Impact of Stress and Psychological Resources on the Russian Students’ Well-Being and Professional Development

Abstract

Abstract

Background. The paper addresses the pressing issue of developing scientific understanding of the psychological characteristics of contemporary Russian students in today's rapidly changing world. It also provides methodological foundations for selecting scientific approaches and methods for conducting large-scale screening studies of psychological well-being, professional development, stress levels, and psychological coping resources among Russian students.

Objective. A theoretical, methodological, and empirical investigation of the influence of stress, personal and regulatory resources on the psychological well-being and professional development of Russian students, including a cross-regional aspect.

Study Participants. The empirical study was conducted on a large sample of Russian students (N = 2,303) aged 16 to 27 years (59.5% — female), including 1,162 college students and 1,140 university students. For cross-regional comparison, a sample (766 students) was drawn from three regions of the Russian Federation with objectively different stress loads: Central Russia (Moscow and Kaluga), Donbass (Donetsk), and Crimea (Sevastopol).

Methods. A set of modern, valid, and reliable methods relevant for the large-scale research included The "Subjective and Objective Uncertainty Stress" Questionnaire (SOUS), the Short "Acute and Chronic Stress" Questionnaire (ACS), the Morossanova's "Self-Regulation Profile" Questionnaire (SRPQM 2020), the Dispositional Optimism Test — Revised (DOT-R), the Short Version of the Zimbardo Time Perspective Inventory (ZTPI-15), the Well-Being Manifestation Measure Scale (WBMMS), and the Career Adapt-Abilities Scale (CAAS). JASP software and the R environment were used for statistical processing. Data analysis included descriptive statistics, correlation analysis (Pearson), and group comparison methods (t-test for independent samples, Kruskal — Wallis test).

Results. Russian students in the surveyed sample are, on average, characterized by a moderate severity of stress and possess the personality and regulatory resources developed to a level enabling them to effectively cope with modern challenges, as reflected in their relatively high indicators of psychological well-being and professional development. The study has identified and described statistically significant differences in the levels of uncertainty stress (acute/chronic, subjective/objective), psychological well-being, professional adaptability, and psychological resources (conscious self-regulation, dispositional optimism, and future orientation) between males and females, college and university students, and between students residing in the regions with varying stress loads.

Conclusions. Russian students in general possess sufficient personal and regulatory resources to cope with the challenges of uncertainty. The identified differences based on gender, education stage, and stress load in the region of residence should be taken in account when developing student psychological support programs.

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