EMPIRICAL STUDY OF STRESS RESISTANCE LEVELS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Опис

The relevance of the empirical study of stress resistance of students with special
educational needs is highlighted by the fact that to this day there exist neither a single system
for determining the level of stress resistance among students nor clear criteria and indicators of
stress resistance.
The aim of this paper is to determine the levels of stress resistance of students with
special educational needs as well as to carry out a comparative analysis of stress resistance of
students with special educational needs and healthy students.
As a result of the research, two criteria of stress resistance of students with special
educational needs were identified: personal (internal) criterion and social (external) criterion.
Indicators of the formation of criteria are determined by neuropsychological stability, dominant
state, general stress resistance, stress resistance in educational activities, subjective experience
of happiness, frustration and vitality.