Specifi city of Psychological Resources of Efficiency and Stress Experience of Students in Project Based

Modern higher education is focused on developing competencies for future professional careers. Projectbased learning serves as an eff ective method for simultaneously cultivating both hard and soft skills. This study aims to identify the specifi c structure of psychological resources among students with varying levels of eff ectiveness in project- based activities. The research design involved three stages over one semester: task defi nition, project presentation, and project evaluation. Student performance was assessed on a 100-point scale. A comprehensive set of psychodiagnostic tools was employed, including the PSM-25 scale, the Life Stressfulness Questionnaire, V. M. Rusalov’s Structure of Temperament Questionnaire, the “Typology of Personal Life Path Choice” methodology, and the Rorschach test. The sample consisted of 139 students, divided into three groups based on performance level (low, medium, high). The results reveal that each group is characterized by a distinct structure of psychological resources. Low-performing students exhibit a disconnect between their eff ectiveness and personal resources; medium- performing students show a contrast between these factors; whereas high-performing students demonstrate an integration of eff ectiveness with personal productivity, cognitive fl exibility, and a reliance on standards.