Features of Students' Adaptation to Learning in Wartime Conditions: The Role and Significance of Resilience and Stress Coping Strategies (on The Example of Students from Kharkiv Universities)

The article is devoted to the problem of adaptation and its factors. The authors aim at theoretical understanding and empirical research of the ‎features of students' adaptation to learning activities in war conditions (on the example of students from Kharkiv and the Kharkiv region). During the theoretical analysis, it was clarified that the successful adaptation of students to learning in war conditions depends on ‎many components, such as the motivational structure of the personality, self-esteem, flexibility of the nervous system, intellectual and ‎creative abilities, and a positive emotional background. The authors note that adaptation is a socio-psychological process, and they also ‎theoretically substantiate that adaptation is inextricably linked to their resilience and coping strategies. According to the results of an ‎empirical study, it is proven that in war conditions, students who are forced to study remotely suffer from a lack of direct interaction with ‎other students and teachers, which negatively affects their adaptation to learning in war conditions. At the same time, such positive trends as ‎the dominance of a moderate desire to overcome unfavorable factors and acquire new experience, the expression of active stress coping ‎strategies, and the prevalence of high rates of self-acceptance and positive self-esteem were revealed. The authors have formulated ‎recommendations regarding the increase of the adaptive potential of students in war conditions, in particular, adaptation to the student group ‎and educational activities‎.