Psychological features of the beginnings of emotional intelligence, personality type and psycho-emotional states of students under martial law

Under martial law, the psychological burden on students increases significantly. Students face many stressors. Distance learning has become an integral part of the educational process. This significantly affected the psychoemotional state of students, as they face isolation, increased levels of anxiety and frustration due to limited social contact and altered learning routines. Psychoemotional states affect not only mental health but also students' academic performance. The study aims to research the psychoemotional states of students under martial law during Distance Learning in higher education institutions, taking into account their extraversion or introversion and their level of emotional intelligence. The study object is the psychoemotional state of students in higher education institutions during distance learning under martial law. The study subject is the relationship between the personality type (extraversion, introversion), the level of emotional intelligence and psychoemotional states (anxiety, frustration, aggressiveness, rigidity) of students in the conditions of distance learning under martial law – study base students of Mukachevo State University. The sample consisted of 120 people. These are students of various courses who study remotely and voluntarily consent to participate in our study. To achieve this goal, psychodiagnostic methods were used: “self-assessment of states of anxiety, frustration, aggressiveness and rigidity” (an adapted version of the G. Eysenck test), a method for studying the emotional intelligence of J.R.R. Tolkien-Stein; method of identifying typological features of K. Jung's personality. Mathematical and static data processing and correlation analysis were used to analyse the results obtained. Based on the results obtained using K. Jung's method, the main typological features of students' personalities are determined. In the selected typological groups (according to the process of K. Jung) according to the test of J.R.R. Tolkien. Stein was diagnosed with emotional intelligence levels. A generalisation of the results obtained using the “self-assessment of mental states” (an adapted version of the G. Eysenck test) allows us to state that extroverts show increased anxiety and frustration. They need additional measures to develop emotional stability. Introverts show better stress tolerance with low levels of anxiety and aggressiveness, but a small part may be prone to frustration. Ambiverts are the most stable group, with low levels of anxiety and frustration, showing flexibility in their behaviour. Empirical results allow us to draw the following conclusions. Extroversion dominates among students, which indicates the majority's desire for active social interaction even under martial law. At the same time, a significant percentage of introverts indicate the existence of a group of students who, during a crisis, choose internal work on their emotional state and independent adaptation.