The relationship between self-actualization and resilience among psychology students

Background. Student years are a key period for developing the ability to overcome difficulties and effectively realize their potential. The essence of the process of self-actualization in the educational process is to transfer from the teacher to the students the ways and means by which a person can become who he can become. The resilience formed during this period helps students maintain good physical and mental health, adapt more easily to difficult circumstances, successfully realize their potential and feel like full-fledged individuals. Research on the relationship between self-actualization and resilience is important for society, as it shows the social and cultural changes taking place in the student social group. Purpose. Based on theoretical and empirical analysis, to investigate the relationship between indicators of self-actualization and the resilience of the personality of psychology students in the process of studying at the university. Materials and methods. A set of general scientific methods was used to solve research problems: theoretical methods with the analysis of psychological and pedagogical literature, empirical methods for diagnosing self-actualization and resilience. The parametric Student's t-test was used to identify differences between groups of students; correlation analysis using the parametric Pearson coefficient was performed to study the relationship between self-actualization and resilience. Results. Empirical data on differences in self-actualization and resilience of first- and fourth-year students have been obtained. There were no statistically significant differences in the relationship between indicators of self-actualization and resilience between the first and fourth years, correlation differences in the relationship between indicators of self-actualization and personality resilience among first and fourth year students were revealed.