| Abstract [eng] |
The aim of this study was to assess the relations and experiences of psychological resilience to academic stress among high school seniors with different levels of sensitivity. A total of 105 high school seniors participated in the study. The study analyzed how the seniors’ sensitivity relates to academic stress, psychological resilience, and psychological well-being. It was found that sensitivity is significantly and positively associated with academic stress and is a significant predictor of it. The low sensitivity group experienced significantly less stress than the moderate and high sensitivity groups, which did not differ from one another. Sensitivity and psychological resilience are not directly related, and qualitative analysis revealed that resilience depends more on environmental support than on sensitivity levels. The results confirm the importance of the trait of sensitivity in the context of academic stress and highlight the significance of a supportive learning environment for sensitive high school seniors. |
