Psychological structure of personal resources of coping behavior of high school students

Abstract

The article is devoted to the study of the structure of personal resources of coping behavior in high school students with low and medium levels of stress resistance. The study involved 70 high school students aged 16-17 years (М = 17,1 SD = 1,1 (44,2% men)). The study was carried out on the basis of the Kalmyk ethnocultural gymnasium named after I. Zaya-Pandita and Trinity Gymnasium named after B. B. Gorodovikov. The study used the following methods: «Test of self-assessment of stress tolerance» (S. Cowhen, G. Willianson), «Test for optimism» (C. Scheyer, M. Carver, adaptation of O.A. Sychev), methodology «Scale of general self-efficacy» (R. Schwarzer, M. Erusalema, adaptation of V. Romek), the method «Brief scale of self-control» (J. Tangney, R. Baumeister, A. L. Boone, adaptation of T.O. Gordeeva, E.N. Osina, D.D. Suchkova, T.Yu. Ivanova, O.A. Sycheva, V.V. Bobrova), «Questionnaire of self-organization of activity» (E.Yu. Mandrikova), «Methods for diagnosing reflexivity» (A.V. Karpov, V.V. Ponomareva). The methods of mathematical and statistical processing of empirical data were: correlation analysis (r-Spearman), structural - psychological analysis according to generalized indicators of the index of organization, integrativity and differentiation of the structure (A.V. Karpov), the express-x2 method for comparing matrices and structuralograms for their «homogeneity-heterogeneity» (A.V. Karpov). It was found that the basic components that ensure the structural integration of the system of personal resources of coping behavior in the subgroup of high school students with an average level of stress resistance are: optimism; purposefulness; situational reflection; self-control. Research prospects are aimed at further studying the factors and predictors of the personal psychological resources of schoolchildren in overcoming difficult life situations and making recommendations to school psychologists on the development of programs aimed at developing the skills of reflection, self-regulation and self-control in stressful situations in students.