scholarly journals Impact of rural schools on further adaptation of rural youth to the university life in a city: experience of Bohdan Khmelnytsky National University

2020 ◽  
pp. 1-22
Author(s):  
Yulia Shalivska ◽  
Kateryna Tkachenko ◽  
Serhiy Danylyuk
Keyword(s):  
Rural Schools ◽  
Student Development ◽  
Rural Areas ◽  
Training Programs ◽  
Psychological Adaptation ◽  
Living Conditions ◽  
Living Environment ◽  
First Year ◽  
First Year Students ◽  
National University

The current research aims to summarize the features of school education in rural areas in Ukraine and to establish their potential influence on students' academic and socio-psychological adaptation to a new learning and living environment. Small number of students in class, poor material and technical condition, limited opportunities for self-realization, low motivation to study etc. are distinguished as the basic peculiarities of Ukrainian rural schools. The authors’ mini-questionnaire revealed that 62% of the first-year students of rural origin from a local Bohdan Khmelnytsky National University at Cherkasy experience hardships during adaptation. Challenges faced by 270 first-year students are described: personal, educational, living conditions, psychological, communicative, relationships in the group. The outcomes of the study convince that students of rural origin encounter additional challenges adjusting to changed living conditions while studying in universities in contrast to students from urban and suburban areas. Recommendations are provided to assist rural school counselors in preparing students for their further adaptation at large colleges and universities. Directions of work of psychological service, counsellors and educators in higher education institutions are displayed: individual counseling for the student, development and implementation of special training programs, integration of individual classes into training programs.

scholarly journals Academic and Psychosocial Adaptation and its Association with Identity Levels and Some Background Variables of An-Najah National University Students: التكيف النفسي الاجتماعي والأكاديمي وارتباطه برتب الهوية وبعض المتغيرات الخلفية لدى طلبة جامعة النجاح الوطنية في نابلس

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Ala' Ibraheem Yousef
Keyword(s):  
Psychological Adaptation ◽  
Psychosocial Adaptation ◽  
Social Adaptation ◽  
First Year ◽  
Place Of Residence ◽  
First Year Students ◽  
Economic Level ◽  
The Social ◽  
National University ◽  
Academic Adaptation

This study aims at recognizing the level of social and psychological adaptation and its connection with the students of An-Najah National University in Nablus governorate in light of the background variables. Also, it seeks to clarify the correlational relations between social, psychological and academic adaptation and identity ranks. In order to achieve the aims of the study, a sample of (280) students from An-Najah National University is chosen. The consistency and validity of the tools of the study are verified. Results have shown their validity as it follows the correlational and descriptive methods. The following are the results of the study: 1- There are positive statistical relations between psychological and social adaptation and identity ranks of stopping, closure and dispersion. However, there isn’t any statistical relation between identity achievement and social and psychological adaptation. 2- There are statistical differences in the ranks of identity of the variable of scholastic year or place of residence or economic level. Besides, there are statistical differences in the averages of identity stopping and closure due to the variable of scholastic year. 3- There are differences in the average of stopping identity in the first year and the second, third and fourth year students in favor of the first year students. The source of the differences in the average of identity closure is between the first year students and the second and third year students in favor of the first year students. 4- There are statistical differences in the averages of achieving closure identity due to place of residence that the differences in the averages of achieving identity among camp citizens in the cities and villages in favor of camps citizens due to closing their identity between the citizens of the cities and villages in favor of the dwellers of the village. 5- There are statistical differences in the averages in the ranks of identity due to the economic level. Also, there are statistical differences among the averages of the social and psychological adaptation due to the variable of the scholastic year that they are between the first year students and the second and third year students in favor of the first year students. 6- All the hypotheses of the study are refuted except for two, namely: there are statistical differences in the rank of identity due to the variables of scholastic year and place of residence. The second is that there are statistical differences in the social and psychological adaptation due to the variable of scholastic year. In light of these results, the researcher recommends offering guidance programs highlighting ranks of the identity of students for its positive and effective impact in achieving their goals and changing their course of life by achieving their psychological, social and academic adaptation.

scholarly journals Information support of adaptation of students of the 1st course to education in higher education institutions (based on the example of lviv polytechnic national university)

2021 ◽  
Author(s):  
Oleksandr Markovets ◽  
Uliana Kovalchuk ◽  
Tetiana Klynina
Keyword(s):  
Higher Education ◽  
Hierarchical Structure ◽  
Higher Education Institutions ◽  
Psychological Adaptation ◽  
Information Resource ◽  
Social Adaptation ◽  
Information Support ◽  
First Year ◽  
First Year Students ◽  
National University

The purpose of the article is to study the experience of developing and implementing an informationresource to improve the adaptation of first-year students to study in higher education. The methodology is toapply general scientific methods of analysis, generalization, systematization, and comparison, which allowedto develop of a hierarchical structure of the process of adaptation of first-year students in the educationaland social environment of higher education to design and fill information resources for student interactionwith departments university (for example, Lviv Polytechnic National University). The scientific novelty is theexpansion of theoretical knowledge and practical skills to create an information resource that will help studentsfind the necessary and useful information to facilitate its adaptation. Conclusions. Creating an interactiveinformation space for the adaptation of first-year students provides an opportunity to ensure the successfuladaptation of students to new challenges in their lives. The management of higher education institutions isinterested in the fastest possible educational, scientific, creative, sports, and social adaptation of students.The proposed hierarchical structure will determine the main directions of adaptation of students dependingon the peculiarities of the organization of student life in higher education. Each direction of adaptationcontains its own sub-goals, which detail the activities in this direction. Achieving the mentioned sub-goals isensured by appropriate means and recommendations. The offered information resource will allow to carry outinformation support of the student in the course of its adaptation. This resource will greatly simplify the searchfor the necessary information for educational, scientific, creative, and social activities of the student, help inorganizing independent work, and provide feedback to the first-year student with the structural units of highereducation.Keywords: adaptation, an adaptation of freshmen, an institution of higher education, informationeducational space, social adaptation, psychological adaptation, freshmen.

scholarly journals Peculiarities of the psychological status of first-year students in terms of university education

2019 ◽  
Vol 95 (6) ◽  
pp. 568-572
Author(s):  
Larisa K. Buduk-Ool ◽  
A. M. Khovalyg
Keyword(s):  
Adaptive Capacity ◽  
Young Men ◽  
Psychological Adaptation ◽  
Living Conditions ◽  
Psychological Status ◽  
External Control ◽  
First Year ◽  
First Year Students ◽  
Personal Anxiety ◽  
Self Acceptance

Peculiarities There was performed the study of the mental status of first-year students enrolled in the Tuvan state University. There were detected levels of reactive and personal anxiety, adaptive capacity, the level of social and psychological adaptation and aggression. Adaptation potential in students is within limits of the satisfactory one, there was no detected person with poor adaptive capacity and failure of adaptation, that indicates to the genetically fixed ability of the students’ body to adapt to living conditions. In a state of psychological adjustment there was revealed the more higher level of anxiety in Tuvan students, which is caused by the poor living conditions. More satisfactory condition is typical for the social and psychological adaptation, since in all students values of test scales are within normal limits.There were shown gender differences in adaptation and psychological status of students. Boys have more lower indices of indirect and verbal aggression, anger, resentment, suspicion, guilt. Girls are characterized by higher hostility, at that it even exceeds standard values. In the group of students with a high personal anxiety no differences in adaptive capacities were found, and in students with moderate personal anxiety there were significantly more boys with stress adaptation than girls. Analysis of the socio-psychological adaptation of first-year students shows that in all students values of the test scales are normal, but in young men, indices are higher that indicates to a more successful socialization in the environment of the university. Correlation analysis of indices of aggressiveness and socio-psychological adaptation revealed weak negative relationships between index of aggressiveness with maladaptiveness, non-acceptance of others, emotional comfort in boys. In girls “aggressiveness” positively correlates with the such indices as acceptance of others and adaptation. Factor analysis in young men revealed the first factor, labeled as maladjustment because it included indirect aggression, maladaptiveness, self-rejection, emotional discomfort and external control. In girls first factor combines indices: adaptability, self-acceptance, adaptation (integral), self-acceptance, emotional comfort, the desire to dominate and this factor was labeled as adaptation.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals Developing intonation skills in English: A systemic functional linguistics perspective

2018 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Renata Fabiana Cardinali ◽  
Maria Celina Barbeito
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
First Year Students ◽  
Functional Linguistics ◽  
Oral Production ◽  
Foreign Language Learners ◽  
National University ◽  
Oral Skills

This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers   Keywords: EFL, intonation, systemic functional linguistics, teacher training.

scholarly journals Problems of social and psychological adaptation of students in conditions of social deprivation

2021 ◽  
Vol 273 ◽  
pp. 10027
Author(s):  
Elena Dvoinikova ◽  
Ekaterina Bakshutova ◽  
Natalya Beylina ◽  
Olga Telnova ◽  
Julia Vasilieva
Keyword(s):  
Social Deprivation ◽  
Longitudinal Research ◽  
Objective Measure ◽  
Psychological Adaptation ◽  
First Year ◽  
Structural Components ◽  
State Technical ◽  
First Year Students ◽  
First Semester ◽  
Academic Year

The article is devoted to changes in the level of empathy and some structural components of social and psychological adaptation caused by social deprivation in a pandemic, which is the purpose of the work. The paper presents the results of an empirical study conducted in the first semester of the 2020-2021 academic year, when Samara State Technical University students were on distance learning. The sample consisted of 248 first-year students. The basis of the observation is a longitudinal research, during which the communicative activity of students in interaction with the teacher and with each other was recorded. In addition, students solved situational problems containing a description of the conflict, for a way out of which they had to offer solutions: none, one or several. The study confirmed the hypothesis put forward about possible changes in the level of empathy, the ability to solve situational problems and social and psychological adaptation in general among students studying remotely. Isolation in a pandemic is an objective measure for which humanity was not ready.

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