The article examines the relationship between social intelligence and stress resistance among university students. The study analyzes theoretical approaches to the concepts of social intelligence and stress resistance, identifies their psychological characteristics, and discusses empirical findings regarding their interrelation.

Purpose of the study – to empirically investigate the relationship between social intelligence and stress resistance among university students.

Results of the study showed that students predominantly have an average and above-average level of social intelligence. Stress resistance indicators are mainly at an average level; however, some students demonstrated high stress reactivity and signs of emotional instability. In the structure of coping strategies, problem-solving approaches dominate, while emotion-focused and avoidance strategies are manifested at a moderate level.

Correlation analysis revealed a statistically significant positive relationship between social intelligence and stress resistance (r ≈ 0.45–0.60; p < 0.01). Additionally, a positive correlation was found between social intelligence and problem-focused coping strategies, while negative correlations were identified with emotion-focused strategies and avoidance strategies. Stress resistance showed a positive correlation with effective coping strategies and a negative correlation with avoidance behavior.

Conclusions of the study prove that social intelligence is an important psychological resource for students' adaptation to stressful situations. It ensures emotional regulation, the use of social support, and the application of constructive coping strategies. A low level of social intelligence, in contrast, is characterized by increased stress reactivity and frequent use of maladaptive behavioral strategies. Thus, the obtained results fully confirm the research hypothesis and demonstrate the important role of social intelligence in enhancing students' stress resistance.