Strategies Of Coping Behavior Research Articles

Meaning-of-life Orientations and Strategies of Coping Behavior in Young People with Different Orientations for the Future

Introduction. At the moment an urgent topic of psychological research is the identification of opportunities for young people to overcome difficult life situations, especially in situations of uncertainty. One of the areas of research in this area is the relationship of the choice of coping strategies with elements of the value-meaning sphere, this can shed light on the mechanisms of meaning regulation of the choice of ways to overcome difficult situations.Objective. The study of the choice of various coping strategies in connection with life orientations is depending on the type of orientation for the future in young people.Materials and methods. The method “Meaning-of-life orientations” by D. A. Leontiev was used to determine the meaning-of-life orientations of young people. According to this methodology, the respondents’ orientation towards the future was also determined using indicators on the “goals in life” scale: the presence of a goal in the future, orientation and time perspective, and on the “process of life” scale. The methodology “Methods of coping behavior” by R. Lazarus was applied to determine the choice of coping strategies.Results. The subjects were young people aged 19–23 years. According to the severity of the orientation towards the future, the sample was divided into two groups: with high and medium orientation towards the future (group 1, 47.3 %), and with low and below average (group 2, 52.7 %). An analysis of the results obtained which is used the “Life-meaning orientations” method showed that the studied groups of young people have differences in the severity of all scales of CSF. According to the results, the greatest differences were found on the scales of “Goals in life” and “Locus of control of life”. Statistical analysis of the differences which used the Mann-Whitney U criterion in the severity of coping behavior strategies showed that significant differences between the groups were identified by the indicator “Problem solving planning”.Discussion. The results obtained on the type of orientation towards the future as a predictor of the choice of coping strategies are consistent with existing data that overcoming a problem through a purposeful analysis of the situation and possible behaviors, planning one’s own actions taking into account objective conditions, past experience and available resources can help a person manage a difficult situation more effectively and reduce negative consequences through the use of imagination and constructive modeling of the future.

Features of Assertiveness of Boys and Girls with Different Coping Strategies

Introduction. The relevance of identifying the features of assertive behavior of modern young people with various coping strategies in modern society lies in effective interpersonal interaction with society. A review of research on this issue has shown that assertive behavior is a “mature” behavior aimed at countering manipulative behavior. Coping strategies in the framework of theoretical analysis seem to be an important element of assertive behavior. Purpose. To identify the features of assertive behavior of boys and girls with different coping strategies.Materials and Methods. In this study, methods such as analysis of scientific literature, observation, conversation, the use of standardized techniques (methods for diagnosing the level of assertiveness by V. Kaponi and T. Novak, methods for diagnosing personal aggressiveness and conflict by E. P. Ilyin and P. A. Kovalev) and methods of statistical data processing (descriptive statistics and the Kruskal-Wallace mathematical criterion) were used.Results. A theoretical research model has been developed, according to which assertive behavior includes cognitivesemantic, affective and behavioral components that explain in detail the features of personality interaction with society through assertive and coping behavior. The sample was divided into three groups according to the criterion of the predominant type of coping. As a result of statistical data processing, it was revealed that the level of assertiveness of respondents focused on finding social support is situational. Respondents using problem-solving strategies are characterized by a high level of assertiveness, while respondents focused on avoiding the problem have an average level of assertiveness.Discussion. The assertive behavior of young people as self-affirming behavior is interrelated with the strategies of coping behavior used. The results of the study showed that coping strategies of various orientations are typical for people with different levels of assertiveness. This indicates the high practical significance of the results obtained in any practical activity aimed at adapting a person to society

Влияние стажа службы на стрессоустойчивость, стратегии копинг поведения и карьерные ориентации руководителей ОВД

The relevance of the research topic is determined by the high stress level of the work activities of employees of internal affairs bodies and especially heads of departments, who bear a large burden of responsibility both for their subordinates and for the success and efficiency of the department as a whole. The main goal of this study is to study changes in stress resistance, coping behavior strategies and career orientations of heads of internal affairs bodies with different length of service in a leadership position in conditions of highly stressful work activities. To achieve the goal of the study, 276 heads of internal affairs bodies were examined, divided into three groups according to length of service in a leadership position. The main psychodiagnostic tools were the “Prognoz-2” method for studying neuropsychic stability, the SRRSYu scale for assessing stress resistance and social adaptation, the SACS method for studying leading coping behavior strategies, and the “Career Anchors” questionnaire. According to the results of the study, a decrease in the stress resistance of heads of internal affairs bodies was established when they reach more than 10 years of service in a leadership position; there is also an increase in professionalism, independence and confidence in their actions, while at the same time a decrease in reliance on the social environment and the desire to maintain the current situation. Managers with a high intensity of professional stress have a predominant focus on work activity and the stability of their official position to the detriment of other areas of life, with a decrease in reliance on the social environment, which causes a decrease in stress resistance and an increase in the level of professional stress and neuropsychic tension. The results obtained indicate the need for targeted psychological work with heads of internal affairs bodies with more than 10 years of service, aimed at improving social adaptation and correcting career orientations in order to reduce the level of professional stress and neuropsychic tension.

Психологічні підходи і техніки розвитку резильєнтності педагогів: зарубіжний досвід

This article explores the building of teacher resilience, a critical factor in sustaining educators' well-being and effectiveness in the face of various professional challenges. Resilience is understood as a person's ability to correctly allocate and use their own resources in difficult life circumstances, maintain psychological well-being and increase the level of functioning after experiencing stress. Based on the generalization of the results of the analysis of psychological sources, a number of approaches and psychological techniques for developing the resilience of teachers substantiated in foreign psychology have been singled out: cognitive-behavioral approach; an approach based on the principles of positive psychology; the concept of identifying and using the strengths and individual merits of teachers; creation and use of external resilience resources; application of psychological techniques of self-awareness; ensuring a healthy lifestyle and psychological well-being of teachers; building of teachers' resilience in the process of professional development and training. Foreign programs for the development of teacher resilience are aimed at strengthening psychological health with the help of such psychotechniques as reflection, meditation, stress management, mastering constructive strategies of coping behavior, maintaining a balance between work and personal life. Studying and using these strategies and techniques can help Ukrainian teachers maintain their psychological health in conditions of constant stress. Acquaintance with approaches to the development of teachers' resilience substantiated in foreign psychology can contribute to the development by Ukrainian scientists of psychological tools aimed at overcoming stressful situations, increasing professional and personal well-being, and building a more sustainable educational system.

The psychological and environment risk factors of development of breast cancer in women residing in industrial megalopolis and rural locality

The breast cancer hold leading position in the structure of oncological morbidity of women worldwide. The purpose of the study is to analyze contribution of psychological and environmental factors to risk of development of breast cancer in women residing in industrial metropolis and rural locality. The actuality of the study is conditioned by acquisition of new knowledge about risk factors of breast cancer. The study covered psychological factors (basic beliefs, life orientations, locus of control, coping behavior strategies, subjective assessment of quality of life, subjective age indicator, personal helplessness-independence, resilience) and environmental factor (place of urban of rural residence of women with breast cancer). The study established that in women residing in industrial metropolis the psychological risk factors are reduced indicators of basic beliefs, of quality of life and of resilience, rare application of coping strategy "Escape-Avoidance", external locus of control. Alternatively, in women residing in rural areas, psychological risk factors for breast cancer are rare application of coping strategies, reduced quality of life indicators, increased vital activity, internal level of subjective control and personal helplessness. The study results can be included in development of personalized breast cancer screening protocols and as well as considered in assessing risk of development of disease when classifying women by breast cancer risk groups.

САМООТНОШЕНИЕ И КОПИНГ-ПОВЕДЕНЧЕСКИЕ СТРАТЕГИИ СТАРШЕКЛАССНИКОВ И СТУДЕНТОВ ВУЗА

The article presents the results of an empirical study of the relationship between coping behavioral strategies and structural components of self-attitude of high school students and university students. It is found that the self-attitude of the individual acts as an internal condition for the implementation of coping behavioral strategies of young people. At the student age, the components of self-attitude and preferred coping behavioral strategies are more closely related than those of high school students. Because of this, students’ self-attitude determines the coping behavioral strategies used to a greater extent than at earlier age stages.

Tendency to depressive states, anxiety and strategies of coping behavior for boys and girls

The article provides an overview of the study of the depressive states, anxiety and copying strategies issues in the Russian modern research literature. The purpose of the work is to determine the tendency to depressive states, anxiety and copying strategies among male and female students of various universities in St. Petersburg in the amount of 101 people, 50 of them boys and 51 girls aged 17–24 years. The following research methods are used: Zung Self-Rating Depression Scale in T.I. Balashova’s adaptation, Spielberger State-Trait Anxiety Inventory for identifying personal and situational anxiety in Yu.L. Khanin adaptation, The Lazarus coping test in T.L. Kryukova’s and E.V. Kuftyak’s adaptation. Statistical methods for processing empirical data include descriptive statistics by group, Mann–Whitney U test, correlation analysis, factor analysis. The authors present a general characteristic of students in terms of the studied phenomena. The researchers found differences between search for social support, flight-avoidance, positive reassessment, situational anxiety indicators in boys and girls with greater severity of average values in girls. Correlation analysis revealed both common and distinct relationships for male and female students. The following factors were identified using factor analysis: “Predictors of personal anxiety and tendency to depression,” “Constructive strategies for coping with difficult situations,” “Confrontation against situational anxiety,” characterizing features of students’ coping with depression and anxiety.

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЙ АНАЛИЗ КОПИНГ-ПОВЕДЕНЧЕСКИХ СТРАТЕГИЙ СТАРШЕКЛАССНИКОВ И СТУДЕНТОВ

The article presents the results of an empirical study of coping behavioral strategies of high school students and students. It was found that the subjects of two subsamples in difficult life situations, including those related to educational activities, prefer coping behavioral strategies of a constructive nature. Coping behavior of students, in comparison with that of high school students, is characterized by a greater focus on confrontational coping, escape-avoidance, acceptance of responsibility. In general, the severity of implemented coping strategies is higher among students compared to high school students. The empirical data obtained can be used by teachers working with high school students and students in order to implement targeted support for students in difficult situations of educational reality.

Coping-behavior of teachers with different professional experience

Constructive strategies of coping behavior are the most important resource and mechanism for the prevention of the emotional burnout of teachers, the risk of which increases with increasing teaching experience. The authors point out that the results of scientific works aimed at studying coping strategies of teachers with different professional experience are ambiguous. The article provides a comparative analysis of the structure of coping behavior of teachers with professional experience up to 5 years, 6-15 years and more than 16 years. As research methods, the authors use the questionnaire “Coping behavior in stressful situationsˮ adapted by T.L. Kryukova and the questionnaire “Strategies for overcoming stressful situationsˮ by S. Hobfall. It is revealed that teachers with minimal and maximum professional experience have a number of similar features of coping behavior: a high level of coping focused on avoidance, the relationship between prosocial strategies and social distraction, as well as significant links between manipulative and asocial strategies. The structure of coping behavior of teachers with less than 5 years of experience is characterized by the lowest indicators of the use of problem-oriented coping, prosocial strategies and the index of constructiveness of coping in general. High rates of emotionally-oriented coping have been recorded among teachers with more than 16 years of experience. The authors note that with increasing length of service, the indicators of problem-oriented coping and prosocial coping strategies grow.

ОСОБЕННОСТИ ПРОФЕССИОНАЛЬНОГО ВЫГОРАНИЯ ПЕДАГОГИЧЕСКИХ РАБОТНИКОВ И РОЛЬ ОСОЗНАННОСТИ В ЕГО ПРОФИЛАКТИКЕ

Introduction. The article deals with the problem of professional burnout of teachers in connection with the effectiveness of pedagogical activity, its features, and the role of awareness in its prevention. Materials and methods. The study involved 88 teachers of various lengths of service and specialties. In addition, a group of medical workers (96 people) participated. We used the Maslach burnout test, the Lazarus and Folkman Coping Strategies Test, the Beck Depression Inventory (BDI), the Perceived Stress Scale (PSS-10), the Short Form Survey (SF-12), the Five Facet Mindfulness Questionnaire, and the Mindful Attention Awareness Scale (MAAS). We applied Student’s t-test and regression analysis for processing. Results. It has been established that there is a relationship between the level of professional burnout and the effectiveness of pedagogical activity. It has been determined that pedagogical workers, in comparison with medical workers, show more signs of professional burnout, which is expressed both in specialized scales and in the level of perceived stress. Pedagogical workers with a high level of burnout rely on different strategies of coping behavior than medical workers; they have a lower level of mindfulness. Factors preventing the development of burnout in teaching staff, the problem-solving planning strategy, a high level of mindfulness, and the presence of family relationships were identified. Conclusion. The results obtained in course of the study will be used to adapt a training program to reduce professional burnout.

Личностные регуляторы построения образа будущего на разных этапах профессионализации

Background. In today's rapidly changing world, it is extremely important to maintain one's own trajectory in relation to life goals, the image of the future at different stages of professionalization. In this regard, it is relevant to determine personal regulators that allow for conscious and purposeful influencing the achievement of the expected future and their change in the process of professionalization. Objective. The study had its purpose to investigate the image of the future, its characteristics (completeness, clarity, time perspective), functions and personal regulators (self-regulation, coping behavior and life orientations) at different stages of professionalization. Methods. The study implemented quantitative methods: a basic questionnaire by V.I. Morosanova "Style of self-regulation of behavior - SSPM", 2015; “Time Perspective Questionnaire” (F. Zimbardo, 1997) adapted by A. Syrtsova, 2007; "Test of Life-Meaning Orientations" (Crumbaugh, Maholick, 1964) adapted by D.A. Leontiev, 2000; methodology "WCQ – Ways of Coping Questionnaire" (R. Lazarus and S. Folkman, 1985) adapted by T.L. Kryukova, E.V. Kuftyak, M.S. Zamyshlyaeva, 2004. And qualitative methods: the method “Unfinished Sentences” (Sachs, Levy, 1950) modified by the authors and metaphorical associative maps “Roads” (G. Salpeter, 2014) for which the author’s semi-standardized interview was developed (S.I. Konzhin, M.V. Saporovskaya, 2021). Sample. The study involved 184 people - men and women from 16 to 40 years old (M = 23.2; SD = 7.43) who gave informed consent to participate in it. The respondents were divided into three empirical groups: respondents at the stage of professional self-determination (aged 16-17); respondents at the stage of obtaining professional education (aged 18-25); respondents engaged in professional activities (aged 26-40). Results. The study revealed significant differences in the influence of self-regulation, coping behavior and life-meaning orientations on the time perspective of the future at different stages of professionalization. Content-analysis allowed to establish the structure, clarity, and completeness of the image of the future. Regression analysis indicated that “Locus of control-Self”, the coping strategy “Planning to solve a problem” and the regulatory-cognitive competence “Planning” make the greatest contribution to the regulation of the Future image of the respondents. Focus on the Future, the relevance of planning the Future image have certain differences and specifics at the different stages of professionalization. Conclusions. Locus of control, strategies of coping behavior and regulatory competencies can be considered as personal regulators of creating an image of the future at different stages of professionalization.

Формування резильєнтності майбутніх учителів як предмет досліджень у зарубіжній психології

Based on the analysis of foreign sources, the article reveals the essence of resilience as a factor in the psychological stability of teachers, determines the factors on which it depends, and methodical ways of its purposeful formation at the stage of professional training of future teachers in institutions of higher education. Three approaches to understanding the essence of resilience are defined: dispositional, procedural and effective. The dispositional approach consists in understanding resilience as a relatively stable ability of an individual to resist adversity and adapt to it. According to the procedural approach, resilience is understood as a dynamic process: methods and strategies of behavior that are used by an individual to overcome difficulties, adapt and recover from failures. An effective approach is to assess resilience based on the actual consequences or results achieved by the individual after overcoming the stressor. It was found that, in accordance with the indicated approaches, resilience in the context of training future teachers is considered as an ability, process and result: the ability to use personal and external resources to overcome difficulties; the process in which the teacher interacts with the professional context, using various strategies of coping behavior; a result that is manifested in the strengthening of professional orientation, growth, self-improvement, increased self-efficacy, enthusiasm, satisfaction from professional activity, and the achievement of psychological well-being. Foreign researchers pay attention to the development of resilience in future teachers as an individual ability – a complex of personal resources (motivation, social competence, emotional intelligence, optimism, internal locus of control), familiarization of students with various ways of mobilizing and using environmental resources (network of social support, reference persons) and development of adaptive strategies of coping behavior (problem solving, time management, maintaining balance between work and personal life) to constructively overcome problems and achieve positive results (psychological well-being, job satisfaction, dedication to the profession, sense of self-importance, professional engagement).

Comparative analysis of priority coping strategies of student teachers of various courses

In the article, the author presents the results of an empirical study conducted as part of a master's thesis. The article is devoted to the study and comparison of the preferred coping strategies of coping behavior of students-teachers of different courses. The study involved students of the second and fourth courses in the amount of 99 people. Analysis of the study conducted by the author using the Mann-Whitney U test showed only one statistically significant difference between groups of students of different courses — in the parameter "Taking responsibility". The level of application of this coping strategy among fourth-year students is significantly higher than among second-year students. The data obtained in the course of the study allow us to conclude that, in general, the priority coping strategies for the coping behavior of future teachers are constructive strategies that contribute to solving the problem that has arisen, namely: self-control, planning, problem solving and positive reassessment. At the same time, the "flight-avoidance" strategy has a rather high rate in both groups of subjects. Respondents of both groups least often resort to such destructive coping strategies as confrontational coping and distancing. The results obtained for the parameter "search for social support" have equally high data in both groups of subjects, which allows us to conclude that there is a need for psychological support and support for students. The conducted comparative static analysis showed that with all the variety of coping strategies of coping behavior periodically used by all participants in the study, fourth-year students slightly, but still more often, use constructive behavior strategies in difficult and conflict situations compared to second-year students.

The impact of emotional competence on the coping strategies among specialists of extreme jobs

The authors discuss specifics of coping strategies which representatives of extreme jobs tend to demonstrate in stressful conditions; we examine coping strategies through various parameters, including channels of empathy, self-regulation, and emotional intelligence. A coping strategy aims at effective adaptation to the requirements of the complicated situation, allowing to soften, avoid or get used to them, and minimize the stressful influence on the decision-making. At the same time, coping strategies help the employees of extreme professions to maintain their physical and mental health and satisfy their need for social relationships. The extreme jobs also include penal system representatives, such as guards, execution controllers, inspectors of the security department, and operational department servicemen working in conditions of growing stress. In order to identify the features of choosing the strategies of coping behavior by this category of specialists, we tested representatives of the Office of the Federal Penitentiary Service for the Stavropol Region (Stavropol), using a comprehensive methodology including the Emin Emotional Intelligence Questionnaire (D.V.Lyusin), the questionnaire “Methods of coping behavior” (by R.Lazarus), the questionnaire “Differential type of reflection” (D.A.Leontiev, E.M.Lapteva, E.N.Osin, A.J.Salikhova), “Diagnosis of the level of empathy” (developed by V.V.Boiko), the questionnaire “Style of behavior-SSP-98” developed by V.I.Morosanova. As a result of the study, we found out that most respondents have a well-developed interpersonal emotional intelligence, systemic reflection, high level of self-regulation and, together with that, quite low level of empathy.

Синдром эмоционального выгорания у судей

The article reviews the content of the «emotional burn-out» term, the history of its emergence. The author singles out personality-based, role-based and organizational emotional burn-out factors. The paper dwells upon the issues related to the study of the emotional burn-out syndrome of judges. The author concludes that manifestations of burn-out of judges should be treated in several ways at once including: lowering of judicial burden, psychological education, creation of conditions for emotional and psychophysiological release, teaching of coping behavior strategies in situations caused by professional stress. The publication discusses the idea of creation of a psychological service in the judicial system.

Structural and dynamic specifics of a teacher’s coping behavior

Introduction. In the process of implementing pedagogical activities, a teacher must use a whole system of coping strategies in order to be successful in the implementation of his/her activities, maintain psychological health and find a resource for continuing pedagogical activities. The research purpose is to determine the structural and dynamic specifics of a teacher’s coping behavior. Methods. The study sample consisted of representatives of the teaching staff of educational institutions of the city of Yaroslavl (Russian Federation). The study involved 110 people. To achieve the objectives, the following methods were used: Social Self-Control Scale Questionnaire by M. Snyder, Emotional Stability/Instability (Neuroticism) Scale Questionnaire by H. Eysenck, Situational Anxiety Scale Questionnaire by Ch.D. Spielberger (adapted by Yu.L. Khanin) and Coping Strategies Questionnaire by R. Lazarus (adapted by T.L. Kryukova). Statistical data processing methods were as follows: statistical criteria (Kolmogorov-Smirnov, Kruskal-Wallace), Spearman’s rank correlation test, express chi-squared test by A.V. Karpov. Results. The research results made it possible to reveal that in the process of pedagogical activities, among coping behavior strategies, such strategies as “Distancing” (H=8.136, p≤0.05), “Avoidance” (H=5.091, p≤0.05) and “Positive Reassessment” (H=7.762, p≤0.05) undergo absolute changes. The greatest changes are noted in “Distancing”: the maximum values at the beginning of pedagogical activities, a sharp decrease at the second stage of professionalization and stabilization – at the third stage. Differences were established in the individual measure of severity of situational anxiety values in the process of professionalization (H=19.154, p≤0.001), while neuroticism and social self-control remain unchanged. In addition, neuroticism affects “Avoidance” (F=5.892, p≤0.05) at the second stage of professionalization, while at the third stage it affects “Taking Responsibility” (F=3.742, p≤0.05). Conclusion. In the process of professional development, a coping system is restructured. The specificity of the structure and dynamics of a teacher’s coping behavior system is revealed, which allows a deeper understanding of the genesis and transformation of resources, as well as the coping behavior system in the context of professional pedagogical activities.

Relationship between hardiness and maladaptive schemes in students of different age groups

The current state of the problem of developing the hardiness of an individual at the stage of mastering the future profession is relevant for optimizing and increasing the effectiveness of the process of training and upbringing in higher education. The level of hardiness of young people is closely related to the nature of the course of the adaptation process, including the formation of maladaptive schemes at the early stages of ontogenesis. The research purpose is to check and substantiate a connection between hardiness, maladaptive schemes and coping behavior strategies among students of different ages. The study of the relationship between hardiness and maladaptive schemes and the comparison of coping behavior strategies among students of different ages were carried out on a sample of students from the Tula State Pedagogical University named after L.N. Tolstoy at the age of 18 to 24, in the amount of 67 people. S. Maddy’s hardiness test; Young’s schema questionnaire (YSQ-S3R); Lazurus’ Ways of Coping Questionnaire (WSQ) were used as a diagnostic material. Statistical data processing was carried out in SPSS Statistics 27 (IBM). The following methods of mathematical statistics were used: Pearson’s correlation coefficient; principal component method. The correlation analysis revealed strong inverse correlations of hardiness with maladaptive schemes “vulnerability” and “distrust” (r= -0.578 and r= -0.499 at a significance level p<0.01), “subordination” (r= -0.486), “underachievement” (r= -0.443), “stringent standards” (r= -0.441), “dependence/helplessness” (r= -0.431) and “deficiency” (r= -0.424) at p<0.01. As a result of the factor analysis, three factors were extracted: 1) maladaptive schemes, 2) hardiness and 3) coping behavior strategies. As a result, a greater severity of two factors can be observed in the group (22+) – hardiness and coping behavior strategies, while the factor “maladaptive schemes” is more pronounced in the group (<= 21). The study showed that hardiness is a dynamic process due to the age-psychological peculiarities of an individual and the experience of overcoming life’s difficulties. This is evidenced by differences in the structure of hardiness in different age groups, as well as an increase in the level of hardiness from adolescence to youth.

Relationship of value orientations and coping strategies in student teachers

This article presents the results of an empirical study aimed at revealing the connection between value orientations and coping strategies among second-year students of Moscow State Pedagogical University. The study was conducted on a sample of 49 students aged 18–21 years old. All respondents are studying for the "Pedagogical Education" humanities degree. The article focuses on the results of the third and final stage of the study. The method of correlation analysis was applied to determine the relationship between the values assigned by the students according to M. Rokich's test and coping strategies of coping behavior, which were identified by R. Lazarus and S. Follman. Folman. It was revealed that second-year teacher students have few moderate connections with coping strategies according to a number of studied indicators. Separate coping strategies are connected with indicators of importance of such values as self-confidence, health and love. A direct connection between the value "Self-confidence" and the coping-strategy "Distance" was determined, as well as an inverse connection between the value "Health" and "Confrontational" coping and between the value "Love" and the coping-strategy "Self-control". In the course of the study, using the r-Spearman correlation coefficient, two-sided asymptotic significance was established between the studied indicators, which allows us to talk about their interrelations. The obtained data allow us to conclude that the choice of coping strategies of students of pedagogical university partially depends on their significant value orientations. Students often choose coping strategies depending on a specific difficult situation and subjective attitude to it.

Theories of a Stress-Coping Behavior: Searching for Neurocognitive Mechanisms

The article proves that the main form of overcoming stress is coping behavior, which is understood as a purposeful social and neurophysiologically determined behavior that allows a person to cope with stress in ways that meet the characteristics of the individual and the situation. Coping behavior is considered a synonym for stress-coping behavior, which is expressed in the use of coping strategies by the individual. Personal characteristics and situational factors determine the choice of coping behavior strategies. The article aims to resolve the contradictions of multimodal approaches to the problem in question in the post-Soviet countries and group theories that include not only external social but also neurophysiological factors. The article shows that the choice of coping strategies mostly depends on personal and neurophysiological factors. These include neurophysiological reflexive or instinctive and higher ones: adequate self-concept, positive self-esteem, personality anxiety, cognitive style, and energy resources, which include endurance and temperament characteristics, intelligence, creativity, and locus of personality control. Overcoming a stressful situation is impossible without cognitive "processing," which becomes available through reflection. The influence of reflection on the choice of coping strategy of the individual is that reflective individuals choose more adaptive and effective strategies. The international relevance of the article lies in discovering neuroscientific aspects of the problem in question in the post-Soviet countries, which will allow these countries to contribute to the global scientific interdisciplinary discourse.

ANTICIPATORY COMPETENCE IN THE STRUCTURE OF COPING BEHAVIOR IN RESIDENT DOCTORS

The work is devoted to the study of the problem of anticipation as a psychological mechanism in the process of forming prognostic competence among resident doctors. Theoretical approaches and concepts to the problem of intuitive behavior – anticipation are considered in domestic and foreign psychology. The diversity of views on the study of the problem of anticipation and its multidimensional and multidimensional nature are substantiated; the structure of anticipation consistency among resident doctors is empirically studied; spatial, temporal and personal-situational components of the development of the ability to predict in resident doctors and coping behavior strategies are identified; the interrelationships between anticipation consistency and preferred coping strategies by resident doctors are established.