Academic stress and psychological resources for achieving educational goals

Introduction. In modern society, characterised by rapid changes, the study of stress and the psychological resources necessary for overcoming it in various aspects of life has become increasingly relevant. The findings from this research are particularly significant for young people transitioning into adulthood, as they often lack sufficient knowledge and experience. Aim. The present research aims to explore the concept of academic stress, including theoretical approaches, findings, and the implications of empirical studies regarding its impact on the personal and regulatory resources necessary for academic success, psychological well-being, and professional self-determination among adolescent students. Results and scientific novelty. The article presents a theoretical analysis of literary sources and empirical studies conducted by both Russian and foreign authors regarding the issue of academic stress. The authors propose a working definition of academic stress, examine its sources and consequences, and analyse the results of empirical studies on both acute and chronic stress within educational environments. It is demonstrated that acute stress is influenced by contextual factors and can have not only negative impacts but also positive effects on academic productivity during knowledge assessments. In contrast, chronic stress can lead to serious negative consequences for a student’s physical and psychological health. Theoretically, the authors explore the potential of the resource-based approach in studying academic stress and its mitigation, as well as new directions for developing scientific understanding of the meta-resource role of conscious self-regulation in achieving various life goals under stressful conditions. Empirically, the study aims to identify both universal and specific regulatory competencies that enable young individuals to attain academic success, psychological well-being, and make informed professional choices in challenging stressful situations. Additionally, the research plans to investigate the personality traits and regulatory competencies that may serve as both universal and specific resources for post-traumatic growth in challenging life circumstances. Practical significance. The research findings can be applied in pedagogical and psychological practices to develop methods for alleviating stress in educational environments.

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