The Influence of Hardiness on the Effectiveness of Students’ Adaptation During the Hostilities

Abstract

The article aims to study the relationship between the hardiness level and the effectiveness of students’ adaptation to new learning conditions during the hostilities. The research involved testing methods, questionnaire survey, and peer review. The following techniques were used: the Purpose-in-Life Test, Maddi’s Hardiness Survey, Strategic Approach to Coping Scale, and Test of Personal Adjustment. For statistical analysis were used: Pearson’s correlation coefficient, Student’s t-test, Kolmogorov-Smirnov test. It was established that the average values of the scales of the Hardiness Test in almost healthy girls and boys in comparison with standard data differ in the positive direction on all scales of the test. For several qualitative characteristics of adaptability, the indicators of the experimental group are higher than those of the control group: the results of the experimental group significantly exceed the control group for the “Acceptance of others” indicator. The experimental group obtained a significant advantage in terms of emotional comfort and internal control. The study helped to reveal the connection between resilience and the effectiveness of students’ adaptation during hostilities. A direct relationship between high hardiness and more effective adaptation was proved. That is, it became possible to make students’ adaptation more efficient by increasing their hardiness. The study will be helpful for managers of higher education institutions, teachers, and students who care about the effectiveness and safety of the educational process during hostilities.