EMPIRICAL STUDY OF THE INFLUENCE OF READING ON THE EMOTIONAL STATE OF STUDENT YOUTH DURING THE WAR

Abstract

This article presents the findings of a theoretical and empirical study aimed at examining the impact of reading on the emotional states of university students in the context of ongoing war-related stress. The theoretical component involved an analysis of both domestic and international literature, which revealed that reading – particularly fiction – has the potential to support emotional well-being by reducing anxiety, relieving stress, and enhancing mood. These theoretical insights were further explored through an empirical study conducted at Khmelnytskyi National University. The study involved a sample of 60 students aged between 18 and 24 years, who voluntarily agreed to participate. To assess various emotional parameters, the research utilized a set of standardized psychodiagnostic instruments: Carroll Izard’s Differential Emotions Scale; J. Taylor’s Anxiety Scale (adapted by T. A. Nemchin); the «SAN» method (which evaluates self-perceived well-being, activity, and mood); and H. Eysenck’s Self-Assessment of Mental States Questionnaire. In addition, the study employed two author-designed questionnaires – «Why I Read?» and «Why I Don’t Read?» (developed by M. Skvortsova) – to explore students’ attitudes toward reading and its perceived emotional effects. The data analysis demonstrated that students who regularly engage in reading fiction reported significantly more positive emotional experiences, including higher levels of general well-being and mood, and lower levels of anxiety, frustration, aggression, and rigidity, compared to students who do not engage in reading. At the same time, both groups acknowledged the emotional value of reading, regardless of their personal habits. These findings suggest that reading may serve as a meaningful form of emotional self-regulation and psychological support, particularly in adverse social and emotional conditions such as those imposed by wartime experiences. Based on these results, the authors propose the development of practical recommendations for the use of reading in the psychological support and self-help of student youth. The integration of bibliotherapy into student wellness programs is identified as a promising direction for future research and practice.