Psychological and pedagogical conditions for developing stress resistance in student youth during professional training
DOI:
https://doi.org/10.46299/j.isjel.20260504.03Keywords:
stress resistance, student youth, psychological and pedagogical conditions, professional training, self-regulation, coping strategies, self-efficacy, self-esteem, cognitive flexibility, educational environment, psychological well-beingAbstract
The article examines the problem of developing stress resistance in student youth during professional training. Contemporary approaches to understanding stress resistance and the psychological factors influencing its development are analyzed. Particular attention is paid to substantiating the psychological and pedagogical conditions that promote the development of stress resistance in the educational environment of higher education institutions. The study was conducted using a set of theoretical methods, including theoretical and methodological analysis, analysis and synthesis of scientific sources, comparison, systematization, and generalization of findings from contemporary psychological and educational research. The generalization of scientific approaches made it possible to clarify the essence of the concept of stress resistance and identify the factors affecting its development. It was found that stress resistance is shaped through the interaction of internal and external factors. Internal factors include self-regulation, self-efficacy, self-esteem, cognitive flexibility, coping strategies, and anxiety level, whereas external factors are associated with social support and the characteristics of the educational environment. The significance of emerging adulthood as a period of active personal and professional development is highlighted, during which psychological resources necessary for overcoming difficulties and future professional activity are formed. The psychological and pedagogical conditions contributing to the development of stress resistance in student youth have been identified, including the development of self-regulation skills, the formation of constructive coping strategies, support for self-efficacy and positive self-esteem, the creation of a supportive educational environment, and the provision of psychological and pedagogical support for students. The combination of these conditions creates prerequisites for strengthening psychological resilience, maintaining psychological well-being, and increasing future specialists’ readiness to meet professional challenges.References
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