scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

scholarly journals Subjective well-being of students enrolled in different fields of study

2021 ◽  
Vol 27 (2) ◽  
pp. 32-38
Author(s):  
Anna Gennad'evna Samohvalova ◽  
Elena Viktorovna Tikhomirova ◽  
Oksana Nikolaevna Vishnevskaya ◽  
Natalia Sergeevna Shipova
Keyword(s):  
Satisfaction With Life ◽  
Well Being ◽  
First Year ◽  
Subjective Perception ◽  
Subjective Well Being ◽  
State University ◽  
Psychological Well Being ◽  
First Year Students ◽  
Degree Of Satisfaction ◽  
The University

The article deals with the problem of subjective well-being as an important component of the psychological well-being of an individual. The degree of satisfaction with life among university students enrolled in different areas of training is analysed; the specificity of subjective perception by first-year students of their own success in various spheres of life is revealed. The study involved 230 first-year students of Kostroma State University, enrolled in four different areas of study. The results of the study showed that students at the beginning of their professional path, regardless of the direction of training in which they study, rather highly assess the degree of their success in life; are self-confident, plan their lives and set goals for the future. At the same time, the degree of subjective well-being of students is low; students are not completely satisfied with their life and their place in it; they are instead focused mainly on the emotional richness of their own life. The leading motives of students are professional motives that affect the effectiveness of educational activities and are associated with assessing their own success in life. It was found that ideation innovativeness is insufficiently developed among freshmen; they prefer to work within established rules, are more focused on solving a problem than on finding it, and have difficulty applying and analysing new ideas. Revealing the specifics of the subjective well-being of freshmen who entered the university in different areas of training allows outlining the prospects for psychological and pedagogic support of students at all stages of training in the framework of increasing the level of their psychological well-being in the educational environment of the university.

scholarly journals Coping Strategies and Accentuations of Personality Traits in First-Year Students with Different Levels of Subjective Well-Being

2021 ◽  
Vol 22 (4) ◽  
pp. 1040-1049
Author(s):  
E. F. Yashchenko ◽  
O. V. Lazorak
Keyword(s):  
Personality Traits ◽  
Coping Strategies ◽  
Research University ◽  
Well Being ◽  
First Year ◽  
Subjective Well Being ◽  
State University ◽  
First Year Students ◽  
Wide Range ◽  
Different Levels

The research objective was to determine the features, interrelations, and differences in subjective well-being, coping-strategies, and accentuations of personality traits. The experiment featured first-year students with different levels of subjective well-being that majored in technical sciences at the South Ural State University (National Research University) in Chelyabinsk (Russia). The research involved the subjective well-being scale developed by Perrudet-Badoux, Mendelsohn, and Chiche in M. V. Sokolova’s adaptation, R. Lazarus’s coping-test, and G. Schmieschek and K. Leonhard’s questionnaire. The experiment included 43 male students (mean age – 17,8), who were divided into three groups according to the level of subjective well-being. The first-year students with high and medium levels of subjective well-being had a wide range of coping strategies. The students with a low level of subjective well-being had an insufficient personal and psychoemotional resource to cope with adversities. The authors also defined priority links between accentuations, coping strategy, and subjective wellbeing. The experiment confirmed the hypothesis that first-year students with different levels of subjective well-being would have different indicators of coping strategies and accentuations of personality traits, as well as different structure of research scale connections. The results can help to create programs for the development of coping strategies in first-year students.

scholarly journals Happiness among first-year students at a comprehensive tertiary institution: An exploratory study

2014 ◽  
Vol 7 (2) ◽  
pp. 467-484 ◽  
Author(s):  
Marinda Pretorius ◽  
Derick Blaauw
Keyword(s):  
Subjective Experience ◽  
Well Being ◽  
First Year ◽  
Positive Contribution ◽  
Subjective Well Being ◽  
Tertiary Institution ◽  
Negative Contribution ◽  
First Year Students ◽  
Institutions Of Higher Learning ◽  
The University

The 1970s saw a significant increase in the volume of research on individuals’ subjective experience of well-being. The subjective well-being of university students has received less attention, however. Student well-being is important, given the widespread concern over the high dropout rates at institutions of higher learning in South Africa (Council of Higher Education, 2013; Van Zyl, 2010). The paper adds to the existing body of literature through an exposition on the possible influence of variables forthcoming from the literature, on the overall subjective well-being of first-year economics students at a comprehensive university. Variables that displayed a significant and positive contribution to subjective well-being were first-year and extended-degree students, the university being the institution of choice, feeling at home, knowing exactly how the university functions, and watching or participating in sport. Variables that were found to be significant with a negative contribution to subjective well-being levels were: worries about tests, studying less than 10 hours per week and, interestingly, living on campus.

scholarly journals Veiledningssamtale for første års studenter: Et innspill til praksisnærhet og studiekvalitet

2020 ◽  
pp. 67-79
Author(s):  
Anne-Lise With
Keyword(s):  
Career Guidance ◽  
Well Being ◽  
First Year ◽  
First Year Students ◽  
Study Programme ◽  
Quality In Higher Education ◽  
University Of Oslo ◽  
The University ◽  
Shed Light

This chapter deals with counselling for first-year students as a way to strengthen motivation and mastery. Based on the model ForVei – preparatory counselling, it is argued for the relevance of the counselling conversation as a part of follow-up and study programme quality in higher education and the time of mass education. ForVei is based on the basic values MSHRL – Met, Seen, Heard, Respected, Equal, which is central to the way the conversation is conducted. It is the student’s motivation, mastery and well-being that are the main focus of ForVei, which is now practiced at several universities in Norway, such as the University of Oslo and Nord University. The chapter contains examples from our own research project on ForVei – counselling at INN University, where career guidance is a theme, as well. In the perspective of the student’s motivation and experience, counselling and learning theory are used, among others, with Vance Peavy’s constructivist Socio-Dynamic Counselling and Mark S. Savicka’s concept of self-efficacy. The latter, for example, helps to shed light on differences in self-perception and belief in one’s own resources and abilities. The chapter deals with these and other topics in light of study programme quality and ForVei – counselling for first-year students.

scholarly journals KEY ASPECTS OF THE STUDY OF PSYCHOPHYSIOLOGICAL ADAPTATION OF FIRST-YEAR STUDENTS

2019 ◽  
pp. 109-112
Author(s):  
Svitlana Shevchenko
Keyword(s):  
Well Being ◽  
Physiological Adaptation ◽  
First Year ◽  
Adaptation Period ◽  
First Year Students ◽  
Adaptive Capabilities ◽  
Time Period ◽  
The Right ◽  
Key Aspects ◽  
Communicative Abilities

The article considers and studies the problem of psychophysiological adaptation of freshmen through the concretization of the very concept of adaptation and determination of the time period of the adaptation period. Moreover, carried out a scientific analysis and experimental study of key aspects of psycho-physiological adaptation of first-year students. The levels of adaptive and communicative abilities, neuropsychic stability and moral norm, indicators of psychophysiological adaptation and the main features that indicate the sources of maladaptation have been determined. The criteria for psychophysiological adaptation (state of health, mood, anxiety, fatigue, activity behavior) are highlighted, and prospects for further research are formulated. According to the results of the work it was found that most freshmen have high rates of development of communicative abilities and moral normativity. They really assess their role in the team, in relationships, focusing on compliance with generally accepted norms of behavior. Freshmen are capable of accepting other people as they are, respect their originality and the right to be themselves. The development of such an ability characterizes them as a mature personality. High optimism score and high ability for somatic regulation were found. In addition, a moderate (average) level of psychophysiological maladaptation was found in young people. From time to time, they have certain difficulties associated with changes in the forms, teaching and assessment methods that are characteristic of a comprehensive school, and most often they experience problems due to a deterioration in well- being, namely, due to the characteristics of individual mental processes of freshmen, a decrease their overall activity and a decrease in motivation for any activity. Freshmen are dominated by a low level of development of adaptive abilities and neuropsychic stability. The data obtained indicate the need to develop a system of measures to update the adaptive capabilities of freshmen. We identified this direction as a promising vector for further studies of this problem.

FEUP peer mentoring: Promoting integration through support and experience sharing

2021 ◽  
pp. 030641902110259
Author(s):  
IM Ribeiro ◽  
TP Duarte ◽  
MMSM Bastos ◽  
AA Sousa ◽  
LFA Martins
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
First Year ◽  
First Year Students ◽  
Integration Program ◽  
Social And Academic Integration ◽  
Degree Of Satisfaction ◽  
New Type ◽  
The University ◽  
Insight Into

Admission to higher education is a milestone in the lives of young people. This can be accompanied by several changes in the student’s life such as a new place of residence, a new group of friends, and a new type of education. This entry into higher education can provide a new series of experiences, challenges, and newfound independence. However, it might also expose problems and difficulties, possibly hampering the student's personal and academic development. In order to ease the integration into higher education, the Faculty of Engineering of the University of Porto (FEUP) has developed a Peer Mentoring Programme promoted by students already attending different FEUP courses (mentors) which intends to support the first-year students (mentees) in this phase of their life, coordinated by some teachers from each course. This social and academic integration program is supported by 4 core ideas: Integration, Support, Experience, and Sharing. This work provides insight into the way in which this program is organized at FEUP, highlighting the students’ participation (mentees and mentors), the main contributions that each of them values, their degree of satisfaction and involvement, activities that were developed, and some testimonies.

scholarly journals ADAPTATION OF FIRST-YEAR STUDENTS TO TRAINING CONDITIONS AT UNIVERSITY: EXPERIENCE, PROBLEMS, PROSPECTS

2017 ◽  
Vol 2017 (2) ◽  
pp. 36-41
Author(s):  
Семен Резник ◽  
Semen Reznik ◽  
М. Черниковская ◽  
M. Chernikovskaya ◽  
Е. Носова ◽  
...  
Keyword(s):  
Social Adaptation ◽  
Educational Institutions ◽  
First Year ◽  
State University ◽  
Higher Educational Institutions ◽  
First Year Students ◽  
Federal Districts ◽  
Higher Educational ◽  
University Experience ◽  
The University

<p>The article is devoted to the problem of adaptation of first-year students to the conditions for mastering educational programs at the university. It is based on the results of monitoring of students of Russian higher educational institutions within the framework of the research "Change in Composition and Life Priorities of Students of Higher Educational Institutions and Their Social Stability ", executed by the Penza State University of Architecture and Construction. More than 400 students from 13 state universities in 5 federal districts of Russia took part in the monitoring.</p><p>The article features the results of monitoring of Russian students concerning their readiness for higher educational institutions. The results of the monitoring showed that the problem of adaptation of first-year students is a major issue, which still remains a subject for discussions while being the foundation of education in junior courses. The paper defines the concept of adaptation, presents the types and functions of the student's social adaptation and summarizes the conclusions of the study. Some proposals to improve the adaptation of first-year students have been developed and implemented.</p>

Sign in / Sign up

Export Citation Format

Share Document