The Bulletin of National Defence University of Ukraine

  • Received 02.11.2025,
  • Revised 24.02.2026,
  • Accepted 30.03.2026
  • Published 16.04.2026
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Vol. 21, No. 2, 2026
  • adaptation; psycho-emotional strain; self-regulation; avoidance; mental well-being
  • https://doi.org/10.33099/2617-6858-26-21-2-61-70
  • Pages 61-70

In contemporary conditions of heightened psycho-emotional strain, students are increasingly confronted with difficulties related to academic activities, social adaptation, interpersonal interaction, and uncertainty about the future. Prolonged stress has a negative impact on mental health, academic performance, and quality of life, which underscores the importance of studying the mechanisms of psychological resilience. Personal resources – cognitive, emotional, motivational, and social – play a key role in ensuring stress resilience, determining an individual’s ability to respond appropriately to challenges, adapt to change, and effectively solve life tasks. Coping strategies act as a practical mechanism for the implementation of these resources and ensure the regulation of the psycho-emotional state. The aim of the study was to determine the influence of personal resources and coping strategies on students’ stress resilience, as well as to identify the interrelationships between psychological resources, coping methods and adaptive capabilities in academic and social environments. A total of 199 students from higher education institutions took part in the study. Of these, 175 were in Ukraine when completing the questionnaires, and 24 were abroad. The study was conducted in 2022-2024 – a period of heightened stress caused by military events. The WIPPF 2.0 questionnaire was used to assess personal resources, and the “Coping Strategies” questionnaire by Richard Lazarus was employed to identify dominant ways of coping with stress. The results showed that students predominantly use a combination of problem-focused and emotion-focused coping strategies, while avoidance is used less frequently but is characterised by significant individual variability. A higher level of development of personal resources (in particular primary and secondary abilities) is associated with more constructive coping with difficulties and a lower tendency towards avoidance. Social support models (family, peers, mentors) contribute to the use of problem-focused strategies, positive reappraisal of situations, and a reduction in avoidant behaviour. The highest level of stress resilience is ensured by the integration of personal and social resources, which is reflected in more adaptive forms of behaviour

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