Adaptation of Students Depending on the Type of Temperament to Educational Activities in Higher School in the Conditions of Online Learning

The article examines the influence of the type of temperament on the adaptation of students to educational activities at the university in the context of online learning. The article's main aim is to study the regulatory-adaptive status of students depending on the classical and mixed types of temperament. To do so, we analyze and investigate a number of sources on this issue. For the successful adaptation of students to educational activities in the context of online learning, higher school teachers should determine what properties and characteristics of the nervous system their students have. The authors conclude that the regulatory-adaptive abilities of students to the educational process depend on the type of temperament. They are the highest among phlegmatic/sanguine students and the lowest among melancholic students

Social and Psychological Features of Hardiness in Personality of Students of Higher Education Institutions

The topicality and significance of the study is determined by the fact that life and activity of a person in contemporary socio-economic conditions are inextricably connected with the constant impact of adverse social, political, economic and other factors on him. These factors are accompanied by the emergence of various kinds of difficult life situations, as a result of which stress develops in a person. In the student milieu, stress arises under the influence of difficulties associated with both the learning process and life circumstances. The paper presents the results of an empirical study of socio-psychological features of hardiness in students of higher educational institutions. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). Testing included the following psycho-diagnostic tools: the author’s questionnaire for assessing stressful situations; McCrae-Costa Five-Factor Personality Questionnaire (The Big Five dimensions); “Hardiness test”; Self-attitude technique. The validity and reliability of the study results was ensured by the initial methodological positions, the use of proven tools, sample representativeness of the research, as well as mathematical processing of data with the use of a software package for statistical analysis. As a result of the study, it was proved that emotion-focused ways of overcoming stress associated with a decrease in tension and a change in attitude to emerging difficulties prevail among the students of both the experimental and control groups. A high level of stress was found in the majority of subjects. In order to reduce this stress, it is necessary for students to form special skills to overcome it. In addition, an analysis of the psychological factors of students’ hardiness made it possible to determine the main areas of their psychological support in overcoming difficult life situations (development of qualities that form the core of students’ personal adaptive potential, the formation of their social competency, enrichment of social networks, as well as learning ways to find and accept social support)

Social and Psychological Features of Hardiness in Personality of Students of Higher Education Institutions

The topicality and significance of the study is determined by the fact that life and activity of a person in contemporary socio-economic conditions are inextricably connected with the constant impact of adverse social, political, economic and other factors on him. These factors are accompanied by the emergence of various kinds of difficult life situations, as a result of which stress develops in a person. In the student milieu, stress arises under the influence of difficulties associated with both the learning process and life circumstances. The paper presents the results of an empirical study of socio-psychological features of hardiness in students of higher educational institutions. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). Testing included the following psycho-diagnostic tools: the author’s questionnaire for assessing stressful situations; McCrae-Costa Five-Factor Personality Questionnaire (The Big Five dimensions); “Hardiness test”; Self-attitude technique. The validity and reliability of the study results was ensured by the initial methodological positions, the use of proven tools, sample representativeness of the research, as well as mathematical processing of data with the use of a software package for statistical analysis. As a result of the study, it was proved that emotion-focused ways of overcoming stress associated with a decrease in tension and a change in attitude to emerging difficulties prevail among the students of both the experimental and control groups. A high level of stress was found in the majority of subjects. In order to reduce this stress, it is necessary for students to form special skills to overcome it. In addition, an analysis of the psychological factors of students’ hardiness made it possible to determine the main areas of their psychological support in overcoming difficult life situations (development of qualities that form the core of students’ personal adaptive potential, the formation of their social competency, enrichment of social networks, as well as learning ways to find and accept social support).La actualidad y la importancia del estudio están determinadas por el hecho de que la vida y la actividad de una persona en condiciones socioeconómicas contemporáneas están inextricablemente conectadas con el impacto constante de factores sociales, políticos, económicos y otros adversos en él. Estos factores están acompañados por la aparición de varios tipos de situaciones difíciles de la vida, como resultado de lo cual el estrés se desarrolla en una persona. En el entorno estudiantil, el estrés surge bajo la influencia de dificultades asociadas tanto con el proceso de aprendizaje como con las circunstancias de la vida. El artículo presenta los resultados de un estudio empírico de las características sociopsicológicas de la resistencia en estudiantes de instituciones de educación superior. 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). Las pruebas incluyeron las siguientes herramientas de psico-diagnóstico: el cuestionario del autor para evaluar situaciones estresantes; Cuestionario de personalidad de cinco factores McCrae-Costa (Las cinco grandes dimensiones); "Prueba de resistencia"; Técnica de actitud propia. La validez y la fiabilidad de los resultados del estudio se garantizaron mediante las posiciones metodológicas iniciales, el uso de herramientas comprobadas, la representatividad de la muestra de la investigación, así como el procesamiento matemático de los datos con el uso de un paquete de software para el análisis estadístico. Como resultado del estudio, se demostró que las formas centradas en la emoción de superar el estrés asociado con una disminución de la tensión y un cambio de actitud ante las dificultades emergentes prevalecen entre los estudiantes de los grupos experimentales y de control. Se encontró un alto nivel de estrés en la mayoría de los sujetos. Para reducir este estrés, es necesario que los estudiantes formen habilidades especiales para superarlo. Además, un análisis de los factores psicológicos de la resistencia de los estudiantes permitió determinar las áreas principales de su apoyo psicológico para superar situaciones difíciles de la vida (desarrollo de cualidades que forman el núcleo del potencial de adaptación personal de los estudiantes, la formación de su sociedad). competencia, enriquecimiento de las redes sociales, así como aprender formas de encontrar y aceptar apoyo social)