Американский Научный Журнал COMPARATIVE ANALYSIS OF EXCITEMENT AND INTELLECTUAL PERFORMANCE OF VARIOUS SPECIALTY STUDENTS.

Abstract. The object of scientific research was the first year students of the Faculty of Economics and Psychology. A comparative analysis of the excitement and intellectual performance of the students was conducted. It turned out that the psychology faculty student's intellectual performance is much higher. There was no depression in the students Скачать в формате PDF
American Scientific Journal № (2 9) / 2019 13

ПС ИХОЛОГИЯ

COMPARATIVE ANALYSIS OF EXCITEMENT AND I NTELLECTUAL PERFORMANCE OF
VARIOUS SPECIALTY ST UDENTS.

Karamova Natavan
Phd., lecturer ٭
Sa limova Sona
Student ٭
Shamkhalov Sahil
Student
Mamedova Amina
Student
Mehtizadeh Shovkat
Student ٭ ٭ Azerbaijan, Baku, Western Caspian University

Abstract. The object of scientific research was the first year students of the Faculty of Economics and
Psychol ogy. A comparative analysis of the excitement and intellectual performance of the students was conducted.
It turned out that the psychology faculty studen t's intellectual performance is much higher. There was no
depression in the students.
Keywords: intell ectual, anxiety, depression, different qualified students.

Introduction. The 21 st century is characterized by
rapidly developing and changing socio -economic
conditions: in some cases, increase in the frequency of
neuropsychological stress as a result of e xcessive
information and more frequent cases of human activity,
increase in number of professions requiring mental and
human adaptive abilities, increasingly complex level of
education (2, 11). Such situations can have serious
consequences for human health . Inability to complete
the physiological adolescence, especially in youth, and
the lack of adaptation processes can prevent the
occurrence of emotional stress. Reactions in teenagers
with psychoemotional stress depend on the
development of typological cha racteristics of the
personality and nervous system, dynamic
characteristics of beh avior (stubbornness, dynamics,
activity, emotional reactivity, etc.) (1, 6, 9, 10, 15 ). The
above -mentioned lead to the formation of the
corresponding effective reactions dur ing the exam
stress and characteristics of the temperament shows
itself (3, 7, 8, 10, 13 ). Even the degree of academic
assessment in students can be determined based on the
well -reflected characteristics of temperament.
Nowadays, there is high need for dev elopment of
human as person. There are several key criteria for
assessing the pe rsonality: social productivity,
emotional stress, creativity, having special position in
society, etc. All criteria are involved in the full
development of individual’s persona lity and are
considered important for development level
assessment. As literary sources argue, prolonged and
frequent emotional reactions lead to the formation of
persistent irritation zones in brain, which is considered
as the basis of psycho -emotional st ress. Consequently,
excessive tension of adaptation mechanisms occurs,
which lea ds to the major changes in the endocrine
system, metabolism, functions of the cardiovascular
system, and so on (2, 4, 5,14). This leads to the stressed
cognitive processes in h uman body and often creates
stressful conditions. One of the most important
mome nts is the gaining success in educational process
and the protection of personal health. Despite the fact
that numerous studies have been conducted to solve the
problem of succ essful personal development and
success in education, the problem remains unreso lved
and requires new approaches to solve it. In modern
times, depression is one of the most widely spread
nervous disorders and is the most serious condition that
affects work , learning process and overall personal
development. Unlike common emotional cha nges, in
depression, low mood and other emotional disturbances
are persisting, sometimes they take place for no reason
and last for long time. Loss of health is expectable if
it’s not prevented. This is very common among young
people, and, as the most impo rtant symptom, people are
unhappy for long time, they feel miserable and
unnecessary. Fired from work, being unsuccessful,
failure in exam, failure to get the grade desired, an d so
on, cause sadness and to be offended from life. If this
situation persists and continues unreasonably, then it
causes problem of mental health and defined as a
“depression”. Depression affects emotions, thinking,
understanding, and behavior. As it’s o bvious,
depression is a condition in which all vital processes are
paralyzed and leads to loss of health (3, 11). As it’s
more commonly found among young people is actual
problem and the fall of these students into the
depression will certainly have signif icant impact on the
success of the educational process and the learning of
educa tional materials.
Of course, the role of human intellectual abilities
in the learning process is also important. Intellect is a
Latin word: intellectus means understanding. The most
commonly used term "intellectual" refers to a highly
intelligent person, who has the ability to analyze in
advanced and fast way. As most of people who become
students are distinguished by their intellectual ability,
they qualify for higher education being few percentage

14 American Scientific Journal № ( 29 ) / 20 19
of thousands of school graduates. Nevertheless, from
the literature, we know that students do not have the
same intellectual abilities. The presence of high
intelligence is the basis for the future development of
professional people, which means the rapid
development of science, industry, technology and a
brigh t future (4,12,16). Our main goal was to identify
intellectual differences among students and their
influence on professions they select.
Research results. Given the above, we st udied the
general anxiety, depression and intellectual abilities of
students i n different faculties.
The purpose of the study: to find out the
importance of the role of general anxiety in the
educational process; clarify the level of depression in
students ; determine their intellectual level.
Subject of study: conditionally, we divi de students
into two groups:
Group I: 1 st year students of the Faculty of
Economics - 21 people.
Group II: 1 st year students of the Faculty of
Psychology - 24 people.
Research me thod: determine the level of general
anxiety using the Taylor scale; determine the level of
depression by the depression scale; define IQ of
students studying at different faculties by Raven test.
Study time: during one of the regular classes (at a
time w hen stress or emotional stress does not occur).
The Taylor test was compiled b y George Taylor in 1953
and revised by Norakidze in 1975 by adding false scale
to explain to what extent participants respond to the test
sincerely. In Europe, this test is calle d MAS (manifest
anxiety scale). First, we present the results of the
overall a nxiety level studies. Thus, the general anxiety
among students of the first group was in average level
(22.16 ± 2.11) in 9 students and high in 12 students
(34.57 ± 1.85). In the second group of students, the
average level of anxiety was in 14 students (20 .72 ±
1.67) and high levels of anxiety in 10 students (29.3 ±
1.14) (Figure 1).

Figure 1. Results of general anxiety in students studying in different specialties.

Depressi on was not observed in both groups.
Thus, depression in group I was 41.34 ± 2.18 points and
44 ± 2.24 in group II (Figure 2). Less than 50 points in
the studied indicates absence of depression.

Figure 2. The level of depression of the students studying in different specialties.

The results of the determination of the intelligence
level were the most interesting (Figure 3). According to
the results of the Roven test, while in the first group, 1
person was in low level, 7 people at average level, 3
peopl e at moderate level, 6 people at high level, no one
was in very hig h level.

A V E R A G E L E V E L O F A N X I E T Y H I G H L E V E L S O F A N X I E T Y
Group 1 Group 2
41
42
43
44
Group 1 Group 2
Group 1

American Scientific Journal № (2 9) / 2019 15

Figure 3.The results of Roven intelligence test of the economics and psychology faculty students

The results of the second group were completely
different. No one was in low intellectual level, 5 people
were in average level, 7 people in moderate level, 5 in
high level, and 2 students in very high level. Overall,
IQ coefficient shows that the students of both faculties
are in average level (figure 4).

Figure 4. An average indicator of results of Roven intelligence test of the economic s and psychology faculty
students

While the results of the tests showed that the
average value of IQ coefficient is in moderate level for
the students of both faculties, however the individual
approach showed that the IQ coefficient of the
psychology facu lty students is way much higher, even
there were the students who could achieve very high
intelligence level. For increasing IQ level it is advised
to read constantly, read many books, to make logic
strengthening exercises and to show interest in different
scientific areas, enrich mental capabilities.
Having determined the general level of anxiety,
we found out that there could be problems with human
consciousness and understanding of the enviro nment.
General anxiety is not always negative, it has a positiv e
effect on certain aspects of human life and gives
effective result. High level of anxiety leads to the
activation of cognitive functions, in which ultimately
success is achieved to meet the d emand. In our inquiry,
we found that high level of anxiety lead to higher
student performance, increased cognitive processes,
activation of memory and attention processes. This fact
confirms that these students have high IQ.
In general, the results of the studies have shown
that the students are in healthy psychologic al condition
(absence of depression) and have high IQ indicator in
the background of overall average and high anxiety
levels. The obtained results have proven that students
who are study in dif ferent specialties have different
personal development and grow ing as personality.
Naturally, each psychophysiological factor will have
impact on the development of future highly skilled
persons. At the moment, the results that we obtained
proved that it a ffects on the level of learning materials
acquisition among var ious specialty students as well as
their level of achievement. In order to make these
indicators positive, it is necessary to increase the
students' intellectual abilities, to do various logica l
exercises, and to read many books in art and science.

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СМЫСЛ ЖИЗНИ И СЧАСТЬ Е В ПЕРИОД ПОЗДНЕЙ В ЗРОСЛОСТИ: ОТ РЕЗУЛЬТАТОВ
ИССЛЕДОВАНИЯ К ПРАКТ ИКЕ ПСИХОЛОГИЧЕСКОГО СОПРОВОЖДЕНИЯ.

Басов Илья Андреевич
Камчатский государственный университет имени Витуса Беринга,
аспирант кафедры теоретической и практической псих ологии
683032 г. Петропавловск -Камчатский, ул. Пограничная, 4
Психолог кризисного отделения помощи женщинам
«Надежда» комплексного центра социального обслуживания населения
Петропавловск -Камчатского городского округа
г. Петропавловск -Камчатский, ул. Партиз анская , 28

THE MEANING OF LIFE AND HAPPINES IN ADVA NCED AGE: FROM RESEA RCH RESULTS TO
PRACTIC E OF PDYCHOLOGICAL S UPPORT

Basov Ilya Andreevich
Vitus Bering Kamchatka State University,
graduate student of d epartment of theoretical and practical psychology
683032, Petropavlovsk -Kamchatsky , Pogranichnaya str.
Psychologist of crisis department for women
“Nadezhda” of the complex social service center of Petropavlovsk -Kamchatsky
683031, Petropavlovsk -Kamchatsky, Partizanskaya str.

Аннотация . В статье кратко из ложены результаты исследования взаимосвязи смысла жизни и
субъективного благополучия в период поздней взрослости; представлена методологическая конкретика
психологического сопровождения людей позднег о возраста с опорой на позиции экзистенциальной
психологи и.
Abstract . The article summarizes results of study of the correlation of the meaning of life and subjective
well -being in advanced age. It presents methodological specifies of psychological support of elder people based
on positions of existential psycho logy.
Ключевые слова: экзистенциальная психология, поздний возраст, смысл, экзистенциальная задача,
психологическое сопровождение
Keywords: existential psychology, advanced age, meaning, existential task, psychological support.

В 2016 -2019 гг., нами было проведено
исследование взаи мосвязи смысла жизни и счастья
в период поздней взрослости [ Басов , 2017а; Басов ,
2018]. Опираясь на экзистенциальный подход
[Сапогова , 2013; Басов , 2017в] в интерпретации
полученных данных, мы получили ряд выводов. А
именно, иссл едование показало, что у людей в
период поздней взрослости:
Испытуемые с высокой осмысленностью
жизни, в подавляющем большинстве случаев,
имеют высокую удовлетворенность жизнью и
счита ют себя счастливыми людьми. И напротив,