MOTIVATION TO LEARN AS A FACTOR IN THE DEVELOPMENT OF STRESS RESILIENCE IN STUDENTS DURING MARTIAL LAW

Abstract

The article examines the peculiarities of the relationship between motivation for learning and stress resistance among students in conditions of martial law. A theoretical analysis of the psychological mechanisms of motivation’s influence on the adaptation of the individual to stress factors in the higher education system is carried out. It is emphasised that internal academic motivation is a key resource for maintaining psychological balance, reducing anxiety and forming constructive coping strategies. Particular attention is paid to contemporary socio-psychological challenges that highlight the need to develop stress-resistant behaviour in students.Sixty-two students aged 18 to 22 participated in the empirical study. A set of psychodiagnostic techniques was used: a questionnaire on motivation for success and fear of failure (A. A. Rean), a technique for studying motivation for learning in higher education (T. I. Ilyina), a scale of situational and personal anxiety (C. Spielberger – Y. Khanin), as well as a questionnaire on nervous and mental tension (T. A. Nemchin).The results of the study revealed significant correlations between motivational characteristics and levels of anxiety and mental tension. It was established that a high level of motivation for success and professional self-determination is associated with reduced anxiety levels and higher stress resistance.The article substantiates the expediency of creating a supportive educational environment and implementing targeted psychological and pedagogical work aimed at developing internal motivation, optimising the learning environment, and forming a positive learning attitude and psychological resilience.The results obtained are of practical importance for specialists in psychological services and educational institutions seeking to improve the academic performance and psychological well-being of students.