FEATURES OF EMOTIONAL EXPERIENCE BY STUDENTS OF ACTUAL SITUATIONS

Abstract

The article substantiates the possibility of providing a psychologically sound educational process in higher education by creating an emotionally comfortable environment. The peculiarities of students' emotional response to actual life situations in the context of the influence of their emotional sphere on learning performance are considered. Emotional experiences caused by life circumstances are characterized as a factor in the development of emotional and evaluative attitude of higher education students towards them, the emotional attachment of motivation to actions and goal formation, activation or inhibition of the course of cognitive processes and activities.

Theoretical conclusions are confirmed on the basis of coverage of the results of the study, which mainly determines the average level of student satisfaction with educational activities, which affects the learning rate (correlation coefficient 0,2994). At the same time, it was found that the strongest emotional response in the respondents causes situations related to communication and relations with people, higher education, personal achievements, social status, living conditions, health, planning for the future, realization of their own interests and hobbies, leisure and recreation, personal development and opportunities to be attractive and successful. It is emphasized that the priority positions in the rating are occupied by communicative and educational situations that cause the most emotional experiences (joy, happiness, pleasure, interest, sympathy, peace, love, excitement, fear, irritation, anger, insults, anxiety, sadness, affliction). , anger). More than thirty modalities (confidence, pride, pleasure, passion, interest, love, pleasure, exaltation, relief, sense of duty, joy, sympathy, calm, triumph, happiness, despair, anger, envy, envy, happiness) , despair, dissatisfaction, uncertainty, boredom, insult, resentment, oppression, confusion, disappointment, shame, suffering, fear, sadness, anxiety, excitement), among which are dominant, pleasure, joy, interest, anxiety, dissatisfaction, anger, bewilderment constants but an advantage of positive emotions. It is concluded that the results of students 'learning activities can be improved by optimizing students' emotional experiences, increasing the level of satisfaction with learning circumstances.