FEATURES OF THE INFLUENCE OF STRESS RESISTANCE ON THE LEARNING OF ADOLESCENT STUDENTS
DOI:
https://doi.org/10.31891/PT-2026-1-8Keywords:
stress resistance, adolescence, academic achievement, anxiety, resilience, psychological factorsAbstract
The article examines the psychological features of the influence of stress resistance on the learning activities of adolescent students in the context of increased psycho-emotional pressure in the modern educational environment. Stress resistance is considered as an important personal resource that ensures the ability of adolescents to maintain emotional balance and learning effectiveness under stress.
Theoretical approaches to the concepts of stress and stress resistance are analyzed, as well as their relationship with academic performance. The psychological factors influencing adolescents’ learning activities are characterized, including anxiety level, resilience, emotional stability, and types of behavior in stressful situations.
To test the hypothesis regarding the relationship between stress tolerance and academic performance of adolescent students, an empirical study was conducted, in which 50 adolescents aged 14 to 16 years participated.
The ascertaining stage was aimed at diagnosing stress tolerance of adolescents and identifying its connection with the academic performance of the latter.
The formative stage consisted in the development and testing of a psychological and pedagogical program for the formation of stress tolerance of adolescents.
In order to implement the research tasks, we formed a psychodiagnostic battery of tests, which included the following methods: “Questionnaire for self-diagnosis of the type of behavior in a stressful situation” by V. Boyko; “Resilience test” (S. Maddy); “Scale for assessing the level of reactive and personal anxiety” by C. D. Spielberger; Cattell’s 16-factor personality questionnaire.
The results of an empirical study conducted among adolescent students using a complex of psychodiagnostic techniques. Correlation analysis revealed no statistically significant relationship between stress resistance indicators and academic achievement. At the same time, the importance of additional factors such as motivation, family support, interest in learning, and characteristics of the educational environment is emphasized.
The study concludes that psychological support and the development of self-regulation skills are essential conditions for maintaining adolescents’ psychological well-being and optimizing the educational process
