NEUROPHYSIOLOGICAL MECHANISM OF STRESS AND ACTIVATION OF COGNITIVE RESOURCES TO OVERCOME STUDENT STRESS THROUGH RATIONAL-EMOTIVE BEHAVIORAL THERAPY

The research investigates the connection between irrational beliefs, cognitive resources, and the neurophysiological mechanisms of stress in students, particularly in relation to overcoming stress through Rational-Emotive Behavioral Therapy (REBT). Despite the prevalence of psychoprotective programs, the effectiveness of stress management remains limited, especially in light of evolving stress factors in modern society. Stress coping resources, including cognitive, emotional, and behavioral strategies, are integral to resilience, but irrational beliefs hinder effective stress management. The study hypothesizes that irrational beliefs influence brain neurophysiology and cognitive resource dynamics. Using psychodiagnostic assessments and physiological measurements, the study examined students' anxiety, stress markers (such as cortisol, TSH, and vitamin D), and irrational beliefs. While the results indicated no significant changes in the neurophysiological measures or anxiety levels after REBT intervention, there was a moderate positive correlation between pre- and post-measurements of stress variables. Despite these findings, irrational beliefs were not directly correlated with situational anxiety, personal anxiety, TSH, vitamin D, or cortisol levels. The study concludes that while REBT activates cognitive resources and may reduce irrational beliefs, other unexamined factors likely contribute to stress variability. Future research with larger sample sizes and additional variables is recommended to further explore the relationship between stress mechanisms and coping strategies.