scholarly journals INNOVATIVE APPROACHES TO THE PROBLEM OF SOCIAL ADAPTATION OF FIRST-YEAR STUDENTS

2018 ◽  
pp. 95-101
Author(s):  
Lyudmila Kolbina
Keyword(s):  
Learning Environment ◽  
Experimental Work ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
New Learning ◽  
Innovative Approaches

The article is devoted to innovative approaches that promote social adaptation of first-year students. The article highlights the results of the analysis and the experimental work, which was aimed at identifying problems in the first- year students’ adaptation to new learning environment. Keywords: adaptation, social adaptation, innovative approaches.

scholarly journals Students’ Social Adaptation to the Learning Environment of a Medical University: Internal and External Criteria

2021 ◽  
pp. 154-166
Author(s):  
В.В. Яковлев ◽  
Н.В. Яковлева ◽  
А.С. Гусева ◽  
А.И. Фролов
Keyword(s):  
Learning Environment ◽  
Self Regulation ◽  
Education Institution ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
Academic Activities ◽  
Level Of Satisfaction ◽  
Medical University ◽  
Students Satisfaction

В статье рассмотрена социальная адаптация студентов к образовательной среде высшего учебного заведения. Обоснованы теоретическая и практическая актуальность ее исследования. Рассмотрено соотношение понятий «адаптация» и «адаптированность», описаны формы адаптированности. Предложены внешние и внутренние критерии адаптации студентов (принятые в вузе рейтинги академической успеваемости и степень удовлетворенности различными аспектами учебной деятельности). Описаны организационные и методические особенности проведения массового эмпирического исследования социальной адаптации студентов первого курса. Представлены результаты статистического (рейтинговый, частотный, сравнительный и корреляционный) анализа адаптированности студентов с использованием внешних и внутренних критериев и ресурсов социальной адаптации к образовательной среде медицинского университета. Описаны гендерные различия в адаптированности студентов-первокурсников, а также особенности социальной адаптации в зависимости от профиля образовательной программы. Показано, что ключевыми моментами для успешной адаптации студентов является согласованность внешних и внутренних критериев социальной адаптации, а также удовлетворенность профессиональным выбором. Предложены различные направления развития и коррекции процесса социальной адаптации, в том числе через формирование навыков учебной деятельности и психической саморегуляции, совершенствование структуры и содержания учебного материала, индивидуальную работу со студентами. The article discusses students’ social adaptation to the learning environment of a higher education institution. It substantiates the theoretical and practical relevance of the research. It treats the notions of adaptation and adaptability and describes adaptability forms. The article speaks about internal and external criteria of students’ adaption to the learning environment (academic performance rating and the level of satisfaction with various aspects of academic activities). It describes organizational and methodological peculiarities of empirical analysis of first-year students’ social adaptation. The article presents the results of statistical analyses (rating, frequency, comparative and correlation analyses) aimed at the investigation of students’ adaptation on the basis of internal and external criteria and resources of social adaptation to the learning environment in a medical university. It describes gender differences in first-year students’ adaptability and the peculiarities of students’ social adaption depending on the field in which they major. The article maintains that in order to promote successful adaptation it is essential to secure the correlation between internal and external criteria and to ensure students’ satisfaction with their career choice. The article discusses ways of promoting and improving social adaptation by means of academic skills formation, psychological self-regulation, curriculum improvement and individual work with students.

scholarly journals On Being a First-Year Student

2019 ◽  
pp. 14-17
Author(s):  
Duaa Al Maani
Keyword(s):  
Learning Environment ◽  
Design Studio ◽  
First Year ◽  
First Year Students ◽  
New Learning ◽  
First Year Student

This research provides an important opportunity to advance our understanding of the evolving conception of learning in the design studio and specifically how first year students at architecture schools adapt to their new learning environment.

scholarly journals The Use of Monologue Speaking Tasks to Improve First-Year Students’ English-Speaking Skills

2021 ◽  
Vol 11 (6) ◽  
pp. 298
Author(s):  
Irina Karpovich ◽  
Oksana Sheredekina ◽  
Tatyana Krepkaia ◽  
Larisa Voronova
Keyword(s):  
Academic Performance ◽  
Quantitative Methods ◽  
Qualitative Content Analysis ◽  
Peer Assessment ◽  
Educational Process ◽  
Social Adaptation ◽  
First Year ◽  
First Year Students ◽  
English Speaking ◽  
Speaking Skills

A significant number of studies are devoted to the psychological and social adaptation of students to the educational process at university. This research contributes to the solution of the problem of first-year students’ academic performance in the framework of studying a foreign language by working with monologue speaking tasks. The study offers an analysis of the improvement of academic performance in this particular type of language activity. The study took place at Peter the Great Saint Petersburg Polytechnic University, Russia, and involved 274 first-year students enrolled in undergraduate programs. Mixed qualitative and quantitative methods were applied to collect and analyse data for the study. The research included the qualitative content analysis of monologue speaking tasks. Results of the study make it possible to conclude that the use of monologue speaking tasks paired with peer interaction and peer assessment can improve first-year students’ English-speaking skills.

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 Student Opinion Scale Related to Moodle LMS in an Online Learning Environment: Validity and Reliability Study

2018 ◽  
Vol 12 (4) ◽  
pp. 97 ◽  
Author(s):  
Ezgi Pelin Yildiz ◽  
Murat Tezer ◽  
Huseyin Uzunboylu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Principal Component ◽  
First Year ◽  
Online Learning Environment ◽  
Vocational High School ◽  
Validity And Reliability ◽  
First Year Students ◽  
Arithmetic Average ◽  
Student Opinion

The purpose of this study is to develop a Student Opinion Scale Related to Moodle LMS (Learning Management System) in an Educational Online Learning Environment. For this purpose, a scale form consisting of 34 items was created and then administered to a total of 280 first-year students from various departments of the Near East University Health Services Vocational High School. Rotated principal component analysis was used to obtain information on the validity of the scale. The data was processed using the SPSS 23.0 software package and the results are given as arithmetic average and standard deviation. In this context, it has been determined that the related items for the scale are collected in 6 dimensions, which have been categorized by the researchers as: Proficiency and Motivation"; "Content and Feedback"; "Usability"; "Effectiveness"; "Educational Features" and “Communication". Additionally, the reliability coefficient calculated by Cronbach's alpha for the developed scale is .94. Based on the overall results of the study, student opinion has been found to be positive related to Moodle LMS in an Educational Online Learning Environment.

scholarly journals Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

2014 ◽  
Vol 11 (3) ◽  
pp. 43-59
Author(s):  
Patricia O'Keefe ◽  
◽  
Jane H. Rienks ◽  
Bernadette Smith ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Accounting Students ◽  
First Year ◽  
Learning Approach ◽  
First Year Students ◽  
Use Of Resources ◽  
Unit Design ◽  
Accounting Unit ◽  
Flexible Resource ◽  
Low Levels

This research investigates how students used or “blended” the various learning resources, including people, while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive “blends” even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with their learning environment.

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