SOCIAL ANXIETY AMONG STUDENTS DURING COVID-19: THE ROLE OF EARLY MALADAPTIVE SCHEMAS
Oleksandr Avramchuk
Ukrainian Catholic University
https://orcid.org/0000-0001-8512-7817
PDF 136-145 (Українська)

Keywords

social anxiety
social anxiety disorder
COVID-19
early maladaptive schemas
students

How to Cite

Avramchuk, O. (2021). SOCIAL ANXIETY AMONG STUDENTS DURING COVID-19: THE ROLE OF EARLY MALADAPTIVE SCHEMAS. PSYCHOLOGICAL JOURNAL, 7(9), 136-145. https://doi.org/10.31108/1.2021.7.9.11

Abstract

The article focuses on social anxiety issues and predisposition to social anxiety disorder during the COVID-19 pandemic, namely the study of dysfunctional schemes as predictors of psycho-emotional distress and social dysfunction in terms of adaptation to new education requirements under quarantine restrictions.

The relevance of the chosen topic is determined by the fact that the COVID-19 pandemic, appropriate quarantine restrictions, and changes in educational activity have become a significant challenge to maintain psychological well-being among students. Physical ("social") distancing during the COVID-19 pandemic can be expected to make it easier for people to avoid communication while providing short-term relief. On the other hand, there is strengthening by avoiding behavioral and cognitive strategies as meaningful. Social constraints, which allow more avoidance of social judgment, also mask persistent functional impairments associated with pre-existing levels of social anxiety.

The analysis's emphasis is on expectations of negative social evaluation, denial of one's own needs, and uncertainty about the future in the context of distance learning may increase vulnerability to social anxiety disorder upon completion of quarantine restrictions and the need to return to everyday life.

The author summarizes that analysis of the psycho-emotional discomfort associated with social anxiety among students during the pandemic related to the intensity of early maladaptive schemas. The performed study has expanded understanding of the mechanisms of vulnerability to psychosocial dysfunction in this group.

The literature review proposed in the article and the results obtained may interest mental health practitioners. They may help develop education activities in distance learning settings during a pandemic and psychological support activities for students focused on correcting negative social interaction experiences and limited autonomy.

 

PDF 136-145 (Українська)

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