The subject of the study is the resilience of students' personality as a key resource for their psychological well-being, academic and social adaptation in a modern university educational environment characterized by high uncertainty and increasing demands on personal responsibility. The paper analyzes the structure of the interrelationships of resilience with adaptive resources, motivational and value orientations, coping strategies, formal and dynamic personality traits, features of sociopsychological adaptation and the need for selfdevelopment as an integrated system. The research is based on theoretical approaches to understanding resilience in the concept of hardiness (S. Muddy), the regulatory role of resilience in the model of D. A. Leontiev, as well as the socioecological paradigm that considers resilience as a result of the interaction of personality and environment. The empirical basis is the data from a sample of students (N=140) enrolled in higher education programs. The methodology includes standardized methods (the D. A. Leontiev and E. I. Rasskazova resilience test, the COPE coping strategies questionnaire, the Life meaning orientation scale), a sample of 140 students, statistical analysis (Spearman correlations, Student's t-test in SPSS). The main results show that resilience is a system-forming component of students' personal potential, integrating cognitive, motivational and behavioral resources and setting the overall profile of their adaptive capabilities. It has been established that a high level of resilience is statistically significantly and consistently positively associated with achievement motivation, resourcefulness, internality, sociopsychological adaptation, emotional comfort, active coping strategies and a pronounced need for self–development, and negatively with motivation to avoid failures, pronounced maladaptation, escapism and increased emotional vulnerability. Thus, resilience is empirically confirmed as the central link of a unified system of personal self-regulation of the student. The data obtained substantiate the need for purposeful formation of resilience in the higher education system and the development of scientifically based programs of psychological and pedagogical support for students, focused on the development of their personal resources and adaptive potential.
Elena Vladimirovna Soboleva (Thu,) studied this question.