Социально-психологическая адаптация личности в рамках формирования коммуникативной готовности будущих инженеров.

Abstract

Introduction: the problem studied in this article is important for the professional education system, since the successful work of a modern organization depends on effective and well-coordinated work of employees with maximum participations of each team member and his/her high motivation. However, changes in the higher education system during the transition to distance learning in order to prevent the threat of potential infection with a new coronavirus have made some corrections in the process of the future specialist's communicative readiness forming, which is associated with person’s socio-psychological adaptation to the new conditions of existence. Materials and methods: to achieve this goal, complementary theoretical research methods are used: analysis of philosophical, sociological, psychological, pedagogical, social, engineering literature on the problem under consideration; analysis of documentation on the organization of the educational process in higher education for the theoretical justification of the essence, functions, indicators of communicative readiness, analysis, synthesis and systematization of the main approaches. On the basis of theoretical analysis of future engineers’ socio-psychological qualities scientific conclusions and recommendations were received that improve the efficiency of the process of future engineers’ communicative readiness formation in the university. Results: the reliability and validity of scientific results obtained in the course of the study is based on the implementation of a set of mutually verifying and complementary methods, which are determined by the clarity of methodological principles; the repre-sentativeness of empirical results; experimental verification of the hypothesis. To con-firm the effectiveness of the developed system for forming the future engineers’ com-municative readiness, using the acmeological approach, the results of ascertaining and forming experiments were compared. It was found that in the experimental group there were significant positive changes in the redistribution of levels future engineers’ communicative readiness formation. It is noted that the incentive of the considered readiness formation is an acmeological approach that contributes to the productive solution of the proposed research problem. Discussion and Conclusions: the results of the study make it possible to monitor the positive dynamics of the levels of future engineers’ communicative readiness formation by means of acmeological analysis of the experimental group: the average and high lev-els have significantly increased. The argument of the effectiveness of the experimental work was carried out using mathematical expectation methods. The author analyzes the reliability of differences and personal characteristics of students in the experimental group according to the following indicators: personal adaptive potential, behavior strategy, personal anxiety, ability to solve conflicts, general level of creativity, readiness to solve complex problems and communicative activity.