Improving the self-regulation and adaptation of students to stress

Lisova N.; Shilov S.

doi:10.14529/jpps220111

N. A. Lisova Krasnoyarsk State Pedagogical University named after V.P. Astafiev (89, Ada Lebedeva str., Krasnoyarsk, 660049, Russia) https://orcid.org/0000-0002-6923-8039 nadia.krs@yandex.ru
S. N. Shilov 1) Krasnoyarsk State Pedagogical University named after V.P. Astafyev (89, Ada Lebedeva str., Krasnoyarsk, 660049, Russia); 2) N.F. Katanov Khakass State University (14, Vyatkin str., Abakan, Republic of Khakassia, 655017, Russia) https://orcid.org/0000-0001-9132-6652 shiloff.serg@yandex.ru

DOI: https://doi.org/10.14529/jpps220111

Keywords: adaptive capabilities, students, psychoemotional stress, self-regulation, functional state, bio-management

Abstract

Introduction. in recent years, the progressive increase in the number of psychoemotional and somatic disorders diagnosed in university students has caused great concern. This problem requires new approaches and the use of effective methods for developing students' adaptive resources. Aims. The paper aims to assess the adaptive reactions and self-regulation of university students and develop a method for their improvement with game biofeedback technologies. Materials and methods. The study took place at the pedagogical university and involved 100 female students. 32 female students were included in the experimental part of the study and divided equally into experimental and control groups. During one month, all participants were involved in the program for developing the skill of heart rate control. In the experimental group, training was conducted according to the authors’ methodology. The following methods were used for the purpose of the study: cerebral omega potential (OP) measurement, the assessment of sensorimotor responses, heart rate variability analysis. Results. The paper describes the features of psychophysiological self-regulation and adaptive capabilities of university students. The authors proposed the method for improving adaptive capabilities of university students by optimizing their functional status and developing self-regulation skills in stressful situations. The authors provided scientific justification for the proposed method. Conclusion. The study showed low levels of adaptive mechanisms and self-regulation in a significant number of university students. The proposed method allows for an individual approach to each student by taking into account his/her functional status, which contributes to better improvement of adaptive resources.

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Author Biographies

N. A. Lisova , Krasnoyarsk State Pedagogical University named after V.P. Astafiev (89, Ada Lebedeva str., Krasnoyarsk, 660049, Russia)

Candidate of Biological Sciences, Senior Lecturer of the Department of Special Psychology

S. N. Shilov , 1) Krasnoyarsk State Pedagogical University named after V.P. Astafyev (89, Ada Lebedeva str., Krasnoyarsk, 660049, Russia); 2) N.F. Katanov Khakass State University (14, Vyatkin str., Abakan, Republic of Khakassia, 655017, Russia)

1) Doctor of Medical Sciences, Professor, Professor of the Department of Correctional Pedagogy; 2) Professor of the Department of Fundamental Medicine and Hygiene

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