Abstract:

It is important for the education system to explore the resilience of pupils. There are a few studies of hardiness among secondary school students. Hardiness is a complex of psychological disposition, which includes control, commitment and challenge. In this article hardiness is not only seen as resilient, but as antifragility. This article is devoted to the study of correlation between hardiness, coping strategies and tolerance for uncertainty and achievement motivation among secondary school students.

We hypothesized that the resilience of secondary school students related to coping strategies and tolerance for uncertainty. And these psychological features are predictors of school performance. The study involved 139 participants (48 boys and 91 girls). The average age of participants was 15.1 years.

Measures: Maddy’s Hardiness Scale (Maddi), New Tolerance of Ambiguity Inventory (T. Kornilova), Coping Strategies Inventory (Folkman, Lazarus).

As a result, it was determined that secondary school students with a strong tolerance for uncertainty significantly (p≤0.05) have higher level of hardiness. Adolescents with high hardiness prefer such coping strategies as a problem solving, cognitive restructuring and wishfull thinking (p≤0.05). It was found that hardiness and academic achievements have significant intercorrelations (p≤0.05).

Keywords:

Hardiness, coping strategies, tolerance for ambiguity, academic achievements.