АНАЛИЗ ЖИЗНЕСТОЙКОСТИ И МОТИВАЦИИ У СТУДЕНТОВ В УСЛОВИЯХ ДИСТАНЦИОННОГО ОБУЧЕНИЯ

The article studies the relationship between resilience and motivation among students in the conditions of distance learning. The urgency of the problem is due to the growing interest in the problem of resilience in conditions of extreme social challenges as a mechanism for activating personal resources, in particular its role in overcoming stress during the transition to the distance learning format. A review of existing research in higher education highlights the important role of resilience in helping students, overcoming obstacles, managing their well-being and completing their studies. The survey of students was carried out through Google forms. The following methods of data collection were used: “A short version of the resilience test” (E.N. Osin, E.I. Rasskazova) and “Methods of motivation and orientation to professional activity among students” (A.V. Krylova, I.A. Ignatkova). Methods of mathematical statistics were used to analyze the data. The relationship between resilience and professional external positive motivation was found. Resilience is higher in students with pronounced positive external positive motivation. Social motives such as status, prestige, the desire to get a second higher education, increase the resilience of students in the conditions of distance learning, allow them to effectively cope with stress, as well as turn a potentially traumatic situation into opportunities and use it for personal development. The revealed results can be useful for the organization of distance learning, the educational process of students in order to increase resilience and motivation in conditions of extreme social challenges, as well as for the intensification of educational work on the role of resilience in overcoming distress, the perception of obstacles as sources of additional growth and development.