Developing hardiness in students with different levels of internality

The relevance of the study is to identify new means that ensure the development of students’ hardiness on the path of their professional development, taking into account the increased demands of modern society on the individual’s ability to adapt to everything and steadfastly accept rapidly changing external conditions. The novelty lies in the fact that we have identified the features of the development of hardiness in students with personal characteristics such as internality, motivation for success and life-purpose orientations. The article analyzes theoretical approaches to the study of the problem of hardiness and internality in psychological and pedagogical literature, highlights the features of the development of these phenomena in student age. It was revealed that students with a dominant internal locus of control are characterized by more pronounced hardiness, desire to achieve success, involvement in the process and readiness to control the possible results of their own efforts. Students with a dominant external locus are more likely to avoid failure, not accept a risk situation and expect help and support from others. It is substantiated that the means of psychological and pedagogical support can ensure the development of the level of hardiness, as well as the personal characteristics interrelated with it. The development and implementation of the program of psychological and pedagogical support, which contributes to an increase in the level of resilience of students, taking into account their personal characteristics, ensured changes in the studied parameters in each experimental group. In the group of respondents with the dominant locus of control “internality”, positive changes occurred in overall hardiness, involvement and readiness to control the results. In the group of respondents with the dominant locus of control “externality”, the indicators of overall hardiness, involvement, risk taking, and desire to achieve success statistically significantly increased. The data obtained can be used in educational practice to optimize the professional development of students.

hardiness, internality, first-year student, student-teacher, program, psychological and pedagogical support