The specifics of students’ psychological resources structure determined by the individual response and effectiveness in the assessment situation

Introduction. The article studies the effectiveness of project-based learning depending on the individual psychological resources of the individual and the stress caused by the assessment situation. The purpose of the study is to reveal the specifics of the structure of students’ psychological resources, depending on the characteristics of their individual responses and the level of effectiveness achieved in the assessment situation. Materials and Methods. The study was conducted based on the following methodological principles: a systematic approach to research into the dynamics of stress resistance; the subjectivity principle, which involves examining the individual in terms of active reproduction of Self and as the cause of their own existence and development in the world; and a systemic-dynamic approach to the self-organization of individuals in uncertain, critical situations. The empirical study was conducted using a survey and instrumental methods, with the data analyzed using methods of statistical data processing (comparative and factor analysis). The sample consisted of 217 students of humanitarian and technical degree programmes. Results. The authors identified differences in the level of psychological resources among students, varying in terms of their effectiveness in project activities and specific responses in assessment situations. Based on the analysis of the differences obtained, it was found that students who demonstrate low effectiveness in project activities and a tendency to react with shock in assessment situations are characterized by less agency in practical activities, while low-performing students who tend to exhibit a stress reaction in assessment situations are less demanding of themselves and others in communication. The authors compared the specifics of the structure of students’ psychological resources, differing in their level of effectiveness in project activities and the specifics of their reactions in assessment situations, as a result of which a stress resistance factor has been identified, that includes both resilience resources common to all defined groups and psychodynamic resources specific to them. Conclusions. The study revealed the specific structure of psychological resources in students, depending on the characteristics of their individual responses in assessment situations and the level of effectiveness they achieved in project activities.