VALUE-SEMANTIC AND METACOGNITIVE RESOURCES OF PSYCHOLOGICAL RESILIENCE OF HIGHER EDUCATION STUDENTS IN WARTIME

Abstract

The article explores internal resources of psychological resilience of higher education students in Ukraine under prolonged wartime stress. Based on two independent empirical studies (n₁ = 512 and n₂ = 88), the authors propose a model of two complementary systems of personal resilience resources – the value-semantic and the metacognitive. It is shown that values of openness to change (self-direction r = +0.337; stimulation r = +0.326) and terminal values of personal growth (development r = +0.396) demonstrate the strongest positive correlations with resilience (CD-RISC-10), while metacognitive awareness (MAI) is a significant positive predictor of hardiness (β = +0.475) and resilience (β = +0.418). Dysfunctional metacognitive beliefs (MCQ-NEG: β = +0.465 in the perceived stress model) and the value profile of «ambitious vulnerable» students (high orientation toward achievement and power with the highest perceived stress in the sample) emerge as symmetrical vulnerability factors. Cluster analysis on the larger sample identified three psychological profiles: «psychologically resilient» (37.9%), «ambitious vulnerable» (31.4%) and «psychologically vulnerable» (30.7%). The authors argue that the value-semantic sphere constitutes the content contour of resilience (the «for what» of holding on), while the metacognitive sphere constitutes its instrumental contour (the «how» of self-monitoring and self-regulation). The two contours work synergistically and define distinct yet complementary targets for psychological services of higher education institutions.