psychological adaptation
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Paola Cardinali ◽  
Joseph R. Ferrari ◽  
Vittoria Romoli ◽  
Andrew Camilleri ◽  
Laura Migliorini

AbstractWe assessed the sense of psychological home among adult men (n = 17; M age = 29.7 years old) who had experienced migration to Italy, focusing on the relationship between psychological home and the process of integration into the new country. Psychological home is a dynamic process in which people sense a safe and secure environment that ranges beyond the confines of a structured dwelling, a process which is reflective and which communicates one’s self-identity. Participants engaged in a semistructured interview with the aim of establishing a generic concept of psychological home and identifying the issues that arise at the intersection of psychological home and migration. The results highlighted certain themes about the meaning that psychological home assumes in the lives of migrants and about the way in which the migration experience acts to support or hinder the process of building this sense of home. Of special interest is the idea that individuals might develop multiple psychological homes related to the different places and relationships that they experience. In this sense, establishment of a psychological home might be considered the ideal affective state for psychological adaptation to a new country.

2021 ◽  
Vol 16 (4) ◽  
pp. 25-35
Gulzhana Kuzembayeva ◽  
Zhumagul Maydangalieva ◽  
Bakit Kulbaeva ◽  
Anara Urkunova ◽  

This study investigated international students’ adaptation experience in a higher education institution. A sociological survey was conducted among one hundred and seventy Indian students in their first and second year of medical studies at West Kazakhstan Marat Ospanov Medical University, Aktobe, the Republic of Kazakhstan. Against the background of many studies in this field, this topic is contextualized within the higher medical education system in the western region of Kazakhstan. The study helps to improve understanding of such phenomena as international students’ dimensions of psychological, sociocultural, and academic adaptation. The differences in the various dimensions of adaptation from the gender perspective and the year of study were investigated. The impact of the adaptation level on the students’ study achievements was assessed. The study results demonstrated challenges in psychological adaptation in the first-year international students, which decreased over time. The differences in the psychological, sociocultural, and academic adaptability between girls and boys were not statistically significant. Second-year international students felt more emotionally comfortable and psychologically safe in the group, and this reflected their high grades GPA. Based on the findings, the authors propose recommendations on how to improve the international students’ comfortableness in the Kazakhstani university setting.

2021 ◽  
Vol 9 (4) ◽  
pp. 433-442
I.L. Gureeva ◽  
A.A. Velikanov ◽  
K.M. Koraikina ◽  
E.R. Isaeva ◽  

The article is devoted to the study of emotional burnout syndrome in students of medical higher educational institutions at different stages of training. The study was based on the assumption that medical students at different stages of professional training have differences in the emotional and personal sphere, in the level of sociopsychological adaptation and in the level of empathy. The aim of the study was to study the psychological aspects of burnout syndrome in medical university students at different stages of vocational training. To achieve this goal, methods were used to study emotional and personal characteristics and socio-psychological adaptation. The study revealed differences in the emotional and personal sphere and in the level of sociopsychological adaptation. Also, there are targets of influence for psychocorrective and psychoeducational work with students, namely non-adaptive adaptation strategies, ways to overcome stress and a negative assessment of prospects. And for the prevention of burnout syndrome, it is advisable to use the Stress Management program, which is aimed at teaching and training ways to effectively get out of difficult stressful situations and preserve the resource state, goal-setting skills and proactive thinking, as well as the study of various relaxation techniques.

2021 ◽  
Vol 9 (4) ◽  
pp. 413-422
O.S. Kovshova ◽  
T.I. Kireeva ◽  

The article establishes the influence of psychoemotional stress on the psychological state of mothers who gave birth to a premature baby, in contrast to women who gave birth to a child with normal birth weight. The hypothesis of the study was that psychoemotional stress, due to premature birth in mothers, may be accompanied by a decrease in their resilience and a decrease in psychological adaptation. The individual psychological characteristics of the personality of women-mothers, the type and direction of emotional response, coping strategies, parental attitudes – indicators of the vitality and sociopsychological adaptation of women-mothers were investigated. As a result of the study, women raising a premature baby showed high emotional sensitivity and self-control, the predominance of self-accusatory reactions in emotional response to frustration, the use of non-adaptive coping strategies, which reduces vitality and reduces socio-psychological adaptation. The revealed psychological patterns can be used as targets of psychological correction in order to restore the psychological health of mothers and prevent deviations in the development of the child.

2021 ◽  
Vol 25 (4) ◽  
pp. 608-628
Elena V. Tikhonova ◽  
Marina A. Kosycheva ◽  
Galina I. Efremova

Introduction. In the context of the export of educational services, it is of particular importance to design an efficient system of foreign students’ psychological adaptation. Owing to the ethnocultural background, foreign students feel that they are stigmatized minorities in the host society. Negative images and stereotypes are often internalized, resulting in stable low self-esteem in the stigmatized. Since self-esteem acts as a key parameter of the professional self-concept, social stigma and the experience of social identity threat activate the stigmatization of primary professionalization, thereby drastically reducing the efficiency of the received vocational education at the university. The purpose of the study is: to outline the phenomenon of primary professionalization, to reveal the nature of the relationship between the social stigma of foreign students and their self-esteem, and to describe the levels of primary professionalization. Materials and Methods. The study involved 124 foreign students. Participants were asked to answer questions of the Short Form of the Stigmatization Scale and Rosenbergʼs Self-Esteem Scale in order to track the relationship between social stigma and self-esteem. Further, in order to identify the basic barriers to primary professionalization and the participants’ perception of their stigmatized status, the respondents answered the questions of a semi-structured interview supported with the critical incident technique in a focus group format. Results. There is a correlation between the degree of obviousness of social stigma and self-esteem of foreign students. The categorization of the data obtained allowed the authors to substantiate the phenomenon of stigma of primary professionalization, to systematize the determining factors, and to describe its levels. Discussion and Conclusion. Despite the fact that social stigma has attracted active attention of world science for decades, we have not been able to find focused studies into primary professionalization in the format of education export. Studying the factors that lead to the development of stigma of primary professionalization, understanding its levels will help to design a system for its prevention, optimize the system of adaptation of foreign students to the realities of the educational system of the host university.

2021 ◽  
Vol Publish Ahead of Print ◽  
Meng-jia Wang ◽  
Ming-yu Chang ◽  
Meng-yin Cheng ◽  
Rui-Xing Zhang

Oleksandr Markovets ◽  
Uliana Kovalchuk ◽  
Tetiana Klynina

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.

2021 ◽  
Vol 7 (4) ◽  
pp. 46-57
N.E. Afanasieva ◽  
Yu.Yu. Ilina ◽  
N.O. Svitlychna

Purpose: to study the peculiarities of the relationship between resilience and socio-psychological adaptation to activities in novice athletes; to develop a program of social and psychological training for the development of resilience and optimization of the adaptation process in athletes. Material and methods. The study involved 42 sportsmen of fire-applied sports at the age from 17 to 20 years. Research methods: theoretical analysis and generalization of scientific literature, system analysis and data interpretation; testing; methods of mathematical statistics. Results. As a result of the research, a resilience training was developed for novice athletes in order to optimize adaptation processes. The main goals of the training are: achieving a deeper understanding of stressful circumstances, ways to overcome them; finding ways to actively solve problems; constant use of feedback, thereby deepening the self-perception of involvement, control and risk taking. After the training, the level of resilience increased, the maladjustment of the participants decreased. Conclusions. The article presents a theoretical analysis and empirical study of the problem of the relationship between resilience and socio-psychological adaptation to sports activity of young sportsmen of adolescence. The results obtained in empirical research indicate that the level of resilience is associated with indicators of adaptation. The socio-psychological training has been developed to optimize the process of adaptation to sports activity by increasing the level of vitality. The effectiveness of the developed training program for athletes has been proven.

2021 ◽  
Vol 6 (6) ◽  
pp. 219-223
I. V. Trefanenko ◽  
O. V. Solovyova ◽  
S. I. Hrechko ◽  
T. V. Reva ◽  

Studying in medical higher education institutions has always been quite challenging and requires the involvement of various student reserves. The COVID-19 pandemic has brought many changes to the life of society in general and the educational process in particular. Teachers and students of all educational institutions had to switch from working in classrooms to working remotely. All these factors create certain stressful circumstances, so it requires including all adaptive capabilities from each individual. The purpose of the study was to compare socio-psychological adaptation of students who studied in classroom with those forced to practice remotely for more than a year. Materials and methods. One hundred forty-eight completed questionnaires based on the questionnaire of K. Rogers and R. Diamond were processed. The control group consisted of 56 students – these are the answers of students who studied in the 6th year in their classroom during the 2017-2018 academic year. The experimental group included 92 questionnaires of students who worked on the 6th year remotely in the period from spring 2020 to spring 2021. Results and discussion. The study found that the adaptation of students in both groups at an intermediate level was 86% and 78%, respectively. The analysis results show the impact of the third crisis period of study (respectively, 1, 3, and 6 years) on the student. In the 2nd group, we received a figure by 8% lower for the control group. In the control group, the indicator of internality (perception of changes occurring to them due to their activities) did not differ. The transition to distance learning in its average value does not change it significantly. Emotional comfort in the experimental group of students was 12% higher than in the control group. The data obtained in the control group indicate an almost equal percentage of self-perception and perception of others. Students show a friendly attitude to classmates, the environment, a positive attitude towards others. The experimental group students show a positive pole of self-perception, which reflects the degree of self-friendliness. The lower rate of desire for dominance in distance learning students is probably due to the commitment to work in a team. Conclusion. Thus, students who have switched to an entirely new type of education have deviations in the socio-psychological adaptation. The adaptation of students tended to decrease, which indicates the need for additional time to adapt to new conditions and may affect the level of learning. Comparing students of online and offline forms of education revealed differences in the frequency and structure of deviations of social-psychological adaptation. Violations of social-psychological adaptation in distance learning are represented by low scores of its essential characteristics: adaptation, internality, the desire for dominance against the background of increasing self-perception and emotional comfort

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