First Year Students’ Social-Psychological Adaptation To Higher Education Requirements Factor Analysis

Abstract

Social-psychological adaptation of first year students to higher education institution and new social group has always been relevant, since it is known to be a complex process that takes social, mental and biological energy from a new-sprung student. A theoretical analysis of foreign studies in the field of socio-psychological adaptation allowed us to identify a number of trends: problems in adaptation to higher education institution requirements pertain to the most of students, 1/3 of them on the average. Maladjustment comes with such consequences such as anxiety, depression, stress vulnerability, anger, disposition, mental disorders. In order to successfully adapt to the higher education requirements first year students need to be supported by psychologists, tutors, family and a psychologically safe environment must be created. Such defense mechanisms like avoidant behavior and rationalization as well as coping strategies such as “Escape/Avoid” and “Social Support Search” are the reasons for adaptation difficulties. The girls are more vulnerable to stress and depressed mood hence it is harder for them to adapt. Our empirical study revealed the following results: 15% of the students faced difficulties in adaptation to higher education institution requirements with the major difficulty being “time management”, while a significant part of the respondents (43.5%) expect support from teachers and psychologists. The study helped us to reveal organizational, social, didactical and material difficulties the students face in the process of adaptation to the higher education.