabinsk. The sample comprised 20 first-year language students. The study was carried out in four stages: desktop analysis, experimental research, correction work, and data analysis. We performed psychodiagnosis based on two techniques: the State-Trait Anxiety Inventory technique proposed by Charles D. Spielberger and adapted by Yu.L. Khanin, and the Taylor Manifest Anxiety Scale by Janet Taylor. The programme of destructive mental state psychocorrection in language students during examinations was developed and implemented. Based on the study findings, we wrote booklets for students offering advice for the examination period. We also used the Wilcoxon T test to analyse the data. The study findings showed that after the programme implementation significant improvement occurred among language students regarding their levels of state anxiety and irritability. However, no changes were observed in terms of self-confidence. The findings made it possible to define further stages of psychocorrection work with students: Stage 1. Analysing theoretical approaches of state anxiety psychocorrection in language students. Stage 2. Performing experimental research (an ascertaining and an educational experiments). Stage 3. Analysing findings of the experimental research and psychocorrection work. Stage 4. Teaching the psychocorrection technique to the first initiative group of university teachers. Stage 5. Teaching the psychocorrection technique to all university teachers who work with language students. Stage 6. Ensuring the university teachers involved have the mastery of the technique. Stage 7. Disseminating experience to other faculties.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Valentina Dolgova
AU  - Elena Kapitanets
AU  - Marina Yashina
AU  - Nadezhda Kryzhanovskaya
PY  - 2019/08
DA  - 2019/08
TI  - Study on conditions of destructive mental state psychocorrection in language students during examinations
BT  - Proceedings of the International Scientific-Practical Conference “Business Cooperation as a Resource of Sustainable Economic Development and Investment Attraction” (ISPCBC 2019)
PB  - Atlantis Press
SP  - 621
EP  - 625
SN  - 2352-5428
UR  - https://doi.org/10.2991/ispcbc-19.2019.6
DO  - 10.2991/ispcbc-19.2019.6
ID  - Dolgova2019/08
ER  -