Research of students' emotional stability in education in a digital environment

Abstract

The digitalization of the educational environment has significantly transformed the nature of students’ learning activities, increasing the demands placed on their independence, self-organization, and ability to cope with informational and emotional loads. Under these conditions, emotional stability becomes particularly important as a psychological resource that ensures students’ successful adaptation to digital forms of education. The purpose of this study is to identify the characteristics of students’ emotional stability within a digital educational environment and to analyze the relationship between students’ personality traits and their ability to adapt to digital learning while maintaining psychological well-being. The methodological basis of the research consists of psychodiagnostic methods that allow a comprehensive assessment of students’ personal and adaptive resources. The empirical study employed the Five-Factor Personality Questionnaire by R. McCrae and P. Costa (Big Five), aimed at identifying key personality traits, as well as the Connor–Davidson Resilience Scale (CD-RISC), which makes it possible to assess the level of stress resistance, self-regulation, and adaptive capacities of an individual.

The results of the study show that most students demonstrate a moderate level of emotional and psychological stability. It was found that personality characteristics such as conscientiousness and openness to experience are positively associated with psychological resilience, whereas a high level of neuroticism is accompanied by a decrease in adaptive resources. Correlation analysis confirmed a statistically significant relationship between students’ personality traits and their ability to effectively adapt to the conditions of digital learning. The scientific value of the study lies in clarifying the role of emotional stability as a psychological factor of students’ successful adaptation to the digital educational environment and in identifying personality determinants that influence the effectiveness of learning activities in the context of educational digitalization. The practical significance of the work lies in the possibility of using the obtained results to develop psychological support programs for students aimed at enhancing self-regulation skills, stress resistance, and emotional adaptation within the digital educational environment.

Keywords: emotional stability, digital educational environment, students, technostress, self-regulation, academic success, distance learning.