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DOI: https://doi.org/10.34069/AI/2022.56.08.16
How to Cite:
Popovych, I., Machynska, N., Yaremchuk, N., Korniat, V., & Kurinna, V. (2022). Psycho-emotional states of future specialists in a
socionomic area under lockdown and martial law: comparative analysis. Amazonia Investiga, 11(56), 150-158.
https://doi.org/10.34069/AI/2022.56.08.16
Psycho-emotional states of future specialists in a socionomic area
under lockdown and martial law: comparative analysis
Психоемоційні стани майбутніх фахівців соціономічного профілю в умовах локдауну
і воєнного стану: порівняльне аналізування
Received: September 3, 2022 Accepted: October 18, 2022
Written by:
Ihor Popovych70
https://orcid.org/0000-0002-1663-111X
Nataliia Machynska71
https://orcid.org/0000-0003-0309-7074
Nataliya Yaremchuk72
https://orcid.org/0000-0001-7218-6543
Vira Korniat73
https://orcid.org/0000-0002-6455-8199
Vladyslava Kurinna74
https://orcid.org/0000-0002-6257-6596
Abstract
The aim of the study is to perform comparative
analysis of dominating psycho-emotional states
of future specialists in a socionomic area under
lockdown and martial law. A verification
strategy is suggested for examining psycho-
emotional states. The research used participant
observation, valid and reliable psycho-diagnostic
instruments, factor analysis, coefficients of
empirical data reliability. It was established that
in the comparison of the selected complex of
psychological content parameters Group 1
(under lockdown) and Group 2 (under martial
law) there are no significant differences. Two
factor structures of the respondents’ psycho-
emotional states were created: one of them –
during the ongoing COVID-19 pandemic
(59.91%) and the other – during the martial law
(69.89%). It was found out that the obtained data
on psycho-emotional states during the lockdown
and the martial law are essentially different that
did not allow determining or disproving
significant differences by means of statistical
70
Doctor of Psychological Sciences, Full Professor, Full Professor of the Department of Psychology, Kherson State University,
Kherson, Ukraine.
71
Doctor of Pedagogical Sciences, Full Professor, Head of the Department of Primary and Preschool Education, Ivan Franko National
University of Lviv, Lviv, Ukraine.
72
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of General Pedagogy and Pedagogy
of Higher School, Ivan Franko National University of Lviv, Lviv, Ukraine.
73
Candidate of Pedagogical Sciences, Associate Professor, Heard of the Department of Social Pedagogy and Social Work, Ivan Franko
National University of Lviv, Lviv, Ukraine.
74
Research Assistant of Department of Education of Children with Visual Impairments, Mykola Yarmachenko Institute of Special
Pedagogy and Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine.
Popovych, I., Machynska, N., Yaremchuk, N., Korniat, V., Kurinna, V. / Volume 11 - Issue 56: 150-158 / August, 2022
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coefficients. The study substantiated that the
established empirical facts are characterized by
scientific novelty which should be taken into
consideration by organizers of educational and
professional training for specialists in a
socionomic area.
Key words: mental state, educational process,
psychology of war, internally displaced people,
depressiveness.
Introduction
Ukraine’s population is experiencing extremely
tough times. In the 21st century our reality has
been radically changed by two disasters which
came to Ukraine simultaneously – pandemic and
war. The ongoing COVID-19 pandemic spread
across the globe, caused many people’s deaths,
irreversible mental traumas and material losses.
The second disaster is the war lasting in Ukraine
since 2014 which reached its full-scale phase on
the 24th of February, 2022. The main priorities
of the present are to maintain the unity of
Ukraine, preserve people’s lives, protect the
territorial integrity and democratic values. The
outlined contours of social life have a
considerable irreversible impact on children’s
and adults’ mental states.
Professional training for specialists in a
socionomic area has undergone permanent
changes, moved to a virtual space by means of
distance and mixed formats of education.
Obviously, such transformation affects
qualitative and quantitative indexes and has an
impact on research participants’ mental states.
Hypothesis. 1) a lack of significant differences
in the content parameters of psycho-emotional
states of future specialists in a socionomic area
examined under lockdown and martial law;
2) availability of significant differences in
psycho-emotional states of the research
participants.
The aim of the study is to perform comparative
analysis of dominating psycho-emotional states
of future specialists in a socionomic area
observed under lockdown and martial law.
Literature Review
The psycho-emotional sphere of an individual
has always been the focus of scientific interest of
researchers representing human science.
Research on psycho-emotional states of an
individual is a special issue. The quality of
educational and professional training and also the
ability to develop general and special
competences depend on dominating mental
states. The research on cognitive mental states of
students of higher education institutions allowed
establishing a unique role of cognitive mental
states in regulation of the act of thinking
(Prokhorov et al., 2015). The researchers found
out that the content features of cognitive mental
states of the research participants are determined
by maintenance of an individual’s steady
orientation towards solving a problem for a
certain period of time. It was established that
“attitude” is a system-creating factor of cognitive
mental states which is within the framework of
the integrative content orientation of an
individual. The present studies on critical
thinking (Arbeláez-Campillo et al., 2020;
Popovych et al., 2021b) and artificial intelligence
of machines (Nosov et al., 2020a; Zinchenko et
al., 2019) focus on the importance of thinking
processes and the role of an individual in the
processes under study. Mental state of subjects of
educational and professional training as any
complex production activity is accompanied by
anticipatory content (Plokhikh et al., 2021;
Nosov et al., 2020b; 2020c), changeability of
social expectations (Popovych et al., 2021d) and
a branched typology of probable scenarios of the
course of actions (Popovych et al., 2021c).
The main type of mental activity in young adults
is educational and professional activity, i.e.
professional development. It was established that
the phenomena of all-or-nothing thinking, social
attractiveness and conformism are characteristic
of the representatives of this age group.
Worldview foundations formed in this age are
based on value orientations, ideals, desires and
aspirations prevailing in a social environment
(Kononenko et al., 2020; Popovych et al.,
2020e). At the same time, future specialists are
expected to work with people, educating,
teaching and developing a younger generation,
sometimes rescuing their minds and souls,
demonstrating tolerance, moderation and social
maturity (Halian et al., 2020). Such professions
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include specialists in the fields of pedagogy,
psychology, law, economics and other
professions in a socionomic area. The research
on dynamic features of the formation of
successful professional identity of philology
students finds out that optimal development of
specialists’ professional identity involves
permanent formation of its structural
components. It is important that the formation of
professional identity is inextricably intertwined
with crisis stages of personal development
caused by disappointment due to a career choice,
life choices, a lack of correspondence between
social expectations and students’ demands
(Zaverukha et al., 2022). Social expectations of
the representatives of students are extremely
changeable, they undergo dynamic fast-paced
changes related to the processes of formation and
development of their “Self-concept” (Popovych
et al., 2020a; 2020b). Student age is accompanied
by manifestations of “all-or-nothing” and
aspirations to be a leader. It was established that
mutual projects of successful students and
lecturers of higher education institutions
contribute to realization of leadership potential.
It was also found out that mutual work of student
leaders and students with poor academic
performance does not facilitate leadership
potential (Zorina et al., 2018).
Content features of the process of professional
training which is permanently reformed require
special attention in the context of our research.
This process is characterized by revision of
fundamental didactical concepts, reconsideration
of new positions of the rich experimental
material of the national scientific school and
foreign scientists’ experience. Interrelated
processes occurring in our country
simultaneously actualize the problems located on
different planes. They include globalization,
decentralization, humanization, differentiation,
regionalization, informational support for
education and others. The martial law imposed
on the Ukrainian society since the beginning of a
full-scale invasion caused permanent flows of
internally displaced people within the country
and migration processes beyond its boundaries. It
had a considerable psychological impact on
professional training of not only students, but
also the entire population of the country.
Migration flows determined complex processes
in the structure of migrants’ professional
identification (Blynova et al., 2020a; 2020b;
2020c).
Distant and mixed formats of education actively
implemented in educational process because of
the lockdown have become more widespread and
improved under martial law. Educational process
has been moved to a virtual space not only
shifting the markers of psychological well-being
and comfort (Bryant & Veroff, 1982; Warr,
1978), but also essentially transforming the
value-based sphere of an individual (Hulias,
2020; Hulias & Hoian, 2022; Popovych et al.,
2021e), increasing anxiety (Popovych et al.,
2020c), prioritizing the ability to adapt and
search for a way out under difficult conditions
(Haffejee et al., 2022).
Psycho-emotional states of future specialists in a
socionomic area are considered to be an integral
complex of dominating characteristics of the
research participants affecting the process and
results of educational and training activity.
Theoretical analysis of the relevant
psychological literature allowed outlining
topicality and appropriateness of comparative
analysis.
Materials and methods
The definition of the scientists O. Prokhorov,
M. Yusupov and V. Plokhikh (2015) about
mental state as a higher level of organization of
an individual’s psycho-emotional activity is the
foundation of our comparative analysis. We
considered methodological principles developed
by E. Deci and R. Ryan (2008) about
combination of eudemonic and hedonistic
concepts of an individual’s psychological well-
being. A number of studies about adaptation
potential of an individual, the ability to deal with
stress (Halian et al., 2021) and overcome
difficulties were also taken into consideration
(Lazarus & Folkman, 1984). In addition, we
looked at the regularities of organization of
educational process in training future specialists
(Popovych et al., 2020d; 2021a; Shevchenko et
al., 2020).
Participants. The sample included graduates and
postgraduates of the final years taking courses in
the following educational programs (EP): the EP
“Psychology”, the EP “Economic cybernetics”,
the EP “Legal science” and the EP “Sociology”.
The research was organized in the following
higher education institutions: Kherson State
University (Kherson, Ukraine) (n=42); Ivan
Franko National University of Lviv (Lviv,
Ukraine) (n=53) and Horlivka Institute for
Foreign Languages of the State Higher
Educational Institution “Donbas State
Pedagogical University” (Bakhmut, Ukraine)
(n=21). The principle of randomness was taken
into consideration while selecting the sample. At
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the same time, we represented those higher
education institutions which moved because of
occupation and the imposition of the martial law
to the West of Ukraine (Ivano-Frankivsk) –
Kherson State University and the East of Ukraine
(Dnipro) – Horlivka Institute for Foreign
Languages of the State Higher Educational
Institution “Donbas State Pedagogical
University”. The higher education institution
Ivan Franko National University of Lviv is in the
central part of Ukraine and operates at its
location. The research participants’ age limits
were from 20 to 50, the descriptive frequency
characteristics made: M=23.12; SD=2.45. All the
respondents represented a socionomic area. In
total there were n=116 participants (females
n=78; 67.24% and males n=38; 32.76%). The
sample was organized in compliance with ethical
requirements and the requirements concerning
organization of empirical research.
Organization of research. A verification
strategy for examining respondents’ psycho-
emotional states was created in the form of
comparison of the content parameters of psycho-
emotional states under lockdown (Group 1) and
martial law (Group 2). The empirical data were
collected (Group 1) during the academic year
2020-2021, (Group 2) after the imposition of the
martial law, i. e. after the 24th of February, 2022,
using Google-form. Relevant psycho-diagnostic
instruments were selected to reflect the
phenomenon under study appropriately and
determine significant differences. The test “Way
of Coping Questionare” (“WCQ”) (Lazarus &
Folkman, 1984) with standard forms was used to
identify dominating coping-strategies. The test
was adapted by the researchers T. Kriukova and
Ye. Kuftiak (2007). Eight strategies were taken
into consideration: Self-Control (SC);
Confrontation (CF); Seeking Social Support
(SSS); Distantiating (DT); Planning to Solve a
Problem (PSP); Accepting Responsibility (AR);
Avoidance (AD); Positive Reestimation (PR).
Differentiation of points of the semantic unipolar
scale had four-point grading: 0-1-2-3, i. e. from
“never” – “0 points” to “often” – “3 points”. The
coefficient of homogeneity α-Cronbach of the
empirical data equaled α=.845.
Examination of psycho-emotional states requires
researchers’ special attention to the emotional-
volitional sphere. The emotional sphere during
the lockdown and the martial law has undergone
excessive pressure and permanent trials. Some
respondents could not handle such psycho-
emotional pressure. The following psycho-
diagnostic instruments were used to measure
depressiveness – the method “Zung Self-Rating
Depression Scale” (“SDS”) (Zung, 1965) and to
identify signs of neuro-psychic tension – the
questionnaire “Neuro-psychic tension” (“NPT”)
(Nemchin, 1983). The methods allowed
determining the degree of manifestation of the
above parameters. The coefficient of
homogeneity α-Cronbach of the empirical data
equaled α=.823. The research on the psycho-
emotional sphere would be incomplete if it did
not involve measurement of anxiety. Anxiety
was a dominating characteristic at the initial
stages of the lockdown and the martial law, it was
often accompanied by panic and despair turning
into a mental block and desperation. The
questionnaire “The Spielberger trait anxiety
inventory” (“STAI”) (Spielberger, 1971)
reflected parameters of situational reactive
anxiety (SRA) and personal anxiety (PA). A
parametric four-point scale was used. The
coefficient of homogeneity α-Cronbach of the
empirical data equaled α=.789.
Application of the general scale “Psychological
Well-Being” (PWВ) with the questionnaire “The
Scales of Psychological Well-being” (“SPW”)
(Ryff, 1989) is considered to be appropriate in
the diversity of the suggested measurements. The
coefficient of homogeneity α-Cronbach of the
empirical data equaled α=.809.
Statistical Analysis. The obtained empirical data
were processed and comparison was performed
by means of the computer program
“SPSS” v. 27.0. The key descriptive frequency
characteristics were used in the comparison. The
level not lower than р≤.05 is considered to be a
reliable level for scientific conclusions.
Results and discussion
The research results were interpreted through
descriptive frequency characteristics of the
average measurements (M and SD). The
empirical data were presented as comparison of
the content parameters of psycho-emotional
states under lockdown (Group 1) and martial law
(Group 2). Tabl. 1 presents comparison of all the
parameters under study.
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Table 1.
Comparison of the average data by psycho-diagnostic methods Group 1 (n1=58) and Group 2 (n2=58)
Scale
Group 1
Group 2
Student’s t-test
Level of significance
1
M
1
SD
2
M
2
SD
SC
71.34
±15.12
68.05
±14.89
.3675
–
CF
47.45
±13.21
49.09
±14.33
.4091
–
SSS
41.03
±12.34
42.22
±12.49
.9045
–
DT
48.34
±14.09
49.45
±14.78
.8091
–
PSP
64.12
±20.19
62.19
±19.37
.7322
–
AR
52.87
±17.34
51.45
±16.89
.6561
–
AD
53.00
±17.56
52.99
±17.28
.7345
–
PR
47.07
±16.68
45.23
±15.58
.6081
–
SDS
44.78
±7.12
49.23
±7.99
.7334
–
NPT
43.24
±7.22
48.78
±7.49
.6012
–
SRA
35.12
±8.76
38.43
±8.91
.5609
–
PA
36.14
±9.45
39.03
±9.89
.6438
–
PWВ
351.19
±49.33
351.19
±49.33
.7770
–
Source: Personal elaboration, 2021-2022.
Note: Group 1 – data on the group of the research participants under lockdown; Group 2 – data on the
group of the research participants under martial law; M1 – arithmetic mean Group 1; M2 – arithmetic mean
Group 2; SD1 – mean square deviation Group 1; SD2 – mean square deviation Group 2; SC – Self-Control;
CF – Confrontation; SSS – Seeking Social Support; DT – Distantiating; PSP – Planning to Solve a Problem;
AR – Accepting Responsibility; AD – Avoidance; PR – Positive Reestimation; SDS – self-rating depression
scale; NPT – neuro-psychic tension; SRA – situational reactive anxiety; PA – personal anxiety; PWВ –
Psychological Well-Being.
Tabl. 1 shows a considerable advantage of the
parameters determined during the lockdown that
allows making a conclusion that the parameters
registered during the martial law have an
extremely negative tendency for mental health.
At the same time, we can state that comparison
of the key parameters of the research on psycho-
emotional states of future specialists in a
socionomic area by the coefficient Student’s t-
test did not allow registering any significant
differences. Therefore, a lack of significant
differences of the content parameters examined
under lockdown (Group 1) and martial law
(Group 2) confirms the first hypothesis of our
research that there are no differences.
Table 2.
Factor analysis of psycho-emotional states in Group 1 and Group 2
Group 1, (n=58)
Group 2, (n=58)
Identification of factor loadings
V
d
∑d
Identification of
factor loadings
V
d
∑d
1F1
5.437
23.89
23.89
2F1
5.834
25.12
25.12
1F2
3.567
15.88
39.77
2F2
4.003
17.45
42.57
1F3
2.322
9.12
48.89
2F3
2.950
10.47
53.04
1F4
1.834
6.34
55.23
2F4
2.001
8.03
61.07
1F5
1.256
4.68
59.91
2F5
1.758
5.78
66.85
2F6
1.109
3.04
69.89
Source: Personal elaboration, 2021-2022.
Note: Group 1 – data on the research group under lockdown; Group 2 – data on the research group under
martial law; V – value; d – dispersion; ∑d – sum dispersion; 1F1 – isolated activeness; 1F2 – destructive
isolation; 1F3 – a change in the values of the current situation; 1F4 – pragmatic avoidance; 1F5 –
constructive interaction; 2F1 – uncontrolled passiveness; 2F2 – controlled passiveness; 2F3 – moderate
helplessness; 2F4 – depressiveness; 2F5 – constructive interaction; 2F6 – a change in the values of the
current situation.
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In the sample of Group 1, undergoing
measurements during the ongoing COVID-19
pandemic, there were five factors loaded with
their own values more than unity making the total
dispersion ∑d=59.91%. In the sample of Group
2, undergoing measurements during the
imposition of the martial law, there were six
factors loaded with their own values more than
unity making the total dispersion ∑d=69.89%.
The following factor loadings were identified in
Group 1: 1F1 (V=5.437) – isolated activeness is
the most loaded psycho-emotional state during
the lockdown. It shows that the respondents in
which this state dominates are inclined to be
isolated, they do not take responsibility and have
poor communication with other colleagues; 1F2
(V=3.567) – destructive isolation. Confrontation
dominates in such respondents. They do not seek
social support and do not accept others while
solving their problems; 1F3 (V=2.322) – a
change in the values of the current situation. The
respondents evaluate the current situation
critically, try to find a way out, make few
decisions, mainly contemplate and evaluate; 1F4
(V=1.834) – pragmatic avoidance. The desire to
avoid responsibility dominates, the respondents
are characterized by an immature social position
and indifference; 1F5 (V=1.256) – constructive
interaction. This mental state is accompanied by
the desire to solve a problem, readiness to act and
take responsibility. The following factor loadings
are identified in Group 2: 2F1 (V=5.834) –
uncontrolled passiveness. Such respondents are
inclined to fall into despair. They experience
emotions caused by the loss of their homes for a
long time. This psycho-emotional state is the
most loaded during the war; 2F2 (V=4.003) –
controlled passiveness. It is accompanied by
making a plan of actions and control, but there
are no motivation and potential to follow the
outlined scenario of the course of actions. It is
frequently accompanied by strong emotions and
unrealized expectations; 2F3 (V=2.950) –
moderate helplessness. This state resembles the
previous one to a certain degree, but there is
inclination to avoid solving a problem, to think
over the ways to ignore a problem without
solving it; 2F4 (V=2.001) – depressiveness. The
respondents with the dominating psycho-
emotional state of depressiveness are severely
depresses and need psychological support; 2F5
(V=1.758) – constructive interaction. During the
martial law few respondents are ready to handle
the situation calmly, make appropriate decisions
and control the course of actions; 2F6 (V=1.109)
– a change in the values of the current situation.
This state is characteristic of the respondents who
start believing that their life goes on in spite of
the losses: human, moral and material.
The rest of the factors in Group 1 and Group 2
were not reflected in Tabl. 2, since their loadings
were less than unity. Therefore, we can state that
five factors (59.91%) made the factor structure of
psycho-emotional states of future specialists in a
socionomic area during the lockdown, and six
factors (69.89%) made the factor structure under
martial law.
There can be found many studies outlining
content parameters, their features, impact and
respondents’ mental states during the ongoing
COVID-19 pandemic (Haffejee et al., 2022).
There are articles describing research carried out
under martial law (Joshi & O’Donnell, 2003;
Murthy & Lakshminarayana, 2006). The above
papers reveal the consequences of the impact of
war and terrorism on a child’s mind (Joshi &
O’Donnell, 2003) and the consequences of war
affecting mental health of people who became
war victims (Murthy & Lakshminarayana, 2006).
There is a study comparing psychological well-
being of young students during the ongoing
COVID-19 pandemic and martial law (Savelyuk,
2022). The researcher found out that in “COVID-
epoch” and at the beginning of the war in
Ukraine, in young students there are certain
statistically significant differences, both positive
and negative, in the context of psychological
well-being. The author stated that positive
transformations of the corresponding
experiences of psychological well-being are
mostly related to “Autonomy”, and negative
transformations – to “Space management”. The
data obtained by N. Savelyuk (2022) in the
dimension “Autonomy” are confirmed by our
data on psycho-emotional states under lockdown:
isolated activeness (1F1); destructive isolation
(1F2); pragmatic avoidance (1F4). All these
states are characterized by autonomy which
acquired a new content under lockdown,
respectively, the respondents have less potential
in “Space management”.
The obtained identification of factor loadings
(see Tabl. 2) showed significant differences in
the form of the factors, in spite of the fact that
there were no significant differences in the
psychological content parameters. It proves that
the factor analysis ANOVA was selected for
examination of psycho-emotional states rather
appropriately. But even under such conditions, it
did not allow comparing the identified states. It
confirms the fact that we observed essentially
different psycho-emotional states of the
respondents under war, which require further
differentiation and substantiation of their
psychological nature. We can state that the
second hypothesis was not confirmed and was
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not disproved since there are significant
differences in the respondents’ psycho-emotional
states, but we cannot identify them by means of
coefficients, and it is impossible to compare
them. However, the established scientific facts
are of value that should be taken into
consideration by organizers of educational and
professional training for specialists in a
socionomic area.
Conclusions
1. The research substantiates that quality of
education for specialists and their ability to
develop general and specific competencies
in the area of educational and professional
training depend on dominating psycho-
emotional states.
2. It was established that psycho-emotional
states of future specialists in a socionomic
area are an integral complex of the
respondents’ dominating characteristics
which have an impact on the process and
results of educational and training activity.
3. It was determined that in the comparison of
the selected complex of psychological
content parameters in Group 1 and Group 2
there were no significant differences that
allowed confirming the first hypothesis.
4. The factor analysis ANOVA was used to
make the factor structure of psycho-
emotional states of future specialists in a
socionomic area under lockdown consisting
of five factors (59.91%) and the factor
structure under martial law consisting of six
factors (69.89%).
5. The obtained data on psycho-emotional
states under lockdown and martial law are
essentially different that does not allow
determining significant differences by
means of statistical coefficients.
Consequently, it allowed neither confirming
or disproving the second hypothesis.
6. The research substantiates that the identified
scientific facts are of value that should be
taken into consideration by organizers of
educational and professional training for
specialists in a socionomic area.
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