Coping Strategies, Hardiness, and Sustainable Orientations of Students of The Inclusive Mixed Learning Environment With Different Self-Activation Level

The results of the study of hardiness, noetic orientations, coping strategies, self-activation in students at inclusive mixed learning environment are presented. We suggested that students of an inclusive mixed learning environment with a low level of self-activation will have a low scores of hardiness and noetic orientation. They choose non-constructive coping strategies more often comparing to students with high and average levels of self-activation. The study involved 115 students of the distance learning faculty of Moscow State University of Psychology & Education: 58 students without disabilities and 57 students with disabilities. Students completed the COPE Inventory for analysis of the main coping strategies, Hardiness Survey, Self-Activation Questionnaire, and Noetic Orientation Test. It was shown that all scores in students with and without disabilities at different years of study were equally distributed. It was revealed that students with a low level of self-activation were characterized by a decrease in all the characteristics of hardiness, meaning of life, they also often choose non-constructive coping strategies in contrast to students with a high level of self-activation. Students with an average level of self-activation are distinguished by an average level of hardiness, life meaning, they choose both non-constructive and proactive strategies. Dividing our sample according to self-activation levels made it possible to detect and analyze different structures of the relationships between characteristics under study. The results can form the basis for psychological and pedagogical practice dealing with different students groups, regardless of presence or absence of disability, but depending on their self-activation development.

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