Intellectual correlates of student resilience

Grachev M.

doi:10.14529/jpps260202

M. A. Grachev Ural State Medical University (3 Repina St., Yekaterinburg, 620028, Russia) mikhailgrachev1999@gmail.com

DOI: https://doi.org/10.14529/jpps260202

Keywords: resilience, intelligence, emotional intelligence, metacognitive awareness, resilience correlates

Abstract

Introduction. Resilience, as an integrative ability, enables individuals to successfully cope with life tasks. To date, not all correlates of resilience have been sufficiently studied. Intellectual abilities may be associated with resilience. This is of particular relevance for university students, who face life challenges on a daily basis. Aims: this paper aims to identify intellectual correlates of resilience, taking into account variations in resilience indicators. Materials and methods. This study involved 228 first- to fifth-year students from Ural State Medical University and Ural State Pedagogical University. The study employs the following instruments: Raven’s Progressive Matrices, the Torrance Test of Creative Thinking, the Creativity Assessment Packet (F. Williams), the Four Factor Test of Social Intelligence (J. Guilford), the Emotional Intelligence Questionnaire (D. Lyusin), the Human Resilience Test (E. Rylskaya), the Metacognitive Awareness Inventory (G. Shraw, R. Dennison), and the Rational Experiential Inventory (S. Epstein, R. Pacini). The obtained data were analyzed using correlation analysis within holistic and structural frameworks across several iterations via IBM SPSS Statistics 30. Results. The holistic approach to resilience demonstrates direct positive correlations between overall resilience, emotional intelligence, and metacognitive awareness, whereas the structural framework reveals the duality of emotional intelligence variables and the experiential pattern of thinking. Metacognitive awareness is important for adaptation; however, in the low resilience group, conflicts may arise between the reflection of one’s own thought processes and externally imposed value attitudes. Conclusion. Due to the absence of students with high resilience, participants were divided into low and medium resilience groups for both analytical frameworks. Accordingly, differences in the identified correlates will be observed depending on the recorded level of resilience in the sample

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Author Biography

M. A. Grachev , Ural State Medical University (3 Repina St., Yekaterinburg, 620028, Russia)

Assistant Professor of the Department of Clinical Psychology and Pedagogy

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