Self-Actualization and Stress Resistance: Methodological and Practical Aspects of Studying the Personality of Students in the Process of Distance Learning

Abstract

The article considers the issues of studying the self-actualization of the personality by the representatives of various conceptual schools. We consider distance learning in the higher education system as a capacity for opportunities, as the implementation of an individual approach in learning, motivating the student to self-learn, freedom from rigid binding to the territory and a certain period of time, objective assessment of learning results. The study's goal is to investigate the connection between the self-actualization of the personality and the level of students' stress resistance in the process of distance learning. Research methods: questionnaires and testing. Based on theoretical analysis, the methodological basis of the study was determined in relation to the self-actualization of the personality as the highest level of its development in the context of humanistic psychology, distance learning. As a result of an empirical study, the authors of the article revealed the correlation between the ambition for self-actualization and the level of stress resistance. The ambition for self-actualization correlates with the level of assessment of one’s effectiveness in distance learning, and there are sex differences according to the criteria of the ambition for self-actualization and the level of stress resistance.