АДАПТАЦІЙНИЙ ТРЕНІНГ ЯК ЗАСІБ РОЗВИТКУ САМОЕФЕКТИВНОСТІ СТУДЕНТІВ

Abstract

The article analyzes the possibilities of adaptation training as a means of developing the self-efficacy of first-year students. Theoretical and organizational principles of training are substantiated, the content of its separate stages is described, indicators of self-efficiency of students before and after training are compared. The training is based on the analysis of real life situations, specific organization of group work and feedback. The self-efficacy of first-year students develops at three stages of adaptation training: actualization of professional goals, reflection of adaptive resources, value-motivational support of self-efficacy. After getting acquainted and announcing the purpose of the training, students diagnose their own self-efficacy using the author's method "Student Self-Efficacy Profile". The main content of the first stage is the actualization of distant and close professional goals. The second stage of training - reflection on adaptive resources - is the main one. Аbilities can be considered the most relevant adaptation resources. An important property of abilities is the ability to develop. Students need to pay special attention to this. Arguments are sought in their personal value experience. This stage of training is aimed at reflecting their own professional abilities and forming a value attitude towards them. It is important that each trainee realizes that his or her personal set of professional abilities is sufficient to begin the process of professionalization and characterizes him or her individuality. The third stage of training is aimed at developing self-efficacy based on updated adaptation resources. We assume that the motivation for professionalization is provided by two groups of psychological indicators. On the one hand, it is based on personal values (abilities, standards of activity), and on the other - professional goals. Re-diagnosing self-efficacy completes the training. The results of the training show an increase in self-efficacy indicators on scales: goals and motives, abilities, reflection, resistance to failures, self-development.