THE RELATIONSHIP BETWEEN LONELINESS AND PSYCHOLOGICAL HARDINESS

ABSTRACT

The article explores the relationship between loneliness and psychological hardiness in the context of youth and student populations. With increasing social isolation and emotional instability among young people, the study of resilience as a buffer against the effects of loneliness becomes particularly relevant. The paper examines the subjective nature of loneliness, its multidimensional components, and the protective role of hardiness in coping with emotional and social challenges. The authors highlight the importance of psychological support programs aimed at developing hardiness to enhance students’ emotional well-being and adaptive potential.

Keywords: loneliness, psychological hardiness, student, resilience, emotional well-being, personality, psychological adaptation.

In recent decades, interest in the link between loneliness and psychological hardiness has grown, driven by rising social isolation and the search for internal resources that help individuals adapt in stressful conditions. This is particularly relevant for students, who often face emotional instability and lack of support.

Loneliness is now understood not just as physical isolation but as a complex, subjective experience that may include emotional, social, and existential components. Even surrounded by people, individuals may still feel lonely if meaningful connections are missing. This can affect communication, academic success, and self-esteem.

Psychological hardiness—a personality trait that includes commitment, control, and challenge—acts as a protective factor. It enables better emotional regulation, cognitive flexibility, and active coping. Studies show that individuals with high hardiness report lower levels of loneliness and recover from it more quickly. They tend to perceive more social support, initiate contact more readily, and adapt better even in socially isolating conditions like the COVID-19 pandemic.

Perceived social support is a key mediator in this relationship. Those with high hardiness are more likely to recognize and seek support, reducing vulnerability to loneliness. Environmental and personal factors also matter: in large cities, where social competition and individualism are common, students are more prone to loneliness—especially if their level of hardiness is low.

Interventions aimed at developing hardiness—such as stress management, cognitive-behavioral therapy, and group training—have proven effective. They improve self-awareness, resilience, and emotional coping, reducing the risk of chronic loneliness and its negative consequences.

In conclusion, psychological hardiness significantly reduces the impact of loneliness. It can be developed intentionally and should be a focus of psychological support programs for students.

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