Abstract:

The relevance of this article is due to the forced transition to distance learning. This applies to all levels of education. High school students are especially affected because they have a difficult and very responsible period of passing final exams ahead of them. This article is devoted to the study of the resilience of high school students in the period of forced distance learning. It is very important to monitor the level of well-being of high school students in order to prevent the adverse effects of the stress of self-isolation and forced distance learning.

Methods. The study involved 80 high school students (22 boys and 58 girls) aged 15 –17 years (M = 16.35, σ = 0.08). For the study of commitment, control, and level of challenge we used the Hardiness Scale (E. Rasskazova, D. Leontiev). In order to study the level of optimism, we used the Questionnaire of Attribution Style for Adolescence (T. Gordeeva). To study the attitude to uncertainty, we used the Questionnaire of Tolerance to Uncertainty (T. Kornilova).

Results. In general, indicators of hardiness and tolerance to uncertainty are within the average norm. Despite the difficult conditions of forced distance learning, high school students have an optimal level of commitment, control, and challenge. They are willing to accept situations of uncertainty and ambiguity, however, if these situations do not impose exorbitant demands on them. There are some peculiarities in the parameters of optimism. High school students are not inclined to generalize favorable events, and they are pessimistic about failures. However, they have a high level of optimism about success.

High school students with a high level of hardiness are ready to solve difficult tasks and engage in processes that do not have a guaranteed result (p<0.05). At the same time, they can hardly tolerate situations of uncertainty in interpersonal interaction. Such students have an optimistic attributive style (p<0.05). They perceive success as permanent and characteristic of a wide range of situations. There is no correlation between the parameters studied and such independent variables as gender, part-time work experience, siblings, and family situation.

Hardiness, tolerance to uncertainty, and an optimistic attributive style are interrelated characteristics. Despite the difficult conditions of forced distance learning, hardy students continue to maintain a high level of optimism in relation to favorable events and are ready to calmly deal with situations of uncertainty and unpredictability. The conclusion is that it is necessary to maintain a high level of resilience of high school students, so as not to reduce the overall level of well-being in such stressful situations, such as forced distance learning.

Keywords:

Hardiness, optimism, tolerance to uncertainty, forced distance learning, high school students.