Structural organization of personal resources of coping behavior of students with different levels of self-organization of activity

Elena Suroedova,Galina Uvarova,Nogala Shevkieva,D Rudoy,V Kankhva,A Olshevskaya

doi:10.1051/e3sconf/202021019005

Elena Suroedova, Galina Uvarova + Show 4 more

Open Access

https://doi.org/10.1051/e3sconf/202021019005

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Abstract

The development of personal resources of coping behavior of students is possible under the condition of structuring personal time, tactical planning and strategic goal-setting, i.e. self-organization of activities. This article examines the features of the structure of personal resources of coping behavior of students with an average and high level of the general indicator of self-organization of activity. The study involved 67 students aged 19 to 21 years. Methods were used: survey; statistical methods (descriptive statistics, Spearman rank correlation coefficient, structural - psychological analysis according to generalized indicators of the index of organization, integrativity and differentiation of the structure, the express-х2 method for comparing matrices and structuralograms for their «homogeneity b-heterogeneity» (A.V. Karpov). The study established significant differences in the structural organization of such personal resources of coping behavior as indicators of optimism, self-efficacy, self-control, components of reflection, parameters that ensure the process of structuring personal time, tactical planning, strategic goal-setting among students with a high and average level of the general indicator of self-organization of activity. Research prospects are aimed at studying the structure of personal resources of coping behavior of students with a low level of the general indicator of self-organization of activity.

Highlights

Education at a university is the most important stage in the socialization and personal development of young people, and becomes the first step in the formation of social maturity and such features as responsibility, humanity and humanism, professional selfdetermination and self-development, focus on productivity and efficiency, development of moral and ethical and moral qualities
The assumption was tested that there are significant differences in the structural organization of such personal resources of coping behavior as indicators of optimism, selfefficacy, self-control, reflection components, parameters that provide the process of structuring personal time, tactical planning, strategic goal-setting among students with high and medium levels. general indicator of self-organization of activity
It can be argued that in the subgroup of students with a high level of the general indicator of self-organization of activity, the personal resources of coping behavior represent an integral structure of personality traits that contribute to effective coping with many difficult situations

Summary

Introduction

Education at a university is the most important stage in the socialization and personal development of young people, and becomes the first step in the formation of social maturity and such features as responsibility, humanity and humanism, professional selfdetermination and self-development, focus on productivity and efficiency, development of moral and ethical and moral qualities. The educational environment contributes to the formation of professional competence and self-awareness of young people, and develops personal qualities necessary for a modern person, such as self-organization, selfgovernment, reflection, optimism, tolerance, self-efficacy, resilience [1,2,3]. A.Kibalchenko defines personal resources as a complexly organized education, consisting of various structural components of the personality, which determine its success in educational, professional activities and in personal life [1]

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