THE ROLE OFCOGNITIVE ACTIVITY IN STRESS REDUCTION: A PSYCHOLOGICAL ANALYSIS OF THE EFFECTIVENESS OF PUZZLES

Abstract

This article explores the role of cognitive activity in overcoming stress among school and university students. Particular attention is given to the use of puzzles as a potential tool for psychoemotional regulation. The relevance of the study is driven by rising anxiety levels among high school students and the need for effective, accessible, and safe methods of corrective intervention.The theoretical analysis draws on the biopsychosocial model of stress, as well as contemporary approaches to cognitive self-regulation.At the first stage of the study, a coping questionnaire was developed to analyze the most common stress-coping strategies among students. The survey results showed that adolescents predominantly relied on physical activity, communication with loved ones, hobbies, and rest, while cognitive methods of stress reduction were not among their top choices. Based on these findings, the authors argue for the feasibility of integrating intellectual practices, particularly puzzles, into psychoprophylactic programs.In the empirical section of the study, a coping questionnaire was employed to assess changes in emotional states following the regular use of puzzles. The results indicate a positive trend in reducing tension, improving mood, increasing focus, and enhancing the sense of control. These findings suggest that puzzles may serve not only as a form of entertainment but also as a valuable corrective tool in working with students.