Abstract
This article examines the problem of developing stress tolerance in high school students in preparation for the state final exam, analyzes theoretical and practical research, and defines the pedagogical and psychological conditions for stress prevention. The purpose of the study was to develop a stress tolerance program for high school students in preparation for the state exam and to test its effectiveness through empirical research. The theoretical significance of the research is the development of a justification for avoiding difficulties in the formation of students' stress tolerance, the practical significance is the development of a methodology for the formation of students' stress tolerance. A comprehensive program of psychological and pedagogical support and training in stress management methods for high school students has been implemented through the development of emotional intelligence, the formation of self-regulation skills and the coverage of comprehensive activities aimed at supporting parents and teachers. The study includes three stages. At the first stage, levels were determined designed to determine the level of stress and familiarize students with the exam procedure, the level of anxiety and self-control, and mastery of self-organization skills. At the second stage, supportive practice was implemented through a program designed to increase the psychological stability of high school students through harmonious cooperation between parents, teachers and students in order to avoid pre-exam stress. At the third stage, the final evaluation of the experiment was implemented. The article shows ways for parents, teachers, and students to use joint activities to prevent stress in preparation for the Unified State Exam and increase the stress tolerance of high school students. The study includes three stages. At the first stage, levels were determined designed to determine the level of stress and familiarize students with the exam procedure, the level of anxiety and self-control, and mastery of self-organization skills. At the second stage, supportive practice was implemented through a program designed to increase the psychological stability of high school students through harmonious cooperation between parents, teachers and students in order to avoid pre-exam stress. At the third stage, the final evaluation of the experiment was implemented. The article shows ways for parents, teachers, and students to use joint activities to prevent stress in preparation for the Unified State Exam and increase the stress tolerance of high school students. In conclusion, it is proved that stress tolerance and emotional stability of students are formed, opportunities are created for the development of their emotional intelligence.