Intellectual types of student resilience

Introduction. Modern students encounter a multitude of life situations that require resolution. Resilience, as a global psychological resource, enables individuals to successfully address life challenges. However, not all determinants of resilience have been sufficiently studied. Among these are intellectual characteristics, which may manifest in different ways. Aims. This paper aims to develop an intellectual typology of student resilience. Materials and methods. The study employs the following psychodiagnostic tools: Raven’s progressive matrices, the Torrance tests of creative thinking (adapted by A. Voronin), the creativity assessment packet (adapted by E. Tunik), the social skills inventory (adapted by E. Mikhailova), the EmIn questionnaire (D. Lyusin), the human resilience test (E. Rylskaya), the metacognitive awareness inventory (adapted by E. Perikova and V. Byzova), and the rational experiential inventory (adapted by T. Kornilova and A. Razvaliayeva). Data processing was conducted using cluster analysis via IBM SPSS Statistics 30. The study sample consisted of 1st- to 5th-year students from Ural State Medical University and Russian State Vocational Pedagogical University (М = 228, = 19.92, sd = 2.44). Results. Three intellectual types of resilience were identified with a focus on the model of resolving life challenges: 1. diligent-unstable (resolving life challenges through time investment, potentially with creativity; key feature – persistence); 2. maladaptive-unstable (difficulties in social and self-interaction; key feature – reliance on existing experience); and 3. experientially-stable (spontaneous resolution of life situations, successful social adaptation, self-awareness; key feature – adaptability). Conclusion. These findings may facilitate university psychological services, individual counselling, and the academic training of psychologists.