Abstract
Introduction. The paper presents the results of the comparative analysis of the personal characteristics of students with various levels of psychological well-being. Materials and Methods. The study relies on the following methods: Maddi’s Hardiness survey, V.V. Stolin and S.R. Panteleev’s Self-attitude test questionnaire, R. Lazarus and S. Folkman’s Test for coping with difficult situations, Kolb’s Learning style inventory, and H. Sievert’s Test to identify creative abilities. Results. Students with a high level of psychological well-being are characterized by constructive strategies for resolving problem situations, a high level of hardiness, and a positive self-attitude. Students with a low level of psychological well-being are characterized by a low degree of self-acceptance, a high degree of self-blame, a desire to avoid solving problems, and a lack of control over their own lives. Conclusion. The findings indicate that there are relationships between the psychological well-being of gifted students and indicators of their hardiness, coping strategies, self-attitude, learning style, and creativity. The study has revealed that students with different levels of psychological well-being differin some of the studied characteristics. Keywords: psychological well-being, giftedness, specialized schools, personal characteristics, hardiness, self-attitude, coping strategies, creativity
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