ОПТИМИЗМ КАК МЕХАНИЗМ УСТОЙЧИВОСТИ К НЕОПРЕДЕЛЕННОСТИ В ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ СТУДЕНТОВ

Abstract

The article explores optimism as a key mechanism of psychological resilience to uncertainty in students’ professional training. In the context of rapid social and technological change, higher education increasingly demands not only professional competence but also personal resources for adaptation. Optimism, viewed as a generalized expectation of favorable outcomes and confidence in overcoming difficulties, ensures emotional stability, motivation, and persistence in achieving goals.

Two major theoretical perspectives are analyzed: dispositional (C. Carver, M. Scheier) and attributional (M. Seligman). The dispositional approach defines optimism as a stable personal disposition, while the attributional model interprets it as a cognitive style of explaining life events. Both emphasize optimism as a regulator of behavior and a factor of stress resistance and psychological well-being.

The study highlights the importance of optimism for students’ self-development and professional self-determination, enhancing their ability to cope with uncertainty and maintain confidence in future success. Strengthening optimism is proposed as a psychological support strategy in higher education.