The Interrelation Between Hardiness and Prognostic Potential of Students of Higher Education Institutions

The paper presents the results of an empirical study of specific features and the relationship between hardiness of students and prognostic potential of their personality. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). It has been found that students with a high level of prognostic potential development are distinguished by pronounced personality traits typical of hardy people. The authors have proved in the paper that the prognostic potential of students is a holistic system of personality resources, which is based on specific features of thinking and building a secondary image. There are criteria and development levels of the prognostic potential among students: an internal criterion (features of thinking and building secondary images) and an external criterion (the effectiveness of forecasting activities, the conformity of the stages of prognostic activity with the reference model). The prognostic potential is interconnected with personal and professional characteristics of students (features of the intellectual, communicative, emotional-volitional and motivation spheres). There are significant differences between students with different levels of development of prognostic potential according to the main personal and professional features. The correlation analysis of the data gave the following interrelations: there is a direct interrelationship between the level of development of prognostic potential and emotional stability of students; between the level of development of prognostic potential and such motives for studying at a university as professional and educational-cognitive motives; between the level of development of prognostic potential and the features of self-regulation. On the basis of the results of an empirical study, the authors designed a program for the prognostic potential development of students which includes active teaching methods, lectures, and trainings

The Interrelation Between Hardiness and Prognostic Potential of Students of Higher Education Institutions

The paper presents the results of an empirical study of specific features and the relationship between hardiness of students and prognostic potential of their personality. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). It has been found that students with a high level of prognostic potential development are distinguished by pronounced personality traits typical of hardy people. The authors have proved in the paper that the prognostic potential of students is a holistic system of personality resources, which is based on specific features of thinking and building a secondary image. There are criteria and development levels of the prognostic potential among students: an internal criterion (features of thinking and building secondary images) and an external criterion (the effectiveness of forecasting activities, the conformity of the stages of prognostic activity with the reference model). The prognostic potential is interconnected with personal and professional characteristics of students (features of the intellectual, communicative, emotional-volitional and motivation spheres). There are significant differences between students with different levels of development of prognostic potential according to the main personal and professional features. The correlation analysis of the data gave the following interrelations: there is a direct interrelationship between the level of development of prognostic potential and emotional stability of students; between the level of development of prognostic potential and such motives for studying at a university as professional and educational-cognitive motives; between the level of development of prognostic potential and the features of self-regulation. On the basis of the results of an empirical study, the authors designed a program for the prognostic potential development of students which includes active teaching methods, lectures, and trainings.El artículo presenta los resultados de un estudio empírico de características específicas y la relación entre la resistencia de los estudiantes y el potencial pronóstico de su personalidad. Los métodos de investigación comprendieron: análisis teórico, investigación empírica (pruebas), análisis cualitativo de los datos obtenidos, procesamiento de datos matemáticos y estadísticos (SPSS Statistics, Excel). Se ha encontrado que los estudiantes con un alto nivel de potencial de pronóstico se distinguen por rasgos de personalidad pronunciados típicos de las personas resistentes. Los autores han demostrado en el documento que el potencial pronóstico de los estudiantes es un sistema holístico de recursos de personalidad, que se basa en características específicas del pensamiento y la construcción de una imagen secundaria. Existen criterios y niveles de desarrollo del potencial pronóstico entre los estudiantes: un criterio interno (características de pensar y construir imágenes secundarias) y un criterio externo (la efectividad de las actividades de pronóstico, la conformidad de las etapas de la actividad pronóstica con el modelo de referencia). El potencial pronóstico está interconectado con las características personales y profesionales de los estudiantes (características de las esferas intelectual, comunicativa, emocional-volitiva y de motivación). Existen diferencias significativas entre los estudiantes con diferentes niveles de desarrollo de potencial pronóstico de acuerdo con las principales características personales y profesionales. El análisis de correlación de los datos proporcionó las siguientes interrelaciones: existe una interrelación directa entre el nivel de desarrollo del potencial pronóstico y la estabilidad emocional de los estudiantes; entre el nivel de desarrollo del potencial pronóstico y los motivos para estudiar en una universidad como motivos profesionales y educativo-cognitivos; entre el nivel de desarrollo del potencial pronóstico y las características de la autorregulación. Sobre la base de los resultados de un estudio empírico, los autores diseñaron un programa para el desarrollo potencial pronóstico de los estudiantes que incluye métodos de enseñanza activos, conferencias y capacitaciones