Reflexive culture as a system-forming factor in building stress resistance of educational process participants: theoretical and methodological foundations and applied aspects

Abstract

This article undertakes a systematic theoretical and methodological analysis of the phenomenon of stress resistance in the context of the educational process, introducing for the first time the previously unexplored construct of «reflexive culture» as a system-forming factor in the development of stress resistance among all participants in education. Drawing on classical theories by H. Selye, W. Cannon, R. Lazarus and S. Folkman, as well as key Russian studies by A.A. Baranov, N.I. Berezhnaya, S.V. Subbotin, P.B. Zilbermann, B. Kh. Vardanyan, and K.K. Platonov, we propose an original conceptual model linking personal reflexive culture with its adaptive resource within the educational environment. We demonstrate that stress resistance is not a static psychological trait, but a dynamic, trainable system of components, among which the reflexive dimension plays an integrative role. The scientific novelty of the problem lies in the introduction of the concept of «reflexive stress resistance» as a new construct in educational psychology. We identify key factors of academic stress, describe their structure, and provide practical recommendations for the systematic implementation of reflexive technologies across educational institutions at all levels.