Abstract

The paper examines psychological resilience of university students in conditions where uncertainty is not a short-term episode but a prolonged background of everyday life. The analysis is based on resource-oriented and motivational approaches to stress and adaptation. Resilience is interpreted not as emotional invulnerability, but as a dynamic capacity to preserve functioning, restore resources, maintain meaningful goals, and use social support. Particular attention is paid to the interaction between personal self-regulation, perceived autonomy, competence, relatedness, and the availability of supportive environments. The paper argues that effective support should combine individual skills with institutional practices that reduce unnecessary unpredictability and strengthen social connection.