Связь между психологическим стрессом и осознанностью среди выдающихся учеников на основном этапе школьного образования

Введение. Выдающиеся ученики часто испытывают психологический стресс во многих аспектах своей жизни, что ограничивает их способность к самовыражению, самоконтролю и решению проблем. Это негативно влияет как на их физическое, так и на психическое здоровье по нескольким причинам. Также было обнаружено, что практика осознанности улучшает физическое и сенсорное благополучие и помогает справиться со стрессом и тревогой.

Цель. Целью этого исследования было выяснить, какой психологический стресс испытывают выдающиеся иорданские ученики на начальном этапе школьного образования и как этот стресс связан с осознанностью.

Методология, методы и методики. В исследовании приняли участие 232 ребенка в возрасте от 10 до 14 лет; они были выбраны специально на основе их академических достижений. Ученики должны соответствовать отборочным требованиям и иметь оценки выше 90 % по каждому предмету. Для сбора данных использовалась анкета, включающая в себя опросник психологического стресса из 50 пунктов с трехбалльной оценкой Лайкерта и шкалу осознанности.

Результаты. Согласно исследованию, выдающиеся ученики имели высокий уровень внимательности и низкий уровень психологического стресса. Существует отрицательная корреляция между психологическим стрессом и внимательностью. Кроме того, не было выявлено заметных гендерных различий в показателях внимательности или психологического стресса.

Научная новизна. Согласно результатам исследования, психологический стресс негативно влияет на физическое и психическое здоровье выдающихся учеников, повышает их уровень утомляемости и напряжения, снижает концентрацию внимания. Кроме того, подчеркнуто, насколько вреден такой стресс для психологического здоровья учеников. Соответственно, ученикам рекомендуется практиковать осознанность как полезную тактику управления психологическим стрессом и предотвращения чувства перегруженности учащихся. Достижение психического здоровья жизненно важно для учеников во всех сферах их жизни.

Практическая значимость. Исследование предоставляет ценную информацию и практические рекомендации для заинтересованных сторон. Также исследование предлагает разработку программ психологического и образовательного консультирования, включающих стратегии осознанности для выдающихся учащихся. Подчеркивается необходимость упреждающего планирования и реализации стратегий по смягчению психологического стресса у учащихся при одновременном удовлетворении их потребностей в развитии и профилактической помощи. Результаты исследования могут помочь исследователям и преподавателям в разработке образовательных и консультативных программ, отвечающих психологическим, социальным и образовательным потребностям выдающихся учеников. Кроме того, результаты могут помочь учителям понять сложную взаимосвязь между осознанностью и психологическим стрессом. В частности, развитие принятия как отношения может напрямую способствовать снижению психологического стресса, поэтому учителям крайне важно направлять учащихся на практику осознанности как инструмента управления стрессом.

1. Malkawi N., Al-Slaihat M. M., Al Basal N. M. A., Sakarneh M., Alkhaldi A. A., Al-Jezawi H. K., Rababah M. A. Teaching English to students with special needs: A case study in Jordan. Journal of Language Teaching and Research. 2023; 14 (5): 1233–1243. DOI: 10.17507/jltr.1405.11

2. Malkawi N. A. M., Attiyat N. M. A., Ismael F. M. H., Ismael A. M. H., Rababah M. A. I. English teachers’ use of multiple modalities. Arab World English Journal. 2023; 14 (1): 105–119. DOI: 10.24093/awej/vol14no1.7

3. Ivakhnenko E. N. Postgraduate course “History and Philosophy of Science”: What? How? What for? Vysshee obrazovanie v Rossii = Higher Education in Russia. 2021; 30 (10): 38–52. DOI: 10.31992/0869-3617-2021-30-10-38-52

4. Obeidat L. M., Momani H. I., Ammari T. T., Rababah M. A. Athletic identity and its relationship to moral values among physical education university students. Obrazovanie i nauka = The Education and Science Journal [Internet]. 2022 [cited 2023 Nov 25]; 24 (3): 41–77. Available from: https://www.edscience.ru/jour/article/view/2646

5. Danaa H. M., Al-mzary M. M., Halasa W. N., Obeidat L. M., Rababah M. A., Al-Alawneh M. K. University students’ ambition levels and vocational tendencies associated with a common culture. Obrazovanie i nauka = The Education and Science Journal. 2022; 24 (6): 153–176. DOI: 10.17853/1994-5639-2022-6-153-176

6. Sakarneh M. A., Ziadat A. H., Almakaleh A. A., Rababah M. A., Alhassan A. H., Al-Muhairat L. A., Al-Rababah H. A. Socio-pedagogical competencies needed by educators of students with autism spectrum disorder: A parent’s perspective. Obrazovanie i nauka = The Education and Science Journal. 2022; 25 (5): 176–194. DOI: 10.17853/1994-5639-2023-5-176-194

7. Obeidat L. M., Momani H. I., Hayajneh W. S., Ammari T. T., Al-mzary M. M., Rababah M. A. Values system relationship to leadership behavior of practicing and non-sports-practicing university students. International Journal of Instruction. 2022; 15 (3): 869–894. DOI: 10.29333/iji.2022.15347a

8. Alghazo K. M., Qbeita A. A., Rababah M. A., Malkawi N. A. English language teachers’ employment of successful intelligence skills. International Journal of English Language and Literature Studies. 2023; 12 (2): 184–194. DOI: 10.55493/5019.v12i2.4839

9. Al-Jezawi H. K., Al-Abdulrazaq M. A., Rababah M. A., Aldoory A. H. Art voicing peaceful protest: Hip-hop and rap in the American and Arabic cultures. IJAES [Internet]. 2023 [cited 2023 Mar 28]; 24 (1): 1–16. Available from: https://ijaes2011.net/index.php/IJAES/article/view/555

10. Malkawi N., Rababah M. A., Al Dalaeen I., Ta’amneh I. M., El Omari A., Alkhaldi A. A., Rabab’ah K. Impediments of using e-learning platforms for teaching English: A case study in Jordan. International Journal of Emerging Technologies in Learning [Internet]. 2023 [cited 2023 Mar 16]; 18 (05): 95–113. Available from: https://online-journals.org/index.php/i-jet/article/view/36727

11. Alazzam A. A., Alhamad N. F., Alhassan A. A., Rababah M. A. Psychological flow and academic self-efficacy in coping with online learning during COVID-19 pandemic. Journal of Hunan University Natural Sciences [Internet]. 2021 [cited 2023 Mar 28]; 48 (11): 1–11. Available from: http://jonuns.com/index.php/journal/article/view/847

12. Melhim M. A., Rababah M. A., Rabab’a Y. A., Zainelabdin F. A., Al Dalaeen I., Zaytoon N. A., Alqiam H. A., Al-khatib L. I. Teachers’ perspectives on social values and their influence on sustainable development in Ajloun Governorate. Journal of Higher Education Theory & Practice. 2023; 23 (14): 137–155. DOI: 10.33423/jhetp.v23i14.6389

13. Kovalenko I., Oleksandra O. R., Chorna I., Borodinа O., Zamashkina O., Bybyk D. Training future social workers for preventive-corrective work by methods of neuropsychology and neurocorrection of deviant adolescent behaviour. BRAIN. Broad Research in Artificial Intelligence and Neuroscience. 2022; 13 (2): 211–244. DOI: 10.18662/brain/13.2/340

14. Yassien B. B. M. B., Albadarneh M. M. T., Alazzam A. A. A. M., Rababah M. A. Relationship between organisational trust and decision-making participation. Journal of Higher Education Theory and Practice. 2023; 23 (7). DOI: 10.33423/jhetp.v23i7.6021

15. Wolor C. W., Ardiansyah A., Rofaida R., Nurkhin A., Rababah M. A. Impact of toxic leadership on employee performance. Health Psychology Research. 2022; 10 (4). DOI: 10.52965/001c.5755119

16. Zabelina E. V., Deyneka O. S., Chestyunina Y. V., Vedeneeva E. V. The role of psychological time in late socialization. A SEM Analysis. Psychology in Russia. 2023; 16 (3): 149–167. DOI: 10.11621/PIR.2023.0311

17. Alkhaldi A. A., Rababah M. A., Al-Saidat E. M., Rakhieh B. M., Rababah K. A. A lexical study of coffee shop signs in Jordan. International Journal of English Language and Literature Studies. 2023; 12 (1): 33–44. DOI: 10.55493/5019.v12i1.4703

18. Soloveva T. S., Sokolova V. A. Inclusion problems in the Russian general education system. Changing Societies & Personalities. 2023; 7 (3): 82–102. DOI: 10.15826/csp.2023.7.3.242

19. Iraeva N. G., Mamatova S. I., Beletskaya E. A., Shakmakov A. A. Predictors of psychological well-being of the art and culture university students. Religación: Revista de Ciencias Sociales y Humanidades [Internet]. 2019 [cited 2023 Nov 25]; 4 (13): 214–223. Available from: https://dialnet.unirioja.es/servlet/articulo?codigo=8273936

20. Graver C., White P. Neuropsychological effects of stress on social phobia with and without comorbid depression. Behaviour Research and Therapy. 2007; 45 (6): 1193–1206. DOI: 10.1016/J.Brat.2006.08.002

21. Selye H. Person-centered communication and stress: The eighth C – calmness. In: Storlie T. A. (Ed.). Person-centred communication with older adults: The professional provider’s guide. p. 109–129. Academic Press; 2015. DOI: 10.1016/B978-0-12-420132-3.00007-6

22. Shmoylova N. A., Kashirsky D. V. Formation of the value-based attitude towards health among lyceum students. Rossijskij psihologicheskij zhurnal = Russian Psychological Journal. 2021; 18 (2): 35–52. DOI: 10.21702/rpj.2021.2.3

23. Al-Sumary A. Psychological stress among outstanding students and how to confront it. Journal of Education, University of Aleppo. 2016; 22 (11): 251–268.

24. Al-Saidat E. M., Tawalbeh A. I., Malkawi N. A., Shehadeh T. M., Rabab’ah K. A., Rababah M. A. The linguistic implications of Facebook nicknames for Jordanian males and females. Theory and Practice in Language Studies. 2023; 13 (10): 2457–2467. DOI: 10.17507/tpls.1310.04

25. Alazzam A. A, Alhamad N. F., Alhassan A. A. Rababah M. A. Psychological flow and academic self-efficacy in coping with online learning during COVID-19 pandemic. Journal of Hunan University (Natural Sciences) [Internet]. 2021 [cited 2023 Nov 25]; 48 (11): 1–11. Available from: http://jonuns.com/index.php/journal/article/view/847

26. Parry B. J. Promoting health, well-being, and developmental outcomes in young people experiencing homelessness: an investigation into the impact of My Strengths Training For Life™ [doctoral dissertation on the Internet]. UK: University of Birmingham; 2020 [cited 2023 Nov 25]. Available from: http://etheses.bham.ac.uk/id/eprint/12778

27. Lisak Šegota N., Lištiaková I. L, Stošić J., Kossewska J., Troshanska J., Nikolovska A. P, Cierpiałowska T., Preece D. Teacher education and confidence regarding autism of specialist primary school teachers. European Journal of Special Needs Education. 2022; 37 (1): 14–27. DOI: 10.1080/08856257.2020.1829865

28. Roos E., Lawrence H. Sex roles and social support as moderators of life stress adjustment. Journal of Personality and Social Psychology. 2004; 52 (3): 570–585. DOI: 10.1037//0022-3514.52.3.576

29. Lu F., Xu Y., Yu Y., Peng L., Wu T., Wang T., Li M. Moderating effect of mindfulness on the relationships between perceived stress and mental health outcomes among Chinese intensive care nurses. Frontiers in Psychiatry. 2019; 10: 260–273. DOI: 10.3389/fpsyt.2019.00260

30. Wielgosz J., Goldberg S. B., Kral T. R., Dunne J. D., Davidson R. J. Mindfulness meditation and psychopathology. Annual Review of Clinical Psychology. 2019; 15: 285–302. DOI: 10.1146/annurev-clinpsy-021815-093423

31. Kuyken W., Weare K., Ukoumunne O. C., Vicary R., Motton N., Burnett R., Huppert F. Effectiveness of the mindfulness in schools programme: Non-randomized controlled feasibility study. The British Journal of Psychiatry. 2013; 203 (2): 126–131. DOI: 10.1192/bjp.bp.113.126649

32. Perić J., Leko Šimić M., Pevnaya M. V., Sharma E. Generation Z and volunteering: A national culture perspective. Obrazovanie i nauka = The Education and Science Journal. 2021; 23 (1): 44–72. DOI: 10.17853/1994-5639-2021-1-44-72

33. Vasilyeva E. N., Shcherbakov A. V. Parental roles and types of parentings as determinants of a preschooler’s emotional and personal well-being. Procedia-Social and Behavioral Sciences. 2016; 233: 144–149. DOI: 10.1016/j.sbspro.2016.10.172

34. Frolova E. V., Rogach O. V., Tyurikov A. G., Razov P. V. Online student education in a pandemic: New challenges and risks. European Journal of Contemporary Education [Internet]. 2021 [cited 2023 Nov 25]; 10 (1): 43–52. Available from: https://eric.ed.gov/?id=EJ1294658

35. Scheepers R. A., Emke H., Epstein R. M., Lombarts K. M. The impact of mindfulness-based interventions on doctors’ well-being and performance: A systematic review. Medical Education. 2020; 54 (2): 138–149. DOI: 10.1111/medu.14020

36. Schwartz A. Mindfulness in applied psychology: Building resilience in coaching. The Coaching Psychologist [Internet]. 2018 [cited 2023 Mar 22]; 14 (2): 98–104. Available from: https://psycnet.apa.org/record/2018-60784-004

37. Nawaz D. Impact of test anxiety and mindfulness on academic performance among university students. Psychology and Education Journal [Internet]. 2021 [cited 2023 Mar 22]; 58 (2): 10662–10673. Available from: http://psychologyandeducation.net/pae/index.php/pae/article/view/4043

38. Barnhofer T., Crane C., Hargus E., Amarasinghe M., Winder R., Williams J. M. G. Mindfulness-based cognitive therapy as a treatment for chronic depression: A preliminary study. Behaviour Research and Therapy. 2009; 4 7 (5): 366–373. DOI: 10.1016/j.brat.2009.01.019

39. Giluk T. L. Mindfulness-based stress reduction: Facilitating work outcomes through experienced affect and high-quality relationships [doctoral dissertation on the Internet]. The University of Iowa; 2010 [cited 2023 Mar 22]. Available from: https://search.proquest.com/openview/d079e7cee09f222fa39c4fc4b0d3cb44/1?pqorigsite=gscholar&cbl=18750

40. Abdullah A. Mindfulness among university students. Al-Ustad Magazine. 2013; 2 (205): 343–366.

41. Hon Z. Can mindfulness practice benefit executive function and improve academic performance [unpublished master’s thesis]. Canada: University of Ottawa; 2013. DOI: 10.20381/ruor-3123

42. Caballero C., Scherer E., West M. R., Mrazek M. D., Gabrieli C. F., Gabrieli J. D. Greater mindfulness is associated with better academic achievement in middle school. Mind, Brain, and Education. 2019; 13 (3): 157–166. DOI: 10.1111/mbe.12200

43. Napora L. The impact of classroom-based meditation practice on cognitive engagement, mindfulness and academic performance of undergraduate college students [Internet]. State University of New York at Buffalo; 2013 [cited 2023 Mar 22]. Available from: https://search.proquest.com/openview/355c5d5bd9e8fe67e00df33bc3fe8a25/1?pqorigsite=gscholar&cbl=18750

44. Al-Harbi N. The level of mental alertness among female students of the College of Education at Umm Al-Qura University in light of the COVID-19 pandemic. Journal of Educational and Psychological Research, University of Baghdad. 2021; 68: 1–30. DOI: 10.52839/0111-000-068-001

45. Popov E. A. How university professors assess their teaching experience at schools. Vysshee obrazovanie v Rossii = Higher Education in Russia. 2021; 30 (2): 83–91. DOI: 10.31992/0869-3617-2021-30-2-83-91

46. Renzulli J. S. The three-ring conception of giftedness: A developmental model for promoting creative productivity [Internet]. Prufrock Press Inc.; 2016 [cited 2023 May 14]. Available from: https://psycnet.apa.org/record/2016-00316-003

47. Davis G., Rimm S. Education of the gifted and talented [Internet]. 5th ed. Englewood Cliffs, NJ: Prentice Hall; 2004 [cited 2023 Mar 22]. Available from: https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=1701672

48. Yang Y. The interaction effects on academic stress of gifted student and normal student by academic self-efficacy and stress coping styles. Journal of Gifted/Talented Education. 2012; 22 (4): 841–853. DOI: 10.9722/JGTE.2012.22.4.841

49. Lukashenko M. A., Ozhgikhina A. A. Image of a university professor: Students’ views and priorities. Vysshee obrazovanie v Rossii = Higher Education in Russia. 2019; 28 (1): 46–56. DOI: 10.31992/0869-3617-2019-28-1-46-56

50. Lubinski D. From Terman to today: A century of findings on intellectual precocity. Review of Educational Research. 2016; 86 (4): 900–944. DOI: 10.3102/0034654316675476

51. Adham A. Psychological and academic stress among gifted students at the secondary stage. Tishreen University Journal. 2020; 11 (2): 111–133.

52. Guldemond H., Bosker R., Kuyper H., van der Werf G. Do highly gifted students really have problems? Educational Research and Evaluation. 2007; 13 (6): 555–568. DOI: 10.1080/1380361070176038

53. Chen X., Fan X., Cheung H. Y., Wu J. The subjective well-being of academically gifted students in the Chinese cultural context. School Psychology International. 2018; 39 (3): 291–311. DOI: 10.1177/0143034318773788

54. Alyan A. Sources of psychological stress among gifted and talented students in the secondary stage and ways to confront them. Journal of Psychology and Education [Internet]. 2020 [cited 2023 Mar 22]; 12 (15): 45–66. Available from: https://search.mandumah.com/Record/3047

55. Najwani N. Mindfulness among students of post-basic education in light of some variables at Muscat province. Journal of Educational and Psychological Studies, Sultan Qaboos University. 2019; 2 (13): 220–234. DOI: 10.24200/jeps.vol13iss2pp220-234

56. Al-Khatatneh S. The effectiveness of a program of mental alertness training in reducing psychological stress and improving lifestyle among students of a public university in Jordan. Dirasat: Educational Sciences [Internet]. 2019 [cited 2023 Mar 22]; 46 (1): 61–78. Available from: https://archives.ju.edu.jo/index.php/edu/article/view/12712 (In Arabic)

57. Shaheen M., Rayyan A. The level of mindfulness among the students of the faculty of educational sciences at Al-Quds Open University and its relationship to problem-solving skills. Palestinian Journal for Open Learning & e-Learning [Internet]. 2020 [cited 2023 Mar 22]; 8 (14): 1–13. Available from: https://digitalcommons.aaru.edu.jo/jropenres/vol8/iss14/1

58. Weinstein N., Brown K. W., Ryan R. M. A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. Journal of Research in Personality. 2009; 43 (3): 374–385. DOI: 10.1016/j.jrp.2008.12.008

59. Sternberg R. J., Chowkase A., Desmet O., Karami S., Landy J., Lu J. Beyond transformational giftedness. Education Sciences. 2021; 11 (5): 192. DOI: 10.3390/educsci11050192

60. Ala’a M. The level of psychological stress, psychological adjustment and coping skills among a sample of outstanding university students. Journal of Social Studies and Research, University of Aleppo. 2021; 15 (22): 60–77.

61. Ali M. Psychological problems arising from the emerging coronavirus COVID-19 and their relationship to the pressures of learning and electronic assessment among a sample of Sultan Qaboos University students. Journal of Educational and Psychological Studies, Sultan Qaboos University. 2021; 15 (2): 256–276. DOI: 10.24200/jeps.vol15iss2pp256–276

62. Salah B. M., Alhamad N. F., Alazzam A. A., Albadarneh M. M., Alqiam H. A., Rababah M. A. Optimism predictive ability and psychological flexibility among students during COVID-19 pandemic. Journal of Educational and Social Research. 2022; 12 (5): 197–206. DOI: 10.36941/jesr-2022-0134

63. Coppersmith S. A., A. Hurt D. World regional geography and distant suffering: Student and faculty perceptions of moral obligation. Journal of Geography in Higher Education. 2022; 46 (1): 20–42. DOI: 10.1080/03098265.2020.1833845

64. Haider A. S., Al-Salman S. Jordanian university instructors’ perspectives on emergency remote teaching during COVID-19: Humanities vs sciences. Journal of Applied Research in Higher Education. 2023; 15 (1): 98–112. DOI: 10.1108/JARHE-07-2021-0261

65. Mendelson T., Greenberg M. T., Dariotis J. K., Gould L. F., Rhoades B. L., Leaf P. J. Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology. 2010; 38 (7): 985–994. DOI: 10.1007/s10802-010-9418-x

66. Gál É., Ștefan S., Cristea I. A. The efficacy of mindfulness meditation apps in enhancing users’ well-being and mental health-related outcomes: a meta-analysis of randomized controlled trials. Journal of Affective Disorders. 2021; 279: 131–142. DOI: 10.1016/j.jad.2020.09.134

67. Abbott D. H., Keverne E. B., Bercovitch F. B., Shively C. A., Mendoza S. P., Saltzman W., et al. Are subordinates always stressed? A comparative analysis of rank differences in cortisol levels among primates. Hormones and Behavior. 2003; 43 (1): 67–82. DOI: 10.1016/S0018-506X(02)00037-5

68. Le Fevre M., Kolt G. S., Matheny J. Eustress, distress and their interpretation in primary and secondary occupational stress management interventions: Which way first? Journal of Managerial Psychology. 2006; 21 (6): 547–565. DOI: 10.1108/02683940610684391