- Кириченко, В. І. (orcid.org/0000-0003-1248-1588) and Єжова, О. О. (orcid.org/0000-0002-8916-4575) (2025) Stress Resistance of High School Students as a Factor of Life Success: An Empirical Study Проблеми сучасних трансформацій. Серія: педагогіка та психологія, 8. ISSN 2786-9199
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Abstract
The direct military threat to the lives and health of high school students in Ukraine is prompting scientists and practitioners to intensify their search for additional opportunities and mechanisms for developing stress-resistance skills to support their productive life. The purpose of the study is to scientifically substantiate approaches to the for-mation of life success of high school students by identifying the leading structural components of stress resistance and determining the typological profiles of students with different levels of stress resistance. The research design was based on the principles of unity of theory and practice, system approach, decomposition, and abstraction. The study involved 237 high school students (107 boys and 130 girls) in grades 9–11 from general secondary education institutions in Kyiv city, as well as Kyiv, Kharkiv, Dnipropetrovsk, and Cherkasy regions, during April - May 2024. The stress resilience of senior students was assessed using an adapted Franken questionnaire. The research hypothesis posits that increasing the level of stress resilience directly contributes to the effectiveness of developing personal life success. Statistica 6.0 software was used for factor, variance (ANOVA), and cluster anal-yses of the questionnaire results. Two key components of stress resilience were identified: social and personal-re-flective. Based on these components, three typical student profiles were distinguished: high, moderate, and low stress resilience. Their characteristics are described. It was found that the group with low stress resilience requires particular attention, as it is characterized by reduced self-perception, lack of social support, and difficulties with emotional regulation. The study confirmed that stress resilience in high school students is a multifactorial phenome-non that includes both intrapersonal characteristics and external social influences. The identified profiles align with contemporary approaches to understanding resilience, which emphasize not only the ability to withstand stress but also the presence of a supportive environment and adequate self-perception. Theoretical significance of the study lies in substantiating stress resilience profiles and the potential for implementing this knowledge in educa-tional work aimed at developing students’ life success. Considering the study results in general educational prac-tice opens opportunities for individualizing psychological and pedagogical support and is relevant in career guid-ance, as it can help students better adapt to the demands of their chosen professional field. Article type: empirical.
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