The Impact of Covid-19 on the Psychophysiological Indicators of Students

Abstract

Key words: psychological well-being, depression, anxiety, teachers, students, stress, medical higher education institutions Based on the PHQ-9 questionnaire results, our survey analysis revealed that 5 % of students reported no stress symptoms, while 45 % reported mild stress, 10 % – moderate stress, and 35 % – severe stress. Although just 5 % of respondents experienced a neuropsychic stress, it is important to pay attention to this group since they may already be at risk of developing serious psycho-emotional illnesses. Emotional stability is an indicative of a healthy neurological system, while increased emotionality, on the other hand, can contribute to the development of mental illnesses and affective pathology (depression, anxiety, impaired personality perception, etc.). According to an evaluation of students’ emotional states in relation to COVID-19 restrictions conducted during the 2022–2023 academic year: mood disorders, depressive and anxious states are the most prevalent, and have a major negative influence on life quality. Numerous functional impairments may result from these illnesses. High level of anxiety has a major effect on students’ functioning and learning efficiency. Anxiety and depression, two affective illnesses, raise the possibility of "emotional burnout," a combination of low self-esteem, disorganization, and emotional tiredness. According to our research, students have high levels of psycho-emotional stress, anxiety, restlessness, negative thoughts, and a decline in optimism and faith in the future. These factors can raise the risk of cardiovascular, neurological, hormonal and autoimmune system diseases, which can then result in general exhaustion and a decline in cognitive function. We assume that actions are required to address the aforementioned issues, especially those that are psychological, physiotherapeutic, and health-related.