Features of coping behavior among students with different academic success

Statement of the problem. The problem of students’ academic success in the situation of changes in the educational process caused by the pandemic is reviewed. The purpose of the article is to identify the coping behavior features of the students with different academic success in conditions of forced distance learning during the COVID-19 pandemic. Research methodology. The study of academic success was based on the ideas of a typological approach which makes it possible to consider the ratio of subjective experiences of educational activity success and academic performance, and to highlight its qualitative characteristics relying on the information obtained. By cluster analysis, the groups of students with different characteristics of academic success have been identified and the features of their coping behavior have been analyzed. Research results. It has been noted that high grades are not sufficient grounds for classifying students as successful: they may be accompanied by an experience of emptiness, alienation from educational activities. The experience of pleasure and emptiness in educational activities, the assessment of changes in performance in relation to academic performance can be indicators of success in learning during the period of turning to forced distance learning. Specific features of coping with a difficult situation in each group are described in relation to self-efficacy, which is expressed in the choice of coping strategies. Conclusion. It has been concluded that the use of active coping, proactive coping strategies in relation to higher levels of self-efficacy and orientation towards interaction with difficulties are typical for students who are successful in their educational activities. The features of coping behavior among students with low success are associated with strategies of avoiding difficulties, low self-efficacy, focusing on obstacles and difficulties.