The relevance of the study is due to the growth of both emotional and physical stress of students majoring in psychology. In this regard, it is important for intending psychologists to develop psychological resistance to the situations of frustration. The purpose of the research is to study the correlation between the types of coping strategies and reactions to frustration of students with diff erent levels of hardiness. The research hypothesizes that coping strategies and types of frustration reactions of psychology students diff er depending on the level of their hardiness. Participants: N=135, 1st-year students of the psychology and pedagogy department of the Institute of Psychology of Herzen University (St. Petersburg) aged 18 to 35 (M=21.25 ± 3.91; 121 – females, 14 – males). Methods (tools): Ways of Coping Questionnaire (by S. Folkman, R. S. Lazarus) was used to determine an individual’s coping strategies in stressful or diffi cult situations; the Hardiness Survey (by S. R. Maddi, adaptaion by D. A. Leont'ev, E. I. Rasskazova) was used to assess the level of hardiness, and the Rosenzweig Frustration adaptaion by N. V. Tarabrina Test was used to identify stereotypical responses to stressful situations. Results: the study proves that psychology students use a wide range of coping strategies, including problem-oriented (seeking information, planning) and emotion-oriented (seeking social support, avoidance). A high level of hardiness determines the selection of more eff ective, problem-oriented coping strategies. Main conclusion: the study has identifi ed two personality profi les with diff erent characteristics of responding to frustration among psychology students: “adaptive style of responding to frustration” and “dependence on external resources in the context of frustration”. Practical signifi cance: the results can be used to create special training programs for students majoring in psychology and pedagogy, aimed at increasing resilience and developing the ability to use optimal coping strategies.