Features of changes in students' cognitive activity under the influence of long-term stress during studying in martial law conditions

The article analyzes the theoretical and methodological principles of the impact of chronic stress on the cognitive sphere of student youth. The starting point is the understanding of stress as an adaptive mechanism of mobilization of the body in response to changes in the external environment. At the same time, long-term (prolonged) stress has significant psychophysiological consequences that affect both the cognitive and emotional-volitional spheres of students. Given the age characteristics of student youth, the physiological aspects of the impact of stress are partially neutralized due to metabolic processes and compensatory mechanisms. However, the situation of uncertainty, loss of subjectivity, inability to plan one's own time, as well as partial sleep deprivation create the prerequisites for maladaptation in the educational environment, reduced initiative and difficulties in performing problematic and independent tasks. The material is presented from the position of a holistic understanding of the psyche as a psychophysiological system that is under the influence of both physiological stimuli and social and psychological stimuli. If the physiological effect is subject to generalization and is characterized by general patterns due to the functioning of the humoral system, then the psychological factor acts within the framework of individual phenomena and is based on the sensory interpretation of life experience and events. From the above considerations, we can conclude about the relationship and interdependence between the physical state of the body, changes in the emotional-volitional sphere and transformations of the cognitive activity of student youth. The aim of the article is to identify and characterize changes in the cognitive sphere of students that arise under the influence of prolonged stress caused by the war.