FEATURES OF ADAPTATION OF FIRST-YEAR STUDENTS TO THE EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTIONS

Abstract

The article is devoted to the issue of psychological adaptation of higher education students to the educational environment of academic institutions.The relevance and significance of the study are substantiated, as the adaptive capabilities of an individual directly affect the effectiveness of their academic and future professional activities. The article analyzes scientific approaches of domestic researchers to the study of students’ socio-psychological adaptation. Factors that either facilitate or complicate the adaptation process are considered, including personality traits, gender differences, anxiety levels, stress resilience, and students’ expectations regarding the educational process. It is revealed that successful adaptation is the foundation for the professional development of future specialists and is also interconnected with a value-based attitude toward the individual learner. Special attention is given to the analysis of empirical studies, which demonstrate both the presence and absence of significant gender differences in adaptation processes.The necessity of considering individual psychological factors in the development of student support programs is emphasized.The authors studied the peculiarities of higher education students’ adaptation to the educational environment, specifically identifying factors that contribute to effective adaptation. The research was conducted at the Center for Psychological Assistance and Social Adaptation of the State University of Intelligence Technologies and Telecommunications. The survey involved 244 bachelor’s and master’s level students. It was found that the key factor in adaptation is learning motivation, as well as the importance of social and organizational support. A statistically significant relationship was revealed between the level of education and social support, particularly the greater need of first-year students for kindness and support from those around them. Gender analysis showed that women more frequently highlighted their motivation and the importance of support from academic staff as key factors in successful adaptation.