Abstract
According to earlier research, majority of first-year undergraduates have some difficulties adapting to the study pattern in universities. A series of papers state that this process is greatly affected by the regional realities where they live, therefore the researchers designed and tested a number of educational developments leading to better adapting. Herewith, the analysis of findings does not suggest that a combination of educational developments identified by theory and verified experimentally could be described as necessary and sufficient. It necessitates further research in this area and it’s efficiency will depend on choosing the right methodology for the research. Based on the four-level methodology of scientific analysis by I.V. Blauberg and E.G. Yudin there is rationale to incorporate the provisions of the activity theory when analyzing a package of educational developments. It’s implementation in physical education would ensure first-year undergraduates adapt to the study pattern in a university as effectively as possible.The main methods of research included the analysis and consolidation of scientific and methodological data, summative experiment to determine the functional state of students and correlation of the findings with their biological age. Experimentation was carried out by the Department of Physical Education, Chuvash State Agricultural Academy, Russia. The research resulted in supplementing the earlier proposed set of educational developments with other two. The first of them is to objectify the need for physical exercise as an effective way to enhance adaptation of firstyear students. The second one is to have monitoring and corrective measures in place as part of the activity. Together with the earlier recommended framework, these educational developments ensure all functionalities of the activity to improve the studied process of first-year students adaptation to the study pattern in a university. Whereby a set of educational developments could be termed as a coherent organic system
Highlights
A retrospective analysis of psychological and pedagogical literature shows that the process of first-year students adaptation to the study pattern in a university is somewhat lengthy [1, 2]
Under the chosen research methods that involve coherent reflection on the studied problem at philosophical, general scientific, scientific and technological levels, we may conclude that most studies of first-year students adjustment to the study pattern in a university are usually limited to a scientific level of learning
Among many researches on this issue, of particular interest are the works that identify educational developments to improve adjustment of first-year students to the study pattern in a university taking into account regional realities where they live [10]
Summary
A retrospective analysis of psychological and pedagogical literature shows that the process of first-year students adaptation to the study pattern in a university is somewhat lengthy [1, 2]. Under certain circumstances, this may lead to a nervous breakdown and, cause low academic performance in the first semester. This could be due to both personal traits of character, different type of higher nervous activity, and a combination of social factors [3, 4, 5, 6] In this regard, in order to shorten the period of adjusting to the training curriculum, specific forms of engagement with new students are designed on-site, implemented at: educational level (adjusting to the studies); psychological level (promoting motivation for activities aimed at successful adaptation); interpersonal level (ensuring effective interpersonal interaction processes) [7, 8]. We believe that having certain educational developments in place will allow first-year students to better adjust to the studies in higher school, which defined the objective of our study
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