Analysis of the emotional state of high school graduation students

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Introduction. According to the World Health Organization, anxiety disorder is most common in late adolescence; it develops in 5.5% of schoolchildren, and depression - in 3.5% of students aged 15-19 [1]. The main stress factor is academic. Exam stress has a negative impact on the health of schoolchildren, symptoms of depression, anxiety and emotional burnout are detected [2]. In particular, already in early February, schoolchildren experience stress during the final oral interview. An analysis of domestic literature has shown that the problem of changes in the emotional state of high school graduates during the final oral interview has not yet received due attention. In our country, psychological assistance and support at this stage from teachers and school psychologists are insufficiently developed. The final oral interview is a test of the student's communicative competencies. It is mandatory, in a way, admission to the main state exam. During this period, affective symptoms of subclinical and clinical levels are often not recognized by the teenager, parents, or school psychologist. Many emotional disorders are explained by a behavioral reaction to the approaching “oral OGE,” while such teenagers remain outside the field of vision of specialists with a high need for psychological assistance [3].

The aim of the work is to assess the symptoms of negative affectivity (anxiety, depression, anhedonia) in students of the 9th grade of secondary school during the first half of the year and an oral interview, by conducting a two-stage testing.

Materials and methods of the study. A dynamic study was conducted among 9th-grade students of MKOU Verkhnekhavskaya Secondary School No. 1. A total of 19 people took part in the study. Testing was conducted in two stages: in the middle of the first half of the year and in early February. The questionnaires included the Spielberger-Khanin scale for assessing the level of reactive and personal anxiety, the Snaith- Hamilton anhedonia assessment scale ( SHAPS ), and the Hospital Anxiety and Depression Scale ( HADS ) . Statistical data were processed using the Microsoft Excel software package and included the calculation of relative indicators (%). The scale for assessing the level of reactive and personal anxiety helps to determine the severity of anxiety in the personality structure. The Snaith-Hamilton anhedonia assessment scale ( SHAPS ) assesses four components of hedonia: interest, social activity, sphere of feelings, appetite. The Hospital Anxiety and Depression Scale ( HADS ) is designed to differentiate between anxiety and depression.

Research results. The results of the conducted methods are presented in the form of Table 1 and an analysis of the obtained results . It was found that the number of students with personal anxiety increased by 10% during the final oral interview, a similar change was observed in the level of average anhedonia and clinically expressed anxiety. An increase in the percentage of students with low reactive anxiety at this stage may indicate the prevalence of the "repression" defense mechanism and requires increased attention from teachers and the school psychologist. It should be noted that in 31% of cases, the average level of anhedonia according to the Snaith-Hamilton scale was combined with high personal and reactive anxiety according to the Spielberg-Khanin scale of assessing the level of reactive and personal anxiety and subclinically or clinically expressed anxiety at both stages of testing. As a result of the survey, the teacher identified the following stress factors: pressure from parents, health problems, death of a loved one, family troubles. In addition, 15% of students complained of moderate headaches and lack of sleep.

Conclusion: Thus, as a result of the study it was established that 31% of students have consistently high scores on all three scales, regardless of the testing period. This group requires additional psychological and pedagogical assistance due to the manifestation of signs of academic and examination stress.

About the authors

Ekaterina Anatolievna Zatsepina

Voronezh State Medical University named after N. N. Burdenko

Author for correspondence.
Email: ekaterina-zatsepina03@mail.ru
ORCID iD: 0000-0002-5345-7886
SPIN-code: 5203-7885
Russian Federation, 10 Studencheskaya street, 394036 Voronezh, Russian Federation

Veniamin Alekseevich Peschcherev

Voronezh State Medical University named after N. N. Burdenko

Email: venya.peshcherev@mail.ru
ORCID iD: 0009-0006-7301-7438
10 Studencheskaya street, 394036 Voronezh, Russian Federation

Marina Anatolyevna Rogozina

Voronezh State Medical University named after N. N. Burdenko

Email: mr117@yandex.ru
ORCID iD: 0000-0002-2798-6821
SPIN-code: 8817-8410
10 Studencheskaya street, 394036 Voronezh, Russian Federation

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