Annotation

The purpose of the study is to analyze the development of students psychological resources in university students having different levels of self-activation under conditions of digital inclusive learning environment. 222 students (118 — without disability and 104 — with disability) participated in the study: 144 students (75 — without disability and 69 — with disability) at the first stage (2019), 78 students (43 — without disability, 35 — with disability) at the second stage (2020). To identify the psychological resources of students in digital inclusive learning, the following methods were used: Hardiness survey; Subjective vitality scale; Satisfaction with life scale (SWLS); Noetic orientations test. To identify the motivational resources the Academic motivation Scale was used. To identify the resource which triggers the entire activation system of students’ personality, a Self-activation Scale was used. The results obtained indicated: 1) the uniform distribution of students with and without disabilities in clusters with different levels of self-activation at two stages; 2) the absence of significant differences between students with disabilities and without in life satisfaction, vitality, and hardiness at two stages; 3) the steady tendency to smooth out the differences between students with and without disabilities in noetic orientations and other personality resources from the first to the second stage of study.