Student's Gender Differences in Stress Management Through Communication

• Oksana Molchanova Donetsk State University of Internal Affairs, Kropyvnytskyi, Ukraine. https://orcid.org/0000-0003-3054-1126
• Alina Yudina Alfred Nobel University, Dnipro, Ukraine. https://orcid.org/0000-0003-4697-919X
• Oleksandr Kocharian V.N. Karazin Kharkiv National Universiti, Kharkiv, Ukraine. https://orcid.org/0000-0001-8998-3370
• Anait Meloian SHEI «Donbas State Pedagogical University», Sloviansk, Donetsk region, Ukraine. https://orcid.org/0000-0001-7201-5453
• Nataliia Barinova V.N. Karazin Kharkiv National Universiti Kharkiv, Ukraine. https://orcid.org/0000-0001-5103-0611

DOI: https://doi.org/10.46925//rdluz.43.08

Keywords: Stress, stress management, communication, students, gender, training

Abstract

The aim of the article is to determine the specifics of optimizing the stress management of boys and girls during the student period through communicative training. The reliable data were obtained through valid and reliable test methods, and a formative experiment was planned and conducted. The results of the formative experiment indicate the moderate effectiveness of the developed communicative training programme for making stress management in student age more effective. Significant gender differences in stress management strategies and consequences of the impact of the training programme were identified. The girls are more focused on the strategy of actively overcoming the problem, planning a solution to the problem, and looking for social support. The boys are more focused on self-control, distancing, positive reassessment of the situation. Indicators of psychological well-being are higher among the boys compared to the girls. The training programme proved effective for the girls in building stress resistance, self-control, acceptance of responsibility, and psychological well-being. For boys, the most effective formative influence was based on self-control, search for social support, and the escape coping strategy. The study results can be used to optimize psychological assistance and the educational process at the student age.

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