Advances of modern natural science. The problem of adaptation of first-year students to university conditions
Khamikoev Felix Georgievich
Candidate of Pedagogical Sciences, Professor of the Department sports games and biomedical disciplines, dean of the faculty physical culture and Sports, North Ossetian State University named after K.L. Khetagurova, Vladikavkaz, Russia
Kochieva Elina Romanovna
Candidate of Biological Sciences, Associate Professor of the Department of Sports Games and Biomedical Disciplines, Faculty of Physical Education and Sports, North Ossetian State University named after K.L. Khetagurova, Vladikavkaz, Russia
The problems and the main directions of adaptation of first-year students to the educational process
Hamikoev Felix Georgievich
candidate of pedagogical sciences, professor of the department of sports and biomedical disciplines, dean of the faculty of physical education and sport North Ossetian state university name K.L. Khetagurov Vladikavkaz, Russia
Kochieva Elina Romanovna
candidate biological sciences, associate professor sports games and biomedical sciences faculty physical education and sport North Ossetia state university named after K.L. Khetagurov Vladikavkaz, Russia
Abstract: This paper analyzes the major trends of adaptation of first-year students, discussed the need for activities that contribute to the successful adaptation of first-year students to the unusual conditions for their university.
Keywords: higher education, first-year students, educational and cognitive activity in high school, issues of adaptation of first-year students to the modern university
Solving the problems of educational organizations, as practice shows, is faced with the inability of first-year students to the conditions of the university, and, above all, from a psychological point of view, to easily adapt to the entire structure of higher education. This situation is especially noticeable when trying to introduce modern educational technology. Hence one of important issues in the work of higher education - search effective methods and means of introducing first-year students to new conditions of educational and cognitive activity, that is, more effective and “painless” adaptation to educational and cognitive activity.
Adaptation is a process of active fruitful activity and necessary condition for the successful functioning of an individual in a particular social space. Scientists distinguish three types of adaptation of first-year students to the conditions of the higher education system (D.A. Andreeva, S.A. Vasilyeva, N.S. Kopeina, E.E. Fedorova):
- Formal adaptation relating to the cognitive information mechanism of students’ adaptation to a new space, to the unfamiliar structure of the university E.R. Kochiev), to the content of training in this system, to its increased requirements, to their changed responsibilities.
- Didactic adaptation, responsible for preparing students for new methods, techniques, means, forms of organizing educational activities in the system of higher professional education.
- Social adaptation, which determines the nature of the process of internal integration of groups of first-year students, the process of integration of these same groups with the student body educational organization in general, as well as the nature of their relationship.
Thus, the adaptation of students in the system of higher professional education is a multilateral, dynamic, complex and multi-level process of transforming the student’s need-motivational sphere, the complex of existing knowledge and abilities, skills and habits in accordance with new educational tasks, functions, goals, prospects and conditions their successful implementation. A significant part of adaptive circumstances arises as a result of modifications in learning conditions upon admission to university (D.A. Andreeva, S.A. Vasilyeva, N.S. Kopeina). Currently, the issues of adaptation of first-year students at the initial stage of professional training occupy one of the main places in pedagogical theory and practice, and it is no coincidence that the further personal development and professional career of the future specialist largely depends on the success of the adaptation process.
The term “student” translated from Latin means someone who is studying, working hard, that is, actively acquiring knowledge and skills. A student as a person, and as a person of a certain age, can be characterized from three positions: biological, psychological and social. The study of these aspects reveals the age and personality characteristics of the student, as well as his capabilities and learning abilities. Thus, if we treat students as people of a certain age, then they will be characterized by minimal values of the latent period of reactions to elementary, combined, written and verbal signals; maximum differential and absolute sensitivity of analyzers, maximum flexibility in the formation of complex psychomotor, reflexive and other skills. Compared to other ages, adolescence exhibits the highest speed of switching attention, working memory, solving verbal logical problems, etc. Thus, student age, especially in the 1st and 2nd years, is characterized by “peak”, greatest achievements based on all previous processes of physical, biological, physiological, psychological, social development.
If we consider a student as an individual, then the period of 18-20 years is the age of the most active, energetic development of spiritual, moral, ethical and aesthetic feelings, dynamic development and stabilization of character and, importantly, mastery of the full set of social roles of an adult: personal, civil, professional, labor, physical, etc. The basis of “economic activity” is associated with this period, under which scientists (S.A. Ambalova, S.V. Vasilyeva, I.V. Dubrovin, Yu.I. Kiselev, S.L. Rubinshtein, V.F. Ryakhovsky and etc.) understand the involvement of the individual in independent production and labor activity, the beginning of a professional work history and education own family, formation family relations. The transformation of the system of value orientations, motivation, moral priorities on the one hand, and the formation of special abilities and skills in connection with intensive professionalization, on the other hand, represent this age as the main period of character formation, understanding of needs and development of intelligence. This is a time of high sporting achievements, the beginning of scientific, artistic, technical and other creative achievements.
Student age is also characterized by the fact that during this period a person’s physical and intellectual strengths reach their maximum level. But often “scissors” are simultaneously discovered between these opportunities and their successful implementation. The ever-increasing creative abilities and capabilities, the development of mental, intellectual and physical strength, which are accompanied by growing external attractiveness, also conceal the illusion that this increase in strength will continue “for life”, that all best life is still ahead, that everything planned can be easily achieved, etc.
The period of study at a university coincides not only with the second period of youth, but also with the first period of maturity, which is characterized by the complexity of the formation of personal qualities - a process discussed in the works of such famous scientists as B.G. Ananyev, A. Antonovsky, A.V. Dmitriev, I.S. Kohn, V.T. Lisowski, J. Moreno, 3.F. Esareva Ch.D. Spielberg, Y.L. Khanin et al. A characteristic feature of moral development at this age is considered to be the increase in conscious motives of behavior and activity. Those qualities that were lacking sufficiently in high school are noticeably enhanced and manifested - initiative, determination, purposefulness, perseverance, interest, independence, and the ability to control oneself. Interest in moral, ethical, spiritual and moral problems (love, fidelity, purpose of life, lifestyle, duty, responsibility, etc.) increases significantly.
The fact of entering a higher educational institution strengthens the young person’s faith in his special “adult status”, his own strengths, capabilities and abilities, gives rise to needs and hope for a full-fledged, interesting life. But, however, in the 2nd and 3rd years the question often arises about the correctness of the choice of educational organization, the future professional activity, specialty, compliance of one’s personal and labor potential with the chosen profession, etc. By the end of the 3rd year, the issue of professional self-determination is almost resolved. Sometimes it happens that at this time a decision is made to avoid working in the specialty in the future, and then the question arises about obtaining a second higher education in the future. There are often dramatic changes in the mood of students - from skepticism in the first months of studying in higher education to enthusiasm when assessing the real university regime, the education system, the quality of teaching of teachers, etc. But it happens the other way around, which is extremely undesirable.
Very often, the professional choice of a secondary school graduate is determined by random external factors. This phenomenon is unacceptable when choosing an educational organization, since such mistakes are costly both to society and, especially, to the student himself. Therefore, active career guidance activities with secondary school students entering university are necessary.
According to B.G. Ananyev, student age is a sensitive period for more intensive development of the leading sociogenic potentials of the individual. Therefore, during this period, higher education has a huge impact on the student’s psyche and the development of his personality. During their studies in higher education, if appropriate conditions are available, students successfully develop all mental qualities and cognitive processes (thinking, memory, speech, imagination, etc.). They determine the direction of the student’s mind, that is, they form critical, creative thinking, which characterizes professional orientation student. For the most fruitful learning at a university, a fairly high level of general intelligence is required, in particular such properties as perception, representation, RAM, logical thinking, attention, erudition, stability of cognitive interests, worldview, etc. With a partial decrease in the level of any of these properties, compensation is possible through strength of will and character, perseverance, self-demandingness, high motivation or efficiency, thoroughness and discipline in the educational process. But there is also a limit to such a reduction, at which compensatory mechanisms do not support, and the student may be expelled due to poor academic performance. These levels differ slightly in different universities, but basically they are the same, even when comparing leading metropolitan and regional universities.
It is no secret that the methods, techniques and forms of organizing education at a university differ in many ways from school ones, since in a general education school the education system is structured in such a way that it encourages the student to study all the time, forces him to study regularly, otherwise a lot of unsatisfactory grades will appear very quickly . Having crossed the threshold of the university, yesterday's student finds himself in a completely different environment - lectures, seminars, practical classes, unlike lessons, again lectures, lectures, etc. But even when they start seminars, it turns out that you can’t always prepare for them either, or you don’t have to prepare all the given material. In general, there is no need to memorize, retell, solve, remember, prove, tell something every day. As a result, very often in the first semester an opinion appears about the apparent ease of studying in higher education, a carefree attitude towards studying arises, and confidence is formed in the ability to catch up and master everything immediately before tests and exams. Most first-year students experience great difficulties in the early stages of their studies due to a lack of ability for independent learning activities; they do not know how to take notes during a lecture, work with relevant literature, search for and extract knowledge from primary sources, analyze and summarize large amounts of information, and succinctly express their thoughts and much more.
A necessary condition for a student’s successful adaptation is to comprehend the newest features of studying in higher education, which creates a feeling of internal comfort and eliminates the possibility of conflict with the environment. Over the course of 1-2 courses, student group, skills and abilities of rational organization of educational and cognitive activities are developed, the vocation for the chosen professional activity is comprehended, optimal modes of study, work, leisure and life are developed, a system of work on self-education and self-development of personal and professionally important qualities is determined. A sharp change in the long-term habitual work routine, the basis of which is the open I.P. Pavlov’s psychophysiological concept is a dynamic stereotype in which a student loses an active orientation-activity component, sometimes provoking nervous breakdowns and stress reactions.
For the reasons listed above, the period of necessary adaptation associated with breaking previous stereotypes can, at the initial stages, contribute to relatively low academic performance and problems in communication. For some students, the formation of a new stereotype occurs progressively, while for many it occurs evenly. Undoubtedly, the specificity of this restructuring is associated with the characteristics of the type of higher nervous activity, however, social factors are also quite decisive here. Taking into account the individual characteristics of the student (M.I. Bekoeva, Z.K. Malieva), on the basis of which the process of including him in new types of activities and a new sphere of communication is created, allows one to avoid the maladaptation syndrome and make the adaptation process smoother and psychologically compatible.
Adaptation of students to educational process ends at the end of the 2nd - beginning of the 3rd academic semester. One of the main tasks of working with first-year students is the development and implementation of methods for optimizing and rationalizing independent work. The existing system of monitoring and evaluating students’ independent work in seminars, practical and laboratory classes does not at all eradicate passivity and evasion from fulfilling the relevant requirements on the part of a certain part of students.
In the conducted studies of the process of adaptation of first-year students to educational and cognitive activities at a university (O.U. Gogitsaeva, S.A. Gulieva, L.N. Tanklaeva, I.M. Khadikova), the following main problems are usually identified: negative experiences associated with leaving yesterday's schoolchildren from the student body with their moral support and mutual assistance; lack of certainty of motivation for choosing a profession, low psychological readiness for it; lack of ability to work independently, inability to take notes, work with primary sources, indexes, dictionaries, reference books, methodological manuals; lack of ability for psychological self-regulation of behavior and activity, aggravated by the habit of everyday control on the part of teachers; searching for the best regime of working time and rest in new conditions; especially during a sharp transition from family conditions to communal conditions; finally, setting up self-service and everyday life. All these problems are different in origin and nature. Some of them are objectively inevitable, others are more subjective in nature and are associated with poor training, deficiencies in education at school and in the family, lack of ability to work independently, etc.
It should be noted that first-year students do not master knowledge sufficiently not because they received poor training in a comprehensive school, but because they have not developed such personally important qualities as the ability to learn independently and readiness to learn in general , control and evaluate their knowledge and skills, their individual characteristics of cognitive activity, the ability to competently distribute their working time, mainly for independent work. Accustomed to daily control at school (K.E. Ketoev, F.G. Khamikoev), to constant parental care, many first-year students do not know how to make basic correct decisions. They have insufficiently developed skills for self-education and self-education.
Great opportunities for improving the quality of training of specialists are provided by the process of improving control over students’ knowledge (M.I. Bekoeva). An improperly organized system of monitoring progress during a session often gives rise to “storming”, when students for several days memorize the main provisions of a given academic subject written down in notes, and after the exam they completely forget them. It is no coincidence that a significant portion of students do not know how to work with textbooks and other sources of information, and are unable to study systematically throughout the entire academic semester. To improve control over the educational and cognitive activities of students during the academic semester, it is necessary to define three deadlines, by each of which the teacher is obliged to personally report to the dean’s office about the current progress of his students. Information received by dean's offices should be distributed according to the degree of its importance and content and directly transmitted to departments to encourage successful students and provide assistance to lagging students.
Thus, in order to develop effective tactics and strategic goals that ensure maximum adaptation of first-year students to educational and cognitive activities at a university, it is important to know the level of formation of life plans and interests of first-year students, the totality of their dominant motives, the level of self-esteem, the ability to consciously regulate behavior and activities , readiness to make independent decisions in the learning process, etc. A teacher lecturing to a class, of course, does not have the opportunity to take into account the level of individual assimilation of educational material by each student, each student’s ability for analysis and logical reasoning, and the level of development of cognitive mechanisms. These teachers have a much harder time seeing change. mental states students in stressful situations, for example, during an exam or test, because they have nothing to compare students with - when attending a lecture, students are “dissolved” in the general audience. It is no coincidence that many first-year students, who only yesterday experienced the close attention of teachers and school educators, at first feel extremely uncomfortable in a higher school environment. Typically, all universities specially plan a number of events to facilitate the adaptation of first-year students to the learning conditions in the system of higher professional education. The most important activities include, for example: activities on the formation and recruitment of academic groups; the good tradition of “Initiation as Students,” where absolutely all participants are awarded diplomas for active university-wide activities and teaching the course “Introduction to the Specialty”; parting words from leading teachers in academic groups; acquaintance with the history of the educational organization and graduates who glorified the name of the university; conducting monthly certification, which allows you to monitor the independent work of students, identify the most successful students, and provide lagging students with the necessary assistance in a timely manner. Activating the process of adaptation of first-year students to a new educational and cognitive activity and lifestyle, studying the psychological and psychophysiological characteristics that arise at the initial stage of studying at a university, as well as improving the psychological, pedagogical and educational conditions for optimizing this process is an extremely important task any university.
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2015 Khamikoev F.G., Kochieva E.R.
The problem of adaptation of first-year students.
Higher education educational institution for a modern young man - one of the most important periods of his life, personal growth and development as a specialist with higher education. Finding ways to successfully adapt to changing social conditions and new activities is a pressing problem for everyone who has crossed the threshold of a university.
The ability to adapt, overcome difficulties, and find one’s place in life is a decisive factor in the successful development of a young person, and in the future, a specialist with a higher education. In universities, the learning process for first-year students is not easy to establish; it is characterized by great dynamism of mental processes and states that are caused by changes in the social environment. In particular, acquaintance with an educational institution for a significant part of young people is accompanied by maladaptation, which is caused by the novelty of student status, increased demands from the teaching staff, tension and a strict training regime, and an increase in the amount of independent work. All this requires the freshman to significantly mobilize his capabilities to successfully enter a new environment and a qualitatively different rhythm of life.
Boys and girls, having graduated from school, move on to a new stage of life. This stage includes a change not only of place of study, place of residence, but also a change of an already established team. Newly graduated students need to get used to it and adapt to both new group, where they will often have to stay for 5-6 years, and to the new rules and regulations of the university. The characteristics of students are characterized by emotional immaturity, openness, and suggestibility. During this period, it is the environment in which they find themselves that is important to students. Very often, boys and girls with different social levels fall into the same group, namely, provincials and city residents. Based on the above, we can assume that the process of adaptation of first-year students is very significant, complex and long.
There are many definitions of the phenomenon of adaptation. In a generalized form, adaptation is described as an adaptation necessary for adequate existence in changing conditions, as well as the process of including an individual in a new social environment, mastering the specifics of new conditions. Social adaptation is the process of integrating an individual into a social group, which involves his acceptance of group norms, values, standards, stereotypes and requirements.
Every person experiences several periods of adaptation during his life. He gets his first “adaptation experience” in a group kindergarten, then in the first grade of school. The next turning point is the transition from primary school to middle school and, finally, the moment of professional self-determination comes. The difficulty of adaptation during the transition from general to vocational education lies not only in the change in the social environment, but also in the need to make a decision, the emergence of anxiety about the correctness of self-determination, which for many is identical to finding the meaning of life.
Sociologists distinguish in the adaptation of the personality of a first-year student and, accordingly, study group, which he enters, to the new socio-cultural environment of the university, the following stages:
- initial stage when an individual or group realizes how they should behave in a new social environment for them, but are not yet ready to recognize and accept the value system of the new university environment and strive to adhere to the previous value system;
- the stage of tolerance, when the individual, group and new environment show mutual tolerance to each other’s value systems and behavioral patterns;
- accommodation, i.e. recognition and acceptance by the individual of the basic elements of the value system of the new environment while simultaneously recognizing some of the values of the individual and group by the new sociocultural environment;
- assimilation, i.e. complete coincidence of the value systems of the individual, group and environment.
There are three blocks of factors that influence adaptation to studying at a university: sociological, psychological and pedagogical.
Sociological factors include the student's age, his social background and the type of educational institution from which he has already completed.
There is an understandable tendency - the larger the city, the simpler and less time consuming is adaptation to student life for its resident - university applicant. Meanwhile, the ratio of applicants from different cities (large or medium, small) is changing somewhat in favor of the latter. This is to a large extent due to the development in last years in many large cities there are branches and representative offices of various state and commercial universities. Those applicants - residents of small towns who successfully overcome difficulties competitive selection, most often turn out to be better prepared and more motivated for subsequent studies. It is obvious that for them the main factors in adaptation are not educational or socio-psychological difficulties, but material and everyday ones.
The psychological block contains individual psychological, socio-psychological factors: intelligence, orientation, personal adaptive potential, position in the group.
Whether a student will master knowledge with joy and desire and whether high academic performance will thereby be ensured depends not least on how the relationships will develop within educational groups, between students and teaching staff, between students and the university administration at the initial stage of education.
The pedagogical block of factors influencing adaptation includes the level of pedagogical skill, organization of the environment, and material and technical base.
The main difficulties for first-year students are related to the heavy workload, which we often hear from them themselves. Almost every year the volume of disciplines studied at the university grows. As a result, due to lack of time and the inability of students to independently process the materials they study, they often have to deal with copying from textbooks, and mindlessly; the absence of their own thoughts on the subjects studied, reflected by students, both orally and in writing; almost complete copying of each other's works. Moreover, some thoughtful, independent, competent first-year students do not even understand that they should not rewrite material from any source, but creatively comprehend it and express it in their own words own opinion on the problem being studied. Almost none of the first-year students know that the materials they use from any author must be included in their works as quotations. In this problem, first of all, we are talking about developing in young people the ability to think logically and implement various algorithms, incl. educational tasks and life situations. This should be taught at least in school. Nowadays, higher education is forced and obliged to make its contribution to the solution of this problem.
The roots of the problem of such negative phenomena as crime, alcohol and drug use are associated with the lack of demand for students at the university. A student, especially a first-year student, faces a number of problems related to the conditions of study, living, living, and recreation, and not finding support and help from a teacher, curator, or hostel teacher, he often finds a solution to problems in a company with an antisocial orientation. Hence the drinking of alcoholic beverages, drug use, violation of law and order, violation of academic discipline, and poor academic performance. In essence, young people are forming their own sociocultural environment, with its own “rules” and “orders.”
Good relationships with friends, in the parental family and finding your own family happiness are an important guideline for organizing extracurricular work with first-year students. The necessary assistance and control from adults in the process of adaptation to student life can be realized in closer contacts between student group curators, department management, dean’s office with parents, holding still-familiar parent-teacher meetings, parents’ participation in extracurricular activities for freshmen, etc.
Special work is also necessary to create a favorable socio-psychological climate in student groups. In many ways, the success of student socialization depends on the nature of the relationships between first-year students and the presence in the group of people with whom one can discuss the most difficult personal problems.
Weak and low involvement of students in the general life of the group, faculty, and university is one of the problems for organizers of extracurricular work with them. The main directions of this work may be to increase the number of extracurricular activities, organize sections, circles, clubs, and involve students in scientific work.
Introduction
Chapter 1. Theoretical study of student adaptation
1 Concepts of adaptability and adaptation in psychology
2 The concept and meaning of adaptation of first-year students
Chapter 2. The process of successful adaptation of a first-year student
1 Factors of adaptation of junior year students to studying at a university
2 Conditions for successful adaptation of a first-year student
Conclusion
Bibliography
Applications
Introduction
The relevance of research.The most important social requirement for higher educational institutions is the orientation of education not only towards students’ mastering a certain amount of professional knowledge, but also towards the development of their personality, cognitive and creative abilities, successful socialization in society and active adaptation to the labor market.
For the education system, the problem of educational adaptation of students, one of the varieties, comes to the fore. social adaptation. The future professional career and personal development of the future specialist largely depend on the success of educational adaptation in the junior years of university.
Numerous studies have established that the effectiveness and success of learning largely depends on the student’s ability to master the new environment into which he finds himself upon entering a university. Starting classes and setting up everyday life means the student’s inclusion in a complex system of adaptation.
The degree of development of the topic.Various aspects of the problem of student adaptation at university were studied by V.N. Gribov, O.N. Kazakova, T.I. Katkova, G.P. Kuzina, S.A. Runova, Yu.V. Stafeeva and others. For example, G.P. Kuzina and S.A. Runov studied how the adaptation of students with whom career guidance work was carried out in high school took place. In the works of T.I. Katkova, Yu.V. Stafeeva examines the process of adaptation of students in universities of a specific type (economic, pedagogical). V.N. Gribov looked at the adaptation of young people in a small town at the stage of studying at a university branch and when students transfer to study at a base university. A.N. studied issues of personality development in the process of mastering mathematical and natural science disciplines. Kolmogorov, V.A. Krutetsky, L.D. Kudryavtsev, D. Poya, A.Ya. Khinchin. However, it has not been fully explored how students’ educational adaptation proceeds in conditions where, for objective reasons, there are serious differences in the level of preparation and motivation of first-year students.
An objectresearch - university as an environment for student adaptation.
Itemresearch - first year student as a subject psychological adaptation.
Targetwork - a study of the essence and process of adaptation of first-year students.
In accordance with the purpose, subject and hypothesis of the study, the following are determined: tasks:
Study and analyze the concepts of adaptation and adaptability.
To study the adaptation features of first-year students.
To identify factors influencing the adaptation of first-year students.
Determine the conditions for successful adaptation of a first-year student.
Methodological basiswork presupposes the unity of cultural and psychological-pedagogical approaches to solving the identified problems. The interdisciplinary nature of the study required an appeal to achievements in various branches of humanities, taking into account the conceptual ideas of sociology, psychology, and pedagogy. Student youth are considered not only as an object of education and a subject of socio-cultural activities, but also as most important resource development of society. The most important means of optimizing the process of social adaptation of students is socio-cultural activities at the university.
Theoretical basisThe research was based on the work of researchers on the topic under consideration.
Practical significanceresearch. Practical recommendations have been developed for organizing training aimed at adapting junior year students to studying at a university.
Work structure. The work consists of an introduction, two chapters, a conclusion, a list of references, and an appendix.
Chapter 1. Theoretical study of student adaptation
.1 Concepts of adaptability and adaptation in psychology
The category of adaptation is one of the most general concepts that define the relationship of a living organism with its environment. Introduced in 1865 by Aubert to denote changes in sensitivity during prolonged exposure to an adequate stimulus, it has become one of the central concepts in the life sciences: philosophy, physiology, medicine, psychology. There are many definitions of the phenomenon of adaptation. In a generalized form, adaptation is described as an adaptation necessary for adequate existence in changing conditions, as well as the process of including an individual in a new social environment, mastering the specifics of new conditions.
Most researchers see the specificity of human adaptation in his ability to actively consciously influence the environment, and consider the ability of each living system to adapt to environmental conditions to be a measure of individual health. Researchers of valeological orientation I.I. Brekhman and A.G. Shchedrin adhere to the opinion of health as an individual quality, which is defined as the ability to “maintain age-appropriate stability in conditions of sharp changes in the quantitative and qualitative parameters of the flow of sensory, verbal, structural information.”
According to academician M.K. Agadzhanyan, health or adaptation of the body is “a stable level of activity of the interconnection of functional systems, organs and tissues, as well as control mechanisms.” This level ensures the normal functioning of the body.
According to M.A. Gilinsky, the effectiveness of an individual’s adaptation to changing environmental conditions is ensured not only by the capabilities of specific body systems that bear the burden of homeostatic regulations, but also by “the ability of central mechanisms to form an optimal response strategy based on accumulated experience.” The quality of the adaptive response depends on the activity of a number of brain systems that perform integrative and regulatory functions on the path from the stressor that triggers the adaptation process to the complex of reactions. Necessary components of physiological adaptations are also habituation and fixation of an adaptive skill. Habituation plays the role of the main way of adaptation of the body to the environment. There is a hypothesis about the presence of a special form of vegetative memory.
The success of developing adaptive skills in behavioral models is highly determined by the emotiogenicity of the stimuli presented. Adaptation as the process of adaptation of living organisms to certain conditions of existence or to changing environmental conditions includes all types of adaptive activity of organisms at the cellular, organ, systemic and organismal levels.
According to F.Z. According to Meyerson, phenotypic adaptation is a process as a result of which “an organism gains the opportunity to live in conditions previously incompatible with life or to solve previously insoluble problems.”
A.A. Ilyuchenok highlights several important aspects of the participation of emotions in adaptation. Emotion can compensate for the lack of a specialized response to achieve a goal. At the same time, emotions can speed up the flow of not only energy, but also information processes, accelerating the procedure for an adequate program of action. Emotions also contribute to the memorization and use of acquired information, forming “tags” of priority signals.
Finally, the disorganizing role of emotions is also mentioned, due to which expedient processes can suffer. Any new stimulus of sufficient intensity leads to the appearance of various signs of a stress response. Changes in the activity of catecholamines, steroids and hormones of protein-peptide nature during emotional stress specifically affect the process of formation of a systemic-structural trace that forms the basis of adaptation.
Trends in the functioning of a goal-oriented system, determined by the correspondence or inconsistency of its goals and the results achieved in the course of its activities. Adaptability is expressed in their consistency. Differences in the interpretation of the goals of the system’s functioning determine different options for the possible focus of adaptation:
) homeostatic option - the adaptive outcome is to achieve equilibrium;
) hedonic option - the adaptive outcome consists of pleasure and avoidance of suffering;
) the pragmatic option - the adaptive outcome consists of practical benefits, success, etc.
The idea of a person only as a creature that adapts is limited and is overcome within the framework of the analysis of self-movement of activity. The same analysis leads to the idea of maladaptation as a possibly positive phenomenon. It means the existence of contradictory relationships between the goal and the results of the functioning of a goal-oriented system: intentions do not coincide with the action, plans - with the implementation, incentives to action - with its results. This contradiction is inevitable and irremovable, but it is the source of the dynamics of activity, its implementation and development. Failure to achieve a goal encourages you to continue activities in a given direction. If the result is richer than the initial aspirations, then with the participation of reflection mechanisms this simulates not the continuation, but the development of activity. Non-adaptiveness is also a special motive that guides the development of personality and is manifested in supra-situational activity in the specific attractiveness of actions with a predetermined outcome. The subject of attraction becomes the very boundary between opposite outcomes of an action, the very possibility of mutually exclusive outcomes.
This attraction is part of complex forms of behavioral motivation:
) in the sphere of knowledge, where the border between the known and the unknown is attractive;
) in the sphere of creativity - the border between the possible and the impossible;
) in the sphere of risk - between well-being and threat to existence;
) in the sphere of play - between the imaginary and the real;
) in the sphere of confidential contacts - between openness to people and protection from them, etc. Non-adaptation can also act as maladaptation - in the case of constant failure of attempts to realize a goal, or in the presence of two or more equally significant goals; this may indicate immaturity of the individual, neurotic deviations, disharmony in the sphere of decision-making; or it may be a consequence of the extreme nature of the situation.
Adaptability to stress is:
A universal human ability associated with overcoming complex, stressful, critical, extreme, traumatic events in one’s life.
A multisystem property of individuality that allows a person to cope with difficult events and function effectively despite stress.
Adaptability to stress includes 8 basic abilities:
.Optimistic cognitive style, characterized by active life position, love of life, sense of humor, high achievement motivation, focused on motor and language activity.
.Ability to establish and develop supportive relationships and provide and receive instrumental and emotional support. Social support in the form of direct communication about unwanted actions can prevent stress. Social support is also useful in post-stress states, allowing you to mobilize personal resources and cope with emotional stress.
.The ability for adaptive thinking, which indicates awareness, self-control, reflexivity, flexibility of thinking, the ability to distance oneself from traumatic events, which leads to the elimination of stress symptoms.
.Ability to adaptively sleep and dream. Evidence of developed skills in optimizing and normalizing sleep and dreams.
.The ability to behave confidently, manifested in confidence, social courage, initiative, positive self-attitude, responsibility, social competence, and the ability for self-affirming behavior.
.The ability to manage psychophysiological states is characterized by the skills of self-regulation, control over strong emotions and impulses.
.The ability to maintain optimal physical condition includes developed mechanisms of voluntary and involuntary somatic regulation, maintaining and strengthening somatic health.
.The ability to self-organize life time. Includes the ability to manage time rationally own life, plan and prioritize your own affairs, punctuality, the ability not to waste time in vain.
Summarizing the above points of view, we can conclude that adaptability (in psychophysiology) is a person’s ability to carry out adaptive changes and adapt to changing conditions and the nature of activity.
The need for adaptation in a person arises when he begins to interact with any system under conditions of a certain mismatch with it, which creates the need for change. These changes may be related to the person himself or the system with which he interacts, as well as to the nature of the interaction between them. That is, the trigger for the process of human adaptation is a change in his environment, in which his usual behavior turns out to be ineffective or even ineffective, which creates the need to overcome difficulties associated precisely with the novelty of conditions.
So, adaptability is endurance, high performance, resistance to diseases and other environmental factors. Adaptability depends on the level of health, but can also be considered as a measure of health, as a measure of the body’s reserve capabilities. This property of the organism probably does not have specificity, i.e. depends little on the active factor. Adaptation in a broad sense refers to the process of adapting an organism to new operating conditions. This phenomenon is natural for living systems.
1.2 The concept and meaning of adaptation of first-year students
adaptation student educational freshman
The goal of the pedagogical process is the formation of a harmoniously developed personality, with ideological positions and attitudes towards learning and the profession, ensuring the graduate’s ability and readiness for high achievements for society. That's why pedagogical activity is based on the organization of interaction between students and teachers, i.e. on student-centered learning, which creates optimal conditions to develop the abilities for self-education, self-determination, self-improvement, and self-realization of each student. That is why the process of adaptation of students is of great importance.
Adaptation is the process of changing the nature of connections, the student’s relationship to the content and organization of the educational process in an educational institution. Mental adaptation is associated with the mental activity of a person or group and is understood as the interaction of processes of adaptation to environment and transforming the environment “to suit you”.
The problem of adaptation of first-year students is one of the important general theoretical problems and is still a traditional subject of discussion, since it is known that the adaptation of young people to student life is a complex and multifaceted process that requires the involvement of social and biological reserves of a not yet fully formed organism. The relevance of the problem is determined by the tasks of optimizing the process of “entry” of yesterday’s schoolchild into the system of intra-university relations.
Accelerating the processes of adaptation of first-year students to a new way of life and activity for them, studying psychological characteristics, mental states that arise in educational activities at the initial stage of training, as well as identifying pedagogical and psychological conditions for activating this process are extremely important tasks.
Student life begins with the first year and, therefore, the successful adaptation of a freshman to life and study at a university is the key further development each student as a person, a future specialist. Having entered a new educational institution, a young person already has some established attitudes and stereotypes, which at the beginning of training begin to change and break down. New environment, new team, new requirements, often - isolation from parents, inability to manage “freedom”, in cash, communication problems and much more lead to psychological problems, problems in learning, communication with fellow students, teachers.
The problem of students’ adaptation to the conditions of study in higher education is one of the important tasks, currently being studied in pedagogy and didactics of higher education. At the same time, the specifics of the adaptation process of students in universities are determined by the difference in teaching methods in secondary and higher schools. For example, first-year students lack the skills and abilities that are necessary at a university to successfully master the program. Trying to compensate for this with perseverance does not always lead to success. A lot of time passes before the student adapts to the new learning requirements. This often results in significant differences in activities, and especially in their results, when training the same person at school and at university. Moreover, there is little continuity between the middle and high school, the originality of the methodology and organization of the educational process at the university, the large amount of information, the lack of independent work skills cause great emotional stress, which often leads to disappointment in the choice future profession. Hence the low performance in the first year, misunderstanding and, possibly, non-acceptance of the conditions and requirements of the university.
Moreover, often the organization of educational activities in the first year does not adequately ensure the adaptation of students to the specific conditions of a vocational school. As a result of inadequate approaches to organizing the pedagogical process aimed at solving the problems of student adaptation, inconsistency in the actions of teachers, and insufficient attention to solving this problem on the part of managers, it is quite difficult for students to adapt to the educational process. In pedagogy, the reasons of a psychological and pedagogical nature that cause difficulties in students mastering specific educational activities, as well as ensuring the socio-psychological adaptation of students to educational activities, are not sufficiently disclosed.
Meanwhile, all participants in the educational process are interested in effective adaptation to the university: not only the first-year students themselves, but also the teachers and staff working with them, the management of faculties and the university. A successful start to studies can help a student in his further studies, positively influence the process of building relationships with teachers and classmates, attract the attention of organizers of scientific student societies and leaders of various creative groups and student associations, faculty and university activists public life. The success of the student’s adaptation to the educational environment of the university largely determines the future professional career and personal development of the future specialist.
Adaptation is conventionally divided into 3 types: physiological, social and biological (Figure 1 in Appendix 1). The health status of students is determined by their adaptive reserves during the learning process.
The literature proposes a classification of students according to the level of adaptation, depending on the degree of formation, development, stability of the functioning of cognitive, motivational-volitional, social and communicative connections of students in the educational environment of the university:
· non-adapted (low level), characterized by unformed connections in at least one of the identified directions and instability of the functioning of connections;
· moderately adapted (average level), which are characterized by the formation of all types of connections in the absence of their stability or the presence of at least one stable connection, while other connections may not even be formed yet;
· adapted (high level), characterized by the formation of all connections, and at the same time, stable functioning of the connection is observed in at least one direction.
So, teaching staff at universities and colleges are aware of the importance of managing adaptation to professional activity and the impact of adaptation results on the process of becoming a future specialist. At the same time, even in the oldest vocational educational institutions in the country there is no effective, constantly updated system of work to solve this problem. The activities carried out cover a small number of adapters, are not long, formal, and the work carried out is not subject to appropriate verification. Thus, it becomes obvious the need to find ways to activate pedagogical conditions, capable of ensuring the adaptation process of first-year students.
Chapter 2. The process of successful adaptation of a first-year student
.1 Factors of adaptation of junior students to studying at a university
Researchers state the presence of a multifactorial determinism of the adaptation process and the fact that at different stages of learning it is determined by the structural restructuring of the psychological factors that determine it. Every teacher of a higher educational institution knows from his own experience that working with first-year students and pedagogical communication with first-year students has its own distinctive features. This is due to both the psychophysiological characteristics of age and social factors.
There are three blocks of factors that influence adaptation to studying at a university: sociological, psychological and pedagogical. Sociological factors include the student's age, his social background and the type of educational institution from which he has already completed. The psychological block contains individual psychological, socio-psychological factors: intelligence, orientation, personal adaptive potential, position in the group. The pedagogical block of factors influencing adaptation includes the level of pedagogical skill, organization of the environment, material and technical base, etc.
Any education, especially university education, is not an easy task. This is due to numerous organizational, methodological and psychological reasons. There are both general difficulties, typical for all students, and specific ones, characteristic only for junior students, for example, stressful conditions that arise among school graduates in connection with the transition to another form of activity.
School graduates from the first days plunge into a completely different life, unfamiliar to them. And to solve the issue of successful adaptation of yesterday's schoolchildren to new conditions, it is necessary to identify the most typical problems that most students face in the first year of their studies. In the process of adaptation, students experience the following main difficulties: negative experiences associated with the departure of former students from the school community with its mutual help and moral support; uncertainty of motivation for choosing a profession, insufficient psychological preparation for it; inability to carry out psychological self-regulation of behavior and activity, aggravated by the lack of habit of daily control of teachers; searching for an optimal mode of work and rest in new conditions; establishing everyday life and self-care, especially when moving from home to a hostel; lack of independent work skills, inability to take notes, work with primary sources, dictionaries, reference books, etc. All these difficulties have different origins. Some of them are objective in nature, others are subjective in nature and are associated with insufficient preparation and educational defects.
Based on the results of a study aimed at identifying the main difficulties faced by first-year students, the following are the most significant problems in the first months of study: a noticeably increased volume of academic workload; difficulty learning new things academic disciplines; difficulties in relationships with fellow students; building a new system of relationships with teachers.
According to the results of the same study, only 30% of all first-year students surveyed categorically deny the need psychological assistance. Another 30% of students found it difficult to answer. The remaining 40% of first-year students believe that they need psychological help primarily in solving the following problems: overcoming stress before the first session; joining a new team; cohesion of the study group; solving personal problems.
One of the most important social factors influencing the behavior of a first-year student and his relationships with other students and university teachers is the change in the social situation, the need to get used to new learning conditions, and master a new social role - a student of a higher educational institution.
Recognizing the multifactorial determinism of students’ adaptation to the educational environment of the university, it is necessary to note the role of pedagogical management of this process. One of the effective forms of such management is the activity of the institute of curators of student groups.
A survey of first-year students showed that 41% of first-year students were helped to adapt to new learning conditions primarily by their own character traits and abilities, such as sociability, friendliness, and a sense of humor. One third of the students surveyed believe that their group mates helped them get used to the new conditions. In individual questionnaires, it was noted that during the adaptation period, students count on the support of teachers.
So, the degree of social adaptation of a freshman at a university is determined by many factors: individual psychological characteristics of a person, his personal, business and behavioral qualities, value orientations, academic activity, health status, social environment, family status, etc.
2.2 Conditions for successful adaptation of a first-year student
As shown above, one of the most important pedagogical tasks of any university is working with first-year students, aimed at their faster and more successful adaptation to new system training, to the new system social relations, for them to master the new role of students. The task of the university in this difficult period for a young person is to help him adapt to new learning conditions as quickly and successfully as possible and join the ranks of the student body.
The adaptation process must be considered comprehensively, at various levels of its occurrence, i.e. at levels interpersonal relationships, individual behavior, psychophysiological regulation. The decisive role in this series is played by mental adaptation itself, which significantly influences adaptation processes occurring at other levels.
T.I. Popova identifies the following stages in the adaptation of the personality of a first-year student and, accordingly, the study group to which he belongs to the socio-cultural environment of the university, which is new to him:
· the initial stage, when an individual or group realizes how they should behave in a new social environment, but are not yet ready to recognize and accept the value system of the new university environment and strive to adhere to the previous value system;
· the stage of tolerance, when the individual, group and new environment show mutual tolerance to each other’s value systems and behavioral patterns;
· accommodation, i.e. recognition and acceptance by the individual of the basic elements of the value system of the new environment while simultaneously recognizing some of the values of the individual and group by the new sociocultural environment;
· assimilation, i.e. complete coincidence of the value systems of the individual, group and environment.
For successful adaptation of a first-year student, it is necessary individual approach to everyone. This should be the basic operating principle. It is important to hold various events where children, through simple games, would get to know each other better, learn to communicate, and find a common language with classmates and older children. The freshman adaptation passport (Appendix 2) will be very useful.
Ensuring effective adaptation of first-year students to the new educational environment is the goal that determines the content of the corresponding pedagogical tasks. Let us highlight a system of sequential and interconnected steps:
· studying the personal characteristics of first-year students;
· identifying the difficulties of the adaptation period and the characteristics of students’ “entry” into student life;
· analysis and synthesis of the obtained data;
· preparation, based on research data, of recommendations for curators and teachers working with first-year students, aimed at optimizing the adaptation period;
· holding a round table with the participation of the Vice-Rector for Social and Extracurricular Activities, Deputy. deans for educational work, specialists from the department of organizational and educational work on the problem of adaptation of first-year students;
· inclusion of a curatorial hour in the curriculum of first-year students, within the framework of which various scale events are held on various thematic programs;
· development and continuous improvement of thematic educational programs for first year students;
· organizing and conducting a series of practical classes with student activists and first-year prefects, aimed at increasing the level of awareness of the difficulties of the adaptation period, mastering ways to overcome them and developing constructive communication skills;
· development of a series of practical classes for first-year student groups, which will later be recommended for conducting as part of a curator’s hour;
· organizing and conducting a School of curators and young teachers working with first-year students, aimed at increasing the level of psychological and pedagogical literacy among teachers;
· organizing and conducting methodological seminars with first-year curators to master the methodology of conducting practical classes in student groups within the framework of the curator’s hour;
· socio-psychological and scientific-methodological support for the activities of curators in the process of mastering the proposed methodology for conducting group classes with first-year students;
· individual and group counseling for students and teachers;
· joint summing up, analysis of the results of the work done and planning work for the future.
Meetings of student councils should be held regularly, at which they can gather to resolve certain issues related, for example, to preparations for upcoming events and holidays. It’s no secret that working together unites and helps a person to open up.
Autogenic training is possible. Autogenic training increases adaptability, mainly through the development of self-regulation by the degree of neuropsychic stress, and active socio-psychological training - through the development of initiative and responsibility of the individual. “Autohypnotraining” as one of the new methods of mental self-regulation also develops the adaptability of students.
For first-year students, in the series of lectures “Introduction to the specialty,” organize practical classes in psychology with the aim of teaching methods of mental self-regulation.
First-year students will be examined using psychodiagnostic methods in order to identify “risk” groups - students with an insufficient degree of adaptability development. Create conditions for these students to study in the Psychological Assistance Room, which would be advisable to organize in universities.
Introduce into the educational process of the university active methods training. Initially, it is recommended to organize a cycle extracurricular activities in the form of socio-psychological training or business games, which will allow us to develop a “portrait” of a specialist of a certain professional profile and develop the methodology for conducting classes, in accordance with the conditions of the educational process in a particular university.
It is advisable to build measures to optimize the educational process at a university on the basis of studying the results of the adaptability of specific students, which is a form and condition for the individualization of education at a university.
In the context of developing adaptability, junior students feel the need, mainly, to improve mental self-regulation. Therefore, for junior students, the development of adaptability is more affective through various forms autogenic training.
Adaptation of junior students to studying at a university will be more successful if:
) organize adaptation as a systemic, two-way, step-by-step process of formation and development of cognitive, motivational-volitional, social and communicative connections;
) highlight the basic disciplines for each specialty and build the process of studying them taking into account the level of adaptation and behavioral characteristics of students, using the developmental capabilities of these disciplines (development of structured knowledge, clarity of formulation, evidence of reasoning, flexibility and systematic thinking, mastering algorithms and modern technologies working with information), while successful cognitive activity will mutually determine the formation and development of cognitive, motivational-volitional, social and communicative connections;
) organize individualized independent work using new information technologies, taking into account the personal characteristics and capabilities of students belonging to different levels of adaptation, including preparation for lectures and elaboration of lecture material, performing practical and creative tasks, mutual testing and self-monitoring of learning results. Studying basic disciplines in these conditions will ensure the development of abstract, logical, systematic thinking, accustom one to systematic mental work, cultivate perseverance, perseverance in overcoming difficulties, perseverance in performing actions that are often monotonous, cultivate the ability to understand, accept or kindly prove one’s point interlocutor's view. At the same time, the missing knowledge in the relevant subject area will be filled, the necessary educational skills will be formed, which will facilitate the acquisition of general professional and special disciplines.
Some problems of adaptation in the educational process could be solved by the use of computer information technologies in lectures, practical classes, seminars, etc. Availability of electronic textbooks, manuals, electronic libraries, tests, access to the global network facilitate the process of active learning activities for students. The student’s work with electronic resources and independent search for information helps improve the ability to select and structure the material necessary for the discipline being studied, logically present and argue various, modern theoretical approaches to psychological and pedagogical problems. The use of new information technologies helps the student become active in educational activities and increases his independence, which is one of the most important factors for successful social adaptation.
Of course, the main thing in adaptation remains the student’s personality, his abilities, ability and desire to adapt to new conditions. And here big role will play independently, creative work student.
The task of an educational institution is, first of all, not only to provide professional knowledge and develop skills, but also to teach how to “get used to”, love the chosen profession, and help the future specialist “enter” real production conditions. Therefore, assistance should be provided by all departments of the university (educational, scientific, public) on the basis of their interaction.
Thus, identifying difficulties among students and determining ways to overcome them will improve students’ academic activity, academic performance and quality of knowledge. As a result of the implementation of personal adaptation potential in the adaptation process, a certain state of personality is achieved - adaptability, as a result, the result of the adaptation process.
Conclusion
Adaptation of students to study at a university is a systemic, two-way, step-by-step process of active adaptation of the student to the conditions of the educational environment, expressed in the formation and development of cognitive, motivational-volitional, social and communicative connections. These connections characterize the student’s subjective relationship to the main types of his activities in the educational environment of the university. At the same time, the adaptation process is interactive: the educational environment of the university affects the student, and the student actively influences the environment, transforming it in a certain way. Isolating connections of different types helps to better understand the essence of the phenomenon, but at the same time adaptation proceeds systematically, like single process. The adaptation process has temporal dynamics; its stages are associated with changes occurring both in the nature of educational and cognitive activity and at the level of personal properties.
Adaptation mechanisms that ensure the successful entry of a student into the educational environment consist of pedagogical support, when in the process of adaptation, on the one hand, conditions are created for students to assimilate the norms and methods of educational and cognitive activity, on the other hand, a change and transformation of the educational environment is carried out in accordance with needs, capabilities, personal characteristics of the student. The mechanisms operate at different levels, such as cognitive, motivational-volitional, social-communicative, ensuring the formation and development of connections of the appropriate type. Pedagogical support is organized from the standpoint of a person-centered approach and developmental education, which makes it possible to overcome the educational and socio-communicative problems of groups of students that are complex in composition (from the point of view of adaptation) and ensure the irreversibility of the adaptation process.
The leading role in the adaptation process is given to educational activities (in contrast to the prevailing ideas about the possibility of adaptation of first-year students through their wide involvement in extracurricular activities). The formation of general educational skills and abilities, the development of creative, divergent, logical qualities of thinking is carried out in the process of studying basic disciplines.
Adaptation is a process in which the organization of a student’s educational and cognitive activity should contribute to the fullest realization of personal potential. Despite the undeniable complexity of basic disciplines, when junior students experience special problems in mastering them, the disclosure and use of their developmental potential for the purpose of educational adaptation determine the formation, stimulate development, and ensure the sustainable functioning of connections that determine the place of students in the educational environment of the university.
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Applications
Annex 1
Figure 1. Types of adaptation of students.
Appendix 2
FRESH-YEAR STUDENT ADAPTATION PASSPORT
GENERAL INFORMATION
Year of birth
Housing conditions (living conditions during the period of study at an educational institution)
Material conditions
Parents information
Year of birth Education
Profession
Family composition
Family relationships
To the curator of the group
For teachers
PHYSICAL CONDITION OF A FRESH-YEAR STUDENT (AT THE TIME OF ADMISSION TO THE EDUCATIONAL INSTITUTION)
Presence of chronic diseases
Observable Physiological Features
Physiological resistance to stress
To the curator of the group
For teachers
DATA FOR THE PRIMARY PREDICTION OF STUDENT ADAPTATION TO THE CONDITIONS OF STUDYING AT A UNIVERSITY AND PEDAGOGICAL ACTIVITY
Psychological characteristics temperament
Extraversion
Neuroticism
Plastic
Rate of mental reactions
Activity
Motives for choosing a profession
Average score certificate (basic school completion certificate)
PRIMARY FORECAST OF SOCIO-PSYCHOLOGICAL ADAPTATION
RESULTS OF ADDITIONAL STUDY OF FRESH-YEAR STUDENT’S PERSONALITY
Extracurricular interests
Preferences
Contact
Organizational skills Self-esteem and self-criticism
Personality anxiety
COMPREHENSIVE FORECAST OF SOCIO-PSYCHOLOGICAL ADAPTATION
To the curator of the group
For teachers
INDICATORS OF DIDACTIC ADAPTATION OF FRESH-YEAR STUDENTS
Academic performance
(in the middle of the first semester)
(at the end of the first semester)
Self-efficacy in educational activities
(at the beginning of the first year of study)
(in the middle of the first semester)
(at the end of the first semester)
(at the end of the first year of study)
INDICATORS OF SOCIO-PSYCHOLOGICAL ADAPTATION OF FRESH-YEAR STUDENTS
Sociometric status in the group
(at the beginning of the first year of study)
(in the middle of the first semester)
(at the end of the first semester)
(at the end of the first year of study)
Satisfaction in group relationships
(at the beginning of the first year of study)
(in the middle of the first semester)
(at the end of the first semester)
(at the end of the first year of study)
Anxiety due to problems and fears in relationships with peers
(at the beginning of the first year of study)
(in the middle of the first semester)
(at the end of the first semester)
(at the end of the first year of study)
Anxiety caused by problems and fears in relationships with teachers
(at the beginning of the first year of study)
(in the middle of the first semester)
(at the end of the first semester)
To the curator of the group
For teachers
INDICATORS OF FRESH-YEAR STUDENT ADAPTATION TO TEACHING ACTIVITY
Satisfaction with the choice of teaching profession
(at the beginning of the first year of study)
(in the middle of the first semester)
(at the end of the first year of study)
Ideas about the teaching profession
(at the beginning of the first year of study)
(in the middle of the first semester)
(at the end of the first semester)
To the curator of the group
For teachers
Tutoring
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