Empirical study of the relationship of the psychology of student stress and the value-semantic choice of an educational trajectory at a university

Abstract

The identified contradictions arisen in the context of geopolitical changes have led to the need to study the issue of the relationship between the psychology of stress and choice of educational trajectory based on the value-semantic aspect, which in turn has become the subject of research when choosing an educational trajectory at a university. The purpose is aimed at resolving the indicated contradictions through identifying the characteristics of the value-semantic aspect of students that influence their choice. The research methodology is established on the methods and principles that set the structure and ways to resolve the stated contradictions in order to achieve the goal. Based on a theoretical study of the problem of the stress influence on humans, various approaches are considered. These approaches are meaningful for the student as they minimise the negative impact on their physical and mental health. They are viewed from different angles and different points of view as a coping strategy and stress resistance. An empirical study of the relationship between the psychology of student stress and value-semantic choice of an educational trajectory at a university is presented in the dynamics of changes of this choice and with some statements from students confirming the conclusions formulated. In conclusion, a generalisation is given and the minimum is stated that should be considered when choosing an educational path based on each participant’s own meaning and values in order to reduce stress in any activity.

Keywords

• educational activity
• stress
• coping
• values
• meanings
• choosing educational trajectory
• individual trajectory
• planned result