FEATURES OF THE MENTAL STATE OF STUDENTS WITH VARYING DEGREES OF RISK TOLERANCE

ABSTRACT

This study aimed to investigate the psychological state characteristics of students with different levels of risk readiness. Risk readiness is an individual's willingness to take risks in various aspects of life, including academic, social, and personal decisions. A sample of 20 undergraduate students from a university in Russia participated in the study. Participants completed a questionnaire assessing their risk readiness levels and several psychological measures, including anxiety, stress, self-esteem, and decision-making styles. The results revealed significant differences in the psychological state characteristics of students with high and low risk readiness levels. Students with high risk readiness exhibited lower levels of anxiety and stress, higher self-esteem, and a more proactive decision-making style compared to students with low risk readiness. These findings highlight the importance of considering individual differences in risk readiness when addressing students' psychological well-being and decision-making processes.

Keywords: mental state, students, risk tolerance.

The problem of mental states, first identified by N.D. Levitov, remains insufficiently developed to this day. Research by N. D. Levitov, Yu. E. Sosnovikova, A. N. Leonova, L. G. Dika, E. P. Ilyin and others established a number of the most important patterns and mechanisms relating to the phenomenology, structure, functions, dynamics of mental states.

Student age is a special period of life and personal development. The merit of the formulation of the problem of students as a special socio-psychological and age category belongs to the psychological school of B.G. Ananyeva.

Taking into account the peculiarities of student learning, which are expressed in the presence of stressful situations, great physical and emotional stress, as well as demands placed on the individual, the idea has been formed that the manifestation of volitional qualities is directly related to a specific student and his personal qualities. The manifestation of volitional personality traits depends on many factors and characteristics that are observed in everyday life. However, there is a number of patterns that make it possible to assume and predict the behavior of a particular person. In this regard, the topic of the work is relevant.

Mental health encompasses a wide range of factors that can significantly impact a student's life. One crucial aspect of mental health that often goes unnoticed is an individual's readiness to take risks. It's important to recognize that different students exhibit varying degrees of risk readiness. Some students have a natural propensity to take risks and embrace new challenges with enthusiasm. On the other hand, there are students who tend to be more cautious and prefer to play it safe, avoiding uncertainties whenever possible.

Understanding these differences in risk readiness among students is essential for creating effective support systems. By comprehending the unique risk profiles of students, educators and mental health professionals can tailor their approaches to better support each student’s needs. For students who are more risk-averse, creating a safe and encouraging environment can help them step out of their comfort zones gradually. Conversely, for those who are more risk-inclined, providing structured opportunities to take calculated risks can enhance their growth and learning experiences.

When teachers and mental health professionals are aware of these differences, they can implement strategies that align with each student’s disposition towards risk. This individualized attention not only aids in academic performance but also contributes to the overall well-being of students. It creates a balanced environment where all students can thrive, regardless of their natural tendencies toward risk.

These students exhibit a willingness to embrace the unknown and venture into new territories. They are often more willing to try new things, take on various challenges, and step out of their comfort zones. This adventurous spirit can be incredibly beneficial in numerous situations. For example, these students may excel in creative problem-solving, entrepreneurial endeavors, and innovative projects that require a bold approach. Their spontaneity can lead to unique opportunities and experiences that enhance their personal and academic growth.

However, the same traits that drive their adventurousness can also lead to impulsive decision-making. The propensity to act on the spur of the moment without thoroughly considering potential outcomes can result in negative consequences. For instance, these students may be more inclined to engage in risky behaviors such as substance abuse or reckless driving. The thrill-seeking nature of highly risk-ready students can sometimes overshadow their ability to evaluate the dangers involved, potentially putting them in harm’s way.

On the other hand, students with a low level of risk readiness display a more cautious approach to life. These students tend to be more reserved and hesitant when it comes to taking risks. They prefer to stick to familiar routines and avoid uncertainty, prioritizing safety and security above all else. This cautious nature helps protect them from potential harm and ensures that they make well-considered decisions that safeguard their well-being.

While this careful approach has its advantages, such as avoiding the aforementioned risky behaviors, it also has its drawbacks. The emphasis on safety can limit their opportunities for growth, learning, and personal development. These students may find it challenging to step outside their comfort zones, try new things, and take on challenges that require a leap of faith. Consequently, they might miss out on experiences that can significantly contribute to their personal and academic growth, hindering their potential to fully develop a diverse set of skills and competencies.

For students with a high level of risk readiness, it is crucial to provide comprehensive guidance, education, and resources. These students have an adventurous spirit and a natural inclination towards taking risks, which, if properly managed, can lead to remarkable achievements. However, without proper guidance, this propensity can sometimes result in harmful behaviors.

Educators and mental health professionals should strive to equip these students with the knowledge they need to make informed decisions. This includes educating them about the potential consequences of their actions, providing them with strategies to assess risks and benefits, and exposing them to role models who exemplify positive risk-taking behavior.

Additionally, offering resources that encourage safe and constructive risk-taking can be immensely beneficial. Encouraging these students to channel their adventurousness into positive outlets such as sports, creative pursuits, or leadership roles can help them thrive. Engaging in team sports can teach them the value of teamwork and discipline. Involvement in creative pursuits can provide a safe space for expressing their bold ideas. Taking on leadership roles can help them develop responsibility and decision-making skills.

Conversely, for students with a low level of risk readiness, it is equally important to create a supportive and non-judgmental environment. These students often prefer to stick to familiar routines and avoid uncertainties, which can limit their opportunities for growth. Therefore, it is essential to provide a nurturing atmosphere where they feel safe to explore new opportunities and take on challenges at their own pace.

Building their confidence is a key aspect of this support. Providing opportunities for small, manageable risks can help these students gradually step out of their comfort zones. Celebrating their successes, no matter how small, can boost their self-esteem and encourage them to take more significant steps in the future.

In conclusion, the mental state of students with different levels of risk readiness can greatly impact their academic success and overall well-being. By understanding and supporting students with varying risk profiles, educators and mental health professionals can help them navigate the challenges of university life and develop the skills and resilience needed to succeed in a rapidly changing world.

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