The role of teacher’s health culture in the formation of students’ hardiness

Abstract

The relevance of the researched problem is determined by the necessity to improve the teacher’s culture of health and wellbeing affected by the growing functional loads leading to the stressful situations that influence the human health status and life expectancy. The article is aimed at proving the necessity to form hardiness of the students, particularly, through the teaching/learning process. The situation is conditioned by low stress resistance of university students and consequently by their decreased self-preservation and low life expectancy. The research method is students’ self-report based on the S. Cohen and G. Willianson Perceived Stress Scale questionnaire (stress resistance self-evaluation) that allows to prove the necessity to form hardiness exactly in the age group under consideration [1]. The didactic methods are the classroom discussion and the role-play. The article discloses and corroborates the pedagogical approaches to the human hardiness formation that are used during the vocational education at the university level and are necessary to overcome life difficulties evolved during the personal ontogenesis. The article can be of practical value to educators, psychologists, psycho-physiologists, and other professionals dealing with support and assistance to those students who experience problems in difficult situations.