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All Journal International Journal of Counseling and Psychotherapy
Halyna Meshko
Ternopil Volodymyr Hnatiuk National Pedagogical University, Ternopil
Humanities Education Social Sciences

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Resilience and Peer Social Support as Predictors of Students’ Psychological Well-Being during the War in Ukraine Halyna Meshko; Oleksandr Meshko; Sergii Mamychenko; Natalia Dievochkina
International Journal of Counseling and Psychotherapy Vol. 3 No. 1 (2026): International Journal of Counseling and Psychotherapy, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijcp.v3i1.500

Abstract

Background: The ongoing war in Ukraine has significantly disrupted students’ educational experiences and increased their vulnerability to psychological distress, highlighting the need to identify protective factors that sustain well-being. Objective: This study examines the influence of resilience and peer social support on students’ psychological well-being in a war-affected context. Method: A quantitative correlational design was employed involving 120 high school students selected through proportionate stratified random sampling. Data were collected using validated self-report scales and analysed using multiple linear regression. Results: Both resilience and peer social support significantly predict psychological well-being, with resilience emerging as the stronger predictor. Descriptive findings indicate high levels of resilience and peer support, while psychological well-being remains moderate, reflecting the persistent impact of wartime stressors. Conclusion: These findings suggest that internal adaptive capacity and interpersonal support function as complementary protective systems that help students cope with prolonged adversity. Contribution: This study contributes to the development of resilience-based and social support frameworks in conflict settings and provides empirical evidence to inform integrated psychosocial interventions in educational environments.
Co-Authors Natalia Dievochkina Oleksandr Meshko Sergii Mamychenko