The combination of total uncertainty and forced self-isolation during the pandemic create a condition for stress reactions, mental and somatic disturbance of a large number of people around the world. Sleep quality has been validated as an indicator of well-being during a pandemic and a predictor of delayed risk. At this article demonstrate the interaction between psychological hardness and risk of insomnia in group of students of Herzen University during the period of remote education connected with COVID-19 pandemic. The hypothesis of the study was the assumption about the influence of hardness on the ability of students to cope with the challenge of complexity, the negative relationship of its characteristics with the index of insomnia and anxiety, as well as positive ones with the characteristics of life-meaning orientations and tolerance to uncertainty. The study show that level of psychological hardness can predict risk of insomnia and feeling of anxiety. The article demonstrate that psychological hardiness is connected with tolerance to the uncertainty. The practical significance is determined by the substantiation of indicators of potential risk and directions of development of resources for coping with the challenge of complexity in the student period. The article shows that resilience is associated with a tolerance for uncertainty.

Introduction. The ongoing pandemic has made computer-mediated learning in higher education ubiquitous, often posing organizational, methodological, psychological and didactic challenges to teachers and students. The current research investigates perceptions of computer-mediated and on-campus learning during the pandemic among students in various years of study. Materials and Methods. The research was conducted at Herzen State Pedagogical University of Russia in February 2021. The participants were 81 students in all years of study enrolled on psychology degree programs which were originally "on-campus" programs. The research was conducted by means of a two-part questionnaire which was administered using Google Docs. In the first part, participants were asked to rate, based on their personal experience, computer-mediated and on-campus learning in terms of effectiveness, resource intensity and consideration of the student's individual differences using a 5-point Likert scale. They were also asked to indicate their preferred mode of education. In the second part, participants were asked to rate their personal experience with computer-mediated learning based on a number of criteria. These criteria were content-related (quality of theoretical and practical training), social (feeling as part of the department, the university, the psychological community; degree of social inclusion/isolation; access to aid from the teachers) and organizational (comfort with the organization of the learning process, ability to self-organize). Results. The results showed that students in different years of study are guided by different criteria of computermediated learning effectiveness. Specifically, students in the 3 rd and 4 th years of study significantly more often rate computer-mediated learning (compared to on-campus learning) as more effective (p < 0.01) and providing a better quality of theoretical training. In contrast, students in the 1 st and 2 nd years of study significantly more often think that it is only on-campus learning that can ensure a more high-quality theoretical training (p < 0.01). Senior students' assessment of their learning effectiveness correlates with the availability of up-to-date information about events at the university, the access to aid from the teachers, and the consistency of the knowledge gained (p < 0.05). Conclusion. These results can be used to organize psychological and pedagogical support of the educational process in order to prevent the socio-psychological maladaptation of students in various years of study in the course of computer-mediated learning.

Опубликовано Российским государственным педагогическим университетом им. А. И. Герцена. Открытый доступ на условиях лицензии CC BY-NC 4.0.

The algorithm of parameters calculation of two psycho-diagnostic systems is presented in the article. The aim is to compare the results of research on the dynamic control of functional condition of transport's workers, the calculation of the individual average indication and individual norms that must be taken into account when making a conclusion. Dynamic control of functional condition is an effective technology for the prevention of mental adaptation breakdowns, which allows to prevent deterioration of workers health in time and as a consequence, the occurrence of emergency situations.

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