Students’ creativity and well-being during the forced distance learning period: The correlation between variables

Introduction. The article is devoted to the study of the relationship of students’ creativity and their emotional well-being during the period of forced distance learning. It was found that students with a higher creative potential easier coped with periods of social restrictions, felt less anxiety, were better satisfied with the distance learning process, while experiencing a lack of face-to-face communication with the instructor.

Aim. The aim of the current research was to identify the relationship between students’ creativity and their emotional well-being during the period of forced self-isolation in 2020–2021.

Methodology and research methods. The research was carried out within the framework of health care pedagogy. The methodological basis of the study included pedagogical principles of promotion, maintenance and restoration of emotional health; development of knowledge, skills and abilities to maintain emotional health especially during online studies. Creativity was measured with the Torrance test of creative thinking; emotional state – with a well-being questionnaire created by the authors on the Google Forms platform. The study population was represented by 387 1–4-year bachelors studying the humanities (Philology, Linguistics, History, Sociology and Pedagogy) and technical sciences (Petroleum Engineering, Computer Science) at the Tyumen Industrial University, Tyumen State University and South Ural State Humanitarian and Pedagogical University.

Results. Statistical analysis confirmed the hypothesis about the relationship of students’ creativity and their emotional well-being during the quarantine period. Students with higher scores on the Originality scale experienced less anxiety and stress during the quarantine period (r = –0.36*). A negative relationship was found between the variables “Originality” and “Comfort in using PPE” (r = –0.38*), “Development” and “Satisfaction with communication with the instructor” (r = –0.41**), “Fluency” and “Comfort of using PPE” (r = –0.49**). The ways of stress relief used by students during the period of self-isolation were identified and described. It was found that more than half of the students intuitively chose creative activities (61.3%) to improve their well-being.

Scientific novelty. The scientific novelty lies in an attempt to present students’ creativity as a resource that requires special activation during the period of forced self-isolation within the general framework of health care pedagogy.

Practical significance. Eleven forms and methods of creative interaction with students are suggested. Research findings aim at forming health preserving skills in students, especially during distance learning, by stimulating their creative resources.

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