Intelligent Recognition and Analysis of Negative Emotions of Undergraduates Under COVID-19

Abstract

BackgroundThe outbreak and spread of COVID-19 has brought a tremendous impact on undergraduates' study and life, and also caused anxiety, depression, fear and loneliness among undergraduates. If these individual negative emotions are not timely guided and treated, it is easy to cause the amplification of social negative emotions, resulting in individual and collective irrational behavior, and ultimately destroy social stability and trust foundation. Therefore, how to strengthen the analysis and guidance of negative emotions of undergraduates has become an important issue to be urgently solved in the training of undergraduates.MethodThis paper presents a weight and structure double-determination method. Based on this method, a Radial Basis Function Neural Networks (RBFNN) classifier is constructed for recognizing negative emotions of undergraduates. After classifying the input psychological crisis intervention scale samples by the RBFNN classifier, recognition of negative emotions for undergraduates are divided into normal, mild depression, moderate depression and severe depression.ExperimentsAfterwards, we analyze negative emotions of undergraduates and give some psychological adjustment strategies. In addition, the experiment results demonstrate that the proposed method has a good performance in terms of classification accuracy, classification time and recognition rate of negative emotions among undergraduates.

Negative Emotions Present in the Classroom After Pandemic Covid-19

“…The ten negative emotions were anxiety, sadness, stress, frustration, despair, loneliness, fatigue, anger, depression, and fear. All of these negative emotions found are consistent with findings from other research studies, such as in (Ahmet & Ayşe, 2020;Onyeaka, 2021;Zhang, 2022).…”

“…Anxiety was identified as the primary emotion experienced during the pandemic, this is also consistent with other research, such as in (Tzaflkou, et al, 2021;Onyeaka, 2021;Zhang, 2022;Saeed, 2022). Sadness, stress and fear are the other negative emotions mostly reported as part of the global pandemic process.…”

“…This is important because if we, as teachers, are not aware of the increased negative emotions of anxiety and frustration in students in the classroom, a misstep on the part of the teacher can significantly increase negative emotions in some of their students unknowingly. Zang mentions that universities should pay close attention to the emotional health of their students, seek alternatives for emotional release, and reduce negative emotions to improve the mental health of their students (Zhang, 2022).…”

How nursing students’ risk perception affected their professional commitment during the COVID-19 pandemic: the mediating effects of negative emotions and moderating effects of psychological capital

“…Negative emotions are defined as the subjective feelings and emotional states of individuals who are depressed and continue to fall into unhappiness-activated states, such as depression, tension, anxiety, and stress (Lovibond and Lovibond, 1995 ). Many studies have shown that negative emotions tend to affect medical workers and college students during the COVID-19 pandemic (Han et al, 2022 ; Shreffler et al, 2020 ; Yin et al, 2021 ; Zhang, 2022 ). Nursing students exhibit negative emotions (Zou et al, 2020 ).…”