National University of Scvience and Technology – MISIS, Moscow, Russia:

P. V. Chelyshev, Professor, Doctor of Philosophical Sciences, symeon@yandex.ru

Moscow State University of Psychology and Education, Moscow, Russia:
A. V. Koteneva, Professor, Doctor of Psychological Sciences

High level of physi cal and psychological risk in professional activity in the mining industry can lead to injury, disability, maladjustment, various diseases and even death of man. Professional qualities necessary to overcome stress in extreme conditions, largely determine the effectiveness and stability of the work. Professional and personal competence of a specialist are forming in the process of studying at the University. Students are being prepared to work in extreme conditions, so that they can effectively solve work problems and to survive after a possible accident. The aim of this study was to research the relationship between the personal characteristics of mining students and their resilience, that is, the ability to manage their psychological resources in stressful situations. Such personal characteristics include students' worldview, volitional qualities, emotional stability, extraversion, openness to experience, agreeableness and conscientiousness. Psychological resources included such indicators as self-efficacy, perseverance in achieving goals, internal locus of control, or responsibility for their decisions, strategies coping with stress, spirituality, and the ability to seek help from family and others. The study involved 67 students aged 18 to 25 years (average age—19.5 years), 49 male and 18 female. Four psychological questionnaires have been applied to diagnose personal characteristics. T-criterion for independent samples, correlation and factor analysis were used to process empirical data statistically, which allowed us to estimate the significance of differences in indicators and their relationship. The results of the present study showed that the higher the level of emotional instability, the lower the level of self-efficacy (p=,029), perseverance (p=,001), responsibility (p=,046), the less often constructive strategies of coping with stress and adaptation are used (p=,001). While extraversion and consciousness significantly (p=0.001 and p=0.002) increase a student's ability to manage almost all of their psychological resources in stressful situations, with the exception of spirituality. Agreeableness correlates with spirituality and family ties (r=,307 and r=,309), that is, altruism, trust in people are combined with faith in God, the presence of existential meaning in life and the desire to receive emotional support from the family. The better students' volitional characteristics are formed, the greater their persistence in achieving the goal, the more often they resort to constructive cognitive and behavioral strategies of coping with stress (p=, 01; p=, 001). The increase in the level of religiosity is related to spirituality, the increase in the level of faith (p=,000) and resilience in general (p=,001). Students with a relatively high level of resilience, compared with students with a low level of resilience, have significantly higher amount of extroversion, consciousness and religiosity. There are different factor structures of personal qualities influencing resilience and its components in these groups. In the first group, the increase of resilience is the result of using their own psychological resources to cope with stress as well as spiritual and moral resources – faith in God, the presence of existential meaning in life, involvement in religious tradition. Students rely only on their own strength in the second group. The results can be used in the educational process in the professional training of students to work in extreme conditions.

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