CHARACTERISTICS OF ADAPTIVE PROCESSES IN THE UNIVERSITY IN TERMS OF SOCIO-CULTURAL DYNAMICS: A COMPARATIVE ANALYSIS OF ADAPTATION PROCESSES OF FOREIGN AND DOMESTIC STUDENTS
DOI:
https://doi.org/10.14529/ped180205Keywords:
adaptation, identification, identity, development, sustainability, social dynamics, social culture, technologization, the transformation of spatio-temporal relations, factor, level of adaptabilityAbstract
The problem of adaptation in the literature is discussed in several areas: biological, medical, pedagogical, psychological, sociological, cybernetic, interdisciplinary. This article presents the analysis of the problem of adaptation as a socio-psychological phenomenon and describes the adaptation peculiarities in conditions of a socio-cultural acceleration (dynamics). Sociopsychological adaptation of students as a socio-professional group is largely influenced by social and cultural dynamics. Socio-psychological adaptation of the personality as a research category is not neglected by scientists. However, despite numerous theoretical and empirical studies, this problem still requires further studies as in contrast to the biological adaptation, a socio-psychological one largely involves the processes of identification of the individual, his understanding
and internalization of changes he encounters. The analysis of empirical data on the results of the research of adaptation processes of students of the University was given. A comparative analysis of adaptability of foreign and domestic first-year students of the University was conducted. The study highlighted the factors that influence the adaptive processes of students of the first course of the University. They are: 1) subjective factors (age, level education and readiness to be enrolled to university, motives of profession and specialty choice, attitudes to the chosen profession, experience of joining a new team, level of intelligence, orientation of the personality (attitudes, interests, needs, motivation, moral character, value orientations), cognitive ability, creativity); 2) objective factors (group size, normative system of the group, university requirements, presence/absence of tutors, professionalism of teachers, ethical standards, conditions for creative development, mode of study (a combination of academic work, recreation, sport and physical culture), social status and material well-being of family, education of parents).
