Abstract

Introduction

Visual images and music have long been known as a means to optimize emotions (Galeev, 1976; Gotsdiner, 1993). Together (eg in audio-visual slide-films) they may help students and professional cope with the negative side of intensive workloads (fatigue, stress, anxiety).

Objectives

Our study attempts a multi-level assessment of the relaxation effect of a slide-film as part of student education.

Methods

Sample - 46 psychology students. The 20 minute relaxation film was shown after lectures and discussion of a forthcoming examination. Measures: standard psychological and physiological functional state tests and a cognitive task before and after the film (Leonova & Kapitsa, 2003); an original questionnaire revealing individual associations and experiences felt during the film.

Results

The results showed pronounced subjective discomfort and anxiety before the film. The relaxation film resulted in lowered blood pressure, increased subjective comfort, decreased fatigue and acute anxiety, and negative emotion scores, as well as higher productivity in performing the cognitive test (Student t-test, p<0.005-0.001). Concentration on the film subject, as well as the combination of the student’s thoughts and associations around the plot, showed a positive correlation with the amount of relaxation effect.

Conclusions

Our research showed that using the relaxation slide-film (with imagery and music) can provide positive effects on students’ functional state. It also revealed the importance of the relevance of individual experience to the subject of the film to obtain optimal positive effects.

Disclosure

No significant relationships.

Details

Title
Effects of relaxation slide-films on the functional state of psychology students
Author
Zlokazova, T 1 ; Kuznetsova, A 1 ; Titova, M 1 

 Lomonosov Moscow State University, Department Of Psychology, Moscow, Russian Federation 
Pages
S695-S695
Publication year
2022
Publication date
Jun 2022
Publisher
Cambridge University Press
ISSN
09249338
e-ISSN
17783585
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2708708174
Copyright
© The Author(s), 2022. Published by Cambridge University Press on behalf of the European Psychiatric Association. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.