Stable Personality Characteristics Research Articles

Психологические характеристики проявления оптимизма и пессимизма у студентов

This article is devoted to the study of the phenomena of optimism and pessimism, which represent diametrically opposed worldviews. Optimism and pessimism are considered as significant psychological constructs that have a close relationship with such phenomena as stress, distress, depression, achievement motivation and coping behavior, which has a significant impact on various spheres of an individual's life.
 
 Each personality has a certain degree of optimism and pessimism, which, being relatively stable personal characteristics, coexist in unity and are in constant interaction. The formation of these characteristics occurs in childhood and adolescence, and later they undergo transformation.
 
 The study showed that the psychological components of the worldview of optimistic and pessimistic students have significant substantive differences. These differences have an impact on purposefulness, emotional saturation of life and satisfaction with self-realization among representatives of these groups.
 
 The results of the study demonstrate gender differences in the tendency to optimism: among girls, the tendency to optimism is higher than this indicator among boys. There is only a slight difference in indicators depending on the year of study, and at senior courses the ratio of optimists and pessimists is equalized (51% and 49%, respectively).

Interconnection of the socio-psychological profile of a conscript’s and the success of his adaptation to army conditions

The article describes the results of the study on the relationship between the socio-psychological portrait of a new recruit and his or her successful adaptation to the military environment. The empirical study was organized to identify the peculiarities of the adaptation of conscripts to the army environment by identifying their personality characteristics. A sample of 302 recruits aged 18-24 years was selected for the study. In this study, we aimed to defi ne the objectives, hypotheses and tasks of the research, as well as to present statistical data and correlations of the variables analyzed, such as character emphasis, neuropsychic stability, self-esteem, motivation and stress resistance. Analysis of the data allows us to conclude that a set of relatively stable personal characteristics in military personnel plays a key role in their successful adaptation to a wide range of situations encountered in the military environment.

RESEARCH AND EXPERIMENTAL APPROBATION OF PEDAGOGICAL TERMS FOR THE FORMATION OF STUDENTS’ LEADERSHIP SKILLS IN THE INNOVATIVE EDUCATIONAL ENVIRONMENT OF THE LYCEUM

The study reveals the problem of the formation of leadership skills in students of general secondary education institutions. The article aims to investigate the technique of formation of students’ leadership skills in the innovative educational environment of the lyceum. The research used both theoretical methods (analysis, generalization, modelling and design), and empirical methods, among which the pedagogical experiment was the leading one. It has been found that leadership skills are essentially a set of stable personality characteristics that ensure the effectiveness of activities and aid in taking the position of a leader in a group, are manifested in organizational skills, and can significantly influence the behaviour and mood of people, allow being an example for imitation. Leadership skills of students of general secondary education institutions are presented as a system of four groups – personal, cognitive, social and civic skills. The criteria for the formation of students’ leadership skills have been identified, among which are motivational, cognitive, activity-based and evaluative-reflective ones. During the diagnostic experiment the lack of students’ leadership skills according to certain components and criteria was recorded. It has been emphasized that removing the causes and difficulties in the formation of students’ leadership skills is possible if certain pedagogical terms are observed. These are the following: the development of student’s motivation for the formation of leadership skills; the shaping of an educational environment focused on the formation of students’ leadership skills; the creation of educational and methodical support for the formation of leadership skills; elaboration of the school’s partnership with stakeholders. The content of the research-experimental approbation of pedagogical conditions for the formation of students’ leadership skills was disclosed. The substance of the complex technique, which ensured the creation in the educational process of the lyceum of certain pedagogical terms for the formation of leadership skills in students, was outlined. The complex technique was implemented throughout the motivational-preparatory, developmental, formative, and control-corrective stages. In consequence of the approbation, pedagogical terms and tools for the leadership skills formation in students have been developed and implemented, namely: information, computer and Internet technologies, cases, projects, test methods, portfolios, business games, role-playing, situational and simulation games, brainstorming, interactive methods, student self-government, briefing, debate; the concept of an educational and developmental environment focused on the formation of students’ leadership skills; forms of work to shape leadership skills in students: thematic lessons, training, virtual and thematic excursions, club work, electives, senior school leaders’ summit, round table, charity events, volunteer work; methodical support for the formation of teachers’ readiness to educate students’ leadership qualities: training classes “7 habits of highly effective people”, training session “Formation of leadership skills” (12 hours); methods of stimulating students to leadership and leadership behaviour via educational situations (cognitive, evaluative, and alternative ones), technologies for creating a situation of success, project activities; a package of methodical support to assist teachers, parents and the public in the formation of leadership qualities in students. Based on the results of qualitative, quantitative and statistical analysis, the effectiveness of the developed pedagogical terms for the formation of leadership skills in students in the innovative environment of the lyceum has been proven.

Functional sophistication in human escape

Animals including humans must cope with immediate threat and make rapid decisions to survive. Without much leeway for cognitive or motor errors, this poses a formidable computational problem. Utilizing fully immersive virtual reality with 13 natural threats, we examined escape decisions in N= 59 humans. We show that escape goals are dynamically updated according to environmental changes. The decision whether and when to escape depends on time-to-impact, threat identity and predicted trajectory, and stable personal characteristics. Its implementation appears to integrate secondary goals such as behavioral affordances. Perturbance experiments show that the underlying decision algorithm exhibits planning properties and can integrate novel actions. In contrast, rapid information-seeking and foraging-suppression are only partly devaluation-sensitive. Instead of being instinctive or hardwired stimulus-response patterns, human escape decisions integrate multiple variables in a flexible computational architecture. Taken together, we provide steps toward a computational model of how the human brain rapidly solves survival challenges.

Психологические основания реагирования на пандемию COVID-19

The article presents the results of an empirical study aimed at analyzing the relationship between the psychological characteristics of a person, their perceptions of COVID-19, their attitudes towards vaccination and their behavior in a pandemic situation. 2,786 people took part in the online survey. Participants completed the following methods: the Pandemic Opinions questionnaire, Big Five Inventory-2, D. Amir khan's Coping Strategies Indicator, State Anxiety Subscale from the Ch. D. Spiel berger's State-Trait Anxiety Scale. The study revealed a variety of psychological prerequisites for such forms of adaptive response to the pandemic as the implementation of preventive measures and the adoption of vaccination. These included personality traits, coping strategies, emotional state, and pandemic-related perceptions. A variety of typical response options in a pandemic situation has been found. Three psychological types were distinguished among those who actively carried out preventive measures and two types among those who poorly performed these measures. Three types of people were identified who have a positive attitude towards vaccination, and three types in the group with a negative attitude towards it. Each type was characterized by a specific set of personality traits, coping strategies, and pandemic-related perceptions. The results of the study suggest three main pathways that lead people to an adaptive response to a pandemic. The first is largely due to a person’s stable personal characteristics (responsibility, benevolence, adaptability of coping strategies), the second is associated with a person’s acute experience of their vulnerability to coronavirus, while the third, seemingly, has extrapersonal determinants associated with a person’s social environment.

МОТИВАЦІЯ СТУДЕНТІВ ДО ЗАНЯТЬ З ФІЗИЧНОГО ВИХОВАННЯ ЯК ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

The article analyzes the psychological and pedagogical aspects of students' motivation for physical education classes. It was determined that in modern psychological and pedagogical literature there are significant differences regarding the definition of the concepts «motive» and «motivation». It was found out that the concept of «motive» includes needs, motivation, interest, passion, inclination, desire. Motives are relatively stable personal characteristics of a person. Motives can be ideals of the individual, his beliefs, social guidelines, value orientations. It is noted that the effectiveness of the organization of the educational process in physical education is possible provided that the main motivational motives that determine the student's activity and, as a result, the process of forming his motivation for motor activity are taken into account. The main factor influencing students' motivation to study is the acquisition of knowledge, skills and abilities. Emphasis is placed on the fact that it is possible to interest a student in physical education through purposeful influence on individual motives and on the motivational sphere as a whole. One of the most important tasks in the formation of motivation for physical education is the development of achievement motivation. Based on the analysis of the pedagogical literature, it was concluded that the formation of motivation depends on the content, methods, organizational forms and material possibilities of conducting the educational process in a higher educational institution. The main pedagogical conditions that will contribute to the effective formation and increase of students' motivation to engage in physical education are defined: acquiring knowledge about preserving, maintaining and strengthening health, creating a positive attitude towards the formation of the need for a healthy lifestyle; differentiation of physical education. It is emphasized that supporting educational motivation will allow students to consciously master knowledge, develop skills and abilities; to develop a positive attitude towards the process of physical education, to systematically engage in physical and recreational and sports exercises during educational and extracurricular activities. Key words: motivе, motivation, interest, рhysical еducation physical education of students.

The Role and Place of Moral-Willed Qualities in the General System of Training of Future Military Officers

The article investigates the peculiarities of the training for military personnel in higher education institutions in Ukraine. The formation of moral and volitional qualities of future military personnel takes place both in the process of gaining professional qualifications in higher military educational institutions and military educational units of higher education institutions and during physical and tactical training.
 Study of the scientific literature shows that the term "moral-willed qualities" is studied as a relationship between the concepts of "moral qualities" and "willed qualities".
 Based on the analysis of scientific literature, the concept of "moral and volitional qualities of future military personnel" has been clarified, which we understand as stable personality characteristics that affect the ability to manage one's behaviour and activities in all situations based on compliance with moral standards.
 It has been proven that for successful professional activities, future military personnel need to develop such moral and volitional qualities as purposefulness; courage and determination; independence and resourcefulness; perseverance and tenacity; endurance and self-control; discipline and organization.

Character-Based Value Factorization For MADRL

Abstract Value factorization is a popular method for cooperative multi-agent deep reinforcement learning. In this method, agents generally have the same ability and rely only on individual value function to select actions, which is calculated from total environment reward. It ignores the impact of individual characteristics of heterogeneous agents on actions selection, which leads to the lack of pertinence during training and the increase of difficulty in learning effective policies. In order to stimulate individual awareness of heterogeneous agents and improve their learning efficiency and stability, we propose a novel value factorization method based on Personality Characteristics, PCQMIX, which assigns personality characteristics to each agent and takes them as internal rewards to train agents. As a result, PCQMIX can generate heterogeneous agents with specific personality characteristics suitable for specific scenarios. Experiments show that PCQMIX generates agents with stable personality characteristics and outperforms all baselines in multiple scenarios of the StarCraft II micromanagement task.

Theoretical substantiation of preparation of future teachers for the implementation of innovative practices of educational activity in higher educational activities

The article describes the results of a scientific study of the problem of theoretical substantiation of the problem of developing innovative practices of educational activities in universities. Monitoring the effectiveness of educational practices in universities is becoming an increasingly urgent problem. Currently, there is a need to create a bank of the best practices of educational activities. The following theories of activity, psychological theories of personality, the principle of co-existence in education, the phenomenon of readiness for activity, the theory of soft skills or flexible (or soft) skills, the theory of social relays are chosen, analyzed and substantiated as the theoretical basis of the study. As a result of the analysis of the theory of activity, we came to the conclusion that educational practices should have a purposeful and meaningful character, and the preparation of teachers for educational activities should be carried out within the framework of practice-oriented activities and modeling of educational situations. The personality structure of S.L. Rubinstein serves as a support (prototype) for determining the component composition of teachers' readiness for educational activities. Based on stable and dynamic personality characteristics identified by scientists, stable and flexible personality qualities can be identified that form the readiness of teachers for educational activities. Having analyzed the phenomenon of readiness for activity, we came to the conclusion that readiness for the implementation of educational practices presupposes activity and predisposition to it, the need for its implementation, the ability to activate the mental functions necessary for its implementation; assuming that there is a stable motivation for its implementation, as well as preadaptive abilities, the ability to project future events in educational activities. Flexible skills are a necessary element of a teacher's professional competence, ensuring the effectiveness of the implementation of educational practices. The analysis of the works devoted to the theory of social relays allowed us to conclude that they can be used as one of the effective methods of forming the value attitude of teachers to educational activities, through social relays, accumulated life experience, patterns of behavior, ideals necessary for teachers to effectively implement the practices of educational activities can be transferred. The considered psychological and pedagogical theories, concepts, works of various authors, act as a theoretical basis for the development and adaptation of educational practices at the university, are the basis for the development of a training system and a model of readiness of teachers for educational activities at the university.

Psychological Factors of Tourist Expenditure: Neglected or Negligible?

Despite recent progress in identifying the factors of tourist expenditure, knowledge of the psychological characteristics of tourists is necessary to fully understand their impact. Therefore, this study attempts to extend the economic, sociodemographic and trip-related factors by including psychological factors in the econometric models. A total of 1,036 Slovak tourists who paid for summer holidays abroad in the summer of 2021 were interviewed. Three of the six psychological factors analysed (two stable personality characteristics – conscientiousness and agreeableness as well as four tendencies expressing willingness to spend or save – spendthrift, tightwad, thrift and spending propensity) correlated significantly with the amount of expenditure. In addition to income, type of travel, children and duration of the stay, the results of the partial least squares test revealed the net effects of tightwad, spending propensity and thrift. The magnitude of the effects of psychological factors points to the need for further research.

Research Trends of Career Construction in Vocational Education: A Bibliometric Review

The rapidly changing work environment and work patterns require individuals to actively adapt to the challenges and difficulties that arise in their career development. Over the past 20 years, construction theory has become prominent in career psychology. The concept of career construction is an adaptation model that explains the process of career construction over a person's life span through adaptation. Therefore, the career adaptation model describes the interaction between stable personal characteristics, psychological capacities, career behavior, and career outcomes. Career results will be optimal if achieved with adequate career behavior and facilitated by psychology. The purpose of this research article is to provide an overview of trends in career construction in Vocational Education to understand the evolution in the field of career construction from 2005 to 2022. The research method uses the bibliometric method. The amount of data obtained is 400 articles from publications indexed in the Scopus database. The research describes citation analysis, co-authorship analysis, co-citation analysis, and keyword analysis that produces a pattern of research maps in the field of Education. up-to-date for research on future career construction

Aversive Personality and COVID-19

Abstract. The Coronavirus Disease 2019 (COVID-19) has strongly affected individuals and societies worldwide. In this review and meta-analysis, we investigated how aversive personality traits – that is, relatively stable antisocial personality characteristics – related to how individuals perceived, evaluated, and responded to the COVID-19 pandemic. Across 34 studies with overall 26,780 participants, we found that people with higher scores in aversive personality traits were less likely to perceive guidelines and restrictions to curb the spread of the virus as protective ([Formula: see text] = −.11), to engage in health behaviors related to COVID-19 ([Formula: see text] = −.16), and to engage in non-health-related prosocial behavior related to COVID-19 ([Formula: see text] = −.14). We found no consistent relation between aversive personality and negative effect regarding the pandemic. The results thus indicate the importance of aversive personality traits in understanding individual differences with regard to COVID-19.

Applying Attention-Based Models for Detecting Cognitive Processes and Mental Health Conditions.

According to the psychological literature, implicit motives allow for the characterization of behavior, subsequent success, and long-term development. Contrary to personality traits, implicit motives are often deemed to be rather stable personality characteristics. Normally, implicit motives are obtained by Operant Motives, unconscious intrinsic desires measured by the Operant Motive Test (OMT). The OMT test requires participants to write freely descriptions associated with a set of provided images and questions. In this work, we explore different recent machine learning techniques and various text representation techniques for facing the problem of the OMT classification task. We focused on advanced language representations (e.g, BERT, XLM, and DistilBERT) and deep Supervised Autoencoders for solving the OMT task. We performed an exhaustive analysis and compared their performance against fully connected neural networks and traditional support vector classifiers. Our comparative study highlights the importance of BERT which outperforms the traditional machine learning techniques by a relative improvement of 7.9%. In addition, we performed an analysis of how the BERT attention mechanism is being modified. Our findings indicate that the writing style features acquire higher importance at the moment of accurately identifying the different OMT categories. This is the first time that a study to determine the performance of different transformer-based architectures in the OMT task is performed. Similarly, our work propose, for the first time, using deep supervised autoencoders in the OMT classification task. Our experiments demonstrate that transformer-based methods exhibit the best empirical results, obtaining a relative improvement of 7.9% over the competitive baseline suggested as part of the GermEval 2020 challenge. Additionally, we show that features associated with the writing style are more important than content-based words. Some of these findings show strong connections to previously reported behavioral research on the implicit psychometrics theory.

Theoretical Analysis of Foreign Cognitive Personality Theories

The article provides a theoretical analysis of cognitive personality theories and describes how to apply the modern cognitive theory of personality. Cognitive personality theories have made important contributions to psychology by explaining complex human interactions and situations. The studies revealed the powerful role of attributive belief systems and delineated many cognitive aspects that are critical to understanding individual differences. Cognitive personality theories focus on the processes of encoding and extracting information as well as on the role of expectations, motivations, goals, and beliefs in the development of stable personality characteristics. The works of foreign researchers mentioned in the article have become the basis of the modern cognitive personality theory, which is widely applied in psychological counseling.

COMPARATIVE ANALYSIS OF PERSONAL FEATURES IN NAVAL SPECIALISTS WITH SIGNS OF PROFESSIONAL BURN OUT

Introduction. The formation of professional burnout syndrome is largely determined by stable personality characteristics, which determine the plasticity of responding to a situation and its adaptation, which predetermines the relevance of their study.Purpose: to assess personal characteristics based on the application of the SMIL methodology in naval specialists who have (or do not have) signs of professional burnout.Materials and methods. The study involved 250 naval specialists aged 25 to 45, divided into 2 groups — with the absence (group 1 (n=91 people)) and the presence (group 2 (n=159 people)) signs of professional burnout, in which personality traits.Results and its discussion. It was found that naval specialists with signs of professional burnout, in comparison with those who do not have it, have significantly higher indicators on the scales of correction, activity, masculinity, as well as significantly lower indicators on the scales of rigidity and anxiety; however, these indicators were within the average normative values and were of a relative nature.Conclusion. The obtained data can be used in applied terms as one of the criterioIntroduction. The formation of professional burnout syndrome is largely determined by stable personality characteristics, which determine the plasticity of responding to a situation and its adaptation, which predetermines the relevance of their study.Purpose: to assess personal characteristics based on the application of the SMIL methodology in naval specialists who have (or do not have) signs of professional burnout.Materials and methods. The study involved 250 naval specialists aged 25 to 45, divided into 2 groups — with the absence (group 1 (n=91 people)) and the presence (group 2 (n=159 people)) signs of professional burnout, in which personality traits.Results and its discussion. It was found that naval specialists with signs of professional burnout, in comparison with those who do not have it, have significantly higher indicators on the scales of correction, activity, masculinity, as well as significantly lower indicators on the scales of rigidity and anxiety; however, these indicators were within the average normative values and were of a relative nature.Conclusion. The obtained data can be used in applied terms as one of the criterion guidelines at the stage of selection of naval specialists, since personality traits, being stable psychological formations, can be a kind of damper preventing the formation of unfavorable functional states in the examined persons.n guidelines at the stage of selection of naval specialists, since personality traits, being stable psychological formations, can be a kind of damper preventing the formation of unfavorable functional states in the examined persons.

The psychological burden of routine prenatal ultrasound on women’s state anxiety across the three trimesters of pregnancy

ObjectiveAlthough obstetric ultrasound examination has recognizable clinical and psychological benefits, it also involves some psychological burdens, mainly in terms of the woman’s state anxiety, the level of which can change during pregnancy. This research aimed to study the influence of routine ultrasound examination on the woman’s state anxiety and its relation with her personality background in the three trimesters of pregnancy. Study designThis work was a prospective interventional study. Women who underwent routine-screening ultrasound examinations in the first, second, or third trimester of pregnancy were recruited. The state anxiety level was assessed using the State-Trait Anxiety Inventory - subscale S (S-Anxiety), administered immediately before and after the exams. More stable personality characteristics were evaluated before ultrasound, assessing trait anxiety by State-Trait Anxiety Inventory - subscale T (T-Anxiety) and psychological coping by Coping Orientations to Problem Experienced (COPE). The S-Anxiety scores, collected immediately before and after the exams, were compared by two-tailed paired t-test. Moreover, S-Anxiety scores collected in each one of the three-trimester groups immediately before and after the exams were compared by one-way between groups ANOVA. Relations among S-Anxiety scores with more stable aspects of personality (T-Anxiety and COPE scores) were also studied, by correlation analysis. ResultsA total of 285 women were recruited. In all trimesters, S-Anxiety scores decreased significantly after the exam (P < 0.001), with a more relevant reduction in women with higher T-Anxiety scores (P < 0.001). A gradual decrease in S-Anxiety scores before the examination was seen across the three trimesters, with significantly higher scores in the first trimester (P = 0.016). Before ultrasound, S-Anxiety score resulted positively correlated with avoidance coping strategies (P < 0.001), while it was inversely related to active coping style (P < 0.001) and positive aptitude (P < 0.001). ConclusionsThe psychological burden of prenatal ultrasound in the different trimesters of pregnancy was studied. Clinicians should be sensitive to women’s state anxiety during prenatal routine-screening ultrasound examination, using a personalized approach. Particular attention should be paid to the psychological burden associated with ultrasound evaluation of the first trimester, when the level of the anxiety state is higher.

Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions

Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele &amp; MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.

Subjective discomfort and personality traits of university teachers during the COVID-19 pandemic

The current threat of the COVID-19 pandemic has led to the transition to distance (online) education in all educational institutions of the country, including universities. A sudden forced change in the form and structure of education has psychological consequences for all the participants in the educational process. The objective of the study presented was to examine the severity of anxiety, career maladjustment, stress levels, and coping strategies among university teachers during the transition to distance (online) education. The sample comprised 169 individual participants (95 women, 74 men) aged 25 to 70 years: 119 university teachers of the Rostov region (mean age = 45 years) and 40 sales specialists as the control group (mean age = 35 years). The study was conducted online from 04.24.2020 to 06.15.2020. The results indicate a general tendency to increasing stress levels and severity of career maladjustment. university teachers have a higher level of professional motivation and less often complain of feeling unwell and of a decrease in cognitive functions. Less adaptive in terms of stable personality parameters respondents are more likely to experience stress and more prone to manifest unmotivated anxiety. They demonstrate a higher level of career maladjustment and subjective discomfort when using the Internet. The preferred coping strategy is to openly complain about work or general negative feelings. Changes in the dynamic personality characteristics of university teachers during distance education are determined by their stable personality characteristics rather than by their age, which is often mentioned as the main factor for adaptation difficulties.

PROFESSIONAL READYNESS OF FUTURE SOCIAL EMPLOYEE FOR WORK IN ALTERNATIVE FORMS OFSTATE CARE FOR CHILDREN

The article substantiates the urgency of the problem of forming the professional readiness of the future social worker to work in alternative forms of state custody of children. Different approaches of scientists to determine the nature and structure of professional readiness are analyzed. It is noted that the professional readiness of the future social worker to work in alternative forms of child custody is an important integrative quality and stable personal characteristics of the future specialist, which is manifested in his ability to carry out effective professional activities in alternative forms of child custody and is the result of his training. The specified type of activity in the institution of higher education. The types are determined, the structure is clarified and the components, criteria and indicators of professional readiness of the future social worker to work in alternative forms of state custody of children are characterized. Key words: social sphere, future specialist, professional activity, readiness, readiness structure, components, criteria, indicators.

Everyday Racial Discrimination and Hypertension among Midlife African American Women: Disentangling the Role of Active Coping Dispositions versus Active Coping Behaviors.

Racial discrimination, a psychosocial stressor, may contribute to disproportionate rates of hypertension among African American women. Coping moderates the effects of psychosocial stress on health. Coping dispositions describe stable personality characteristics, whereas contextual frameworks emphasize flexible coping behaviors in response to specific stressful encounters. Using data from the African American Women’s Heart and Health Study—a non-probability cross-section of 208 midlife African American women in Northern California—we estimated the association between everyday racial discrimination (Everyday Discrimination Scale, EDS) and prevalence of hypertension (HTN), and evaluated moderation by coping disposition (John Henryism Active Coping scale, JH) versus context-specific active coping behavior (Active Coping with Racism scale, ACR). There were no main associations between EDS, JH, or ACR on HTN prevalence. There was evidence of statistical interaction between EDS and ACR (p-int = 0.05), but not JH (p-int = 0.90). Among those with high levels of ACR, reporting monthly (prevalence ratio (PR) = 2.35, 95% confidence interval (CI) = 1.13, 4.87), weekly (PR = 2.15, 95% CI = 1.01, 4.61), or daily (PR = 2.36, 95% CI = 1.14, 4.88) EDS was associated with higher HTN prevalence, versus reporting racial discrimination yearly or less. In contrast, among those with low levels of ACR, reporting more chronic racial discrimination was associated with lower hypertension prevalence, although results were less precise. Findings suggest that ongoing active coping with chronic racial discrimination may contribute to hypertension risk among African American women.