Psychological Literature Research Articles

Similarities Across Difference: Consequences of Intersectional Sexual Stereotypes for Black and Latinx Women and Men in the United States

Complexity in the structure of power relations is a fruitful site of analysis that an intersectional framework brings to bear in articulating radical Black feminisms. The psychological literature utilizing an intersectional approach to study stereotyping has illuminated the importance of moving beyond a single-identity or single-axis lens. For instance, there is burgeoning literature showing that there are unique social categorizations and perceptions that vary by combinations of multiple group memberships (e.g., race and gender together). Further, an intersectional approach also draws attention to similarities and connections across different groups with unique relationships to systems of power and oppression. Focusing on these areas of similarities across difference provides insight into contexts that reinforce social inequality and are powerful avenues for building collective power through coalitions to address inequity. Therefore, the current investigation sought to address how Black and Latinx people in New York City discuss these sites of similarities and differences in power and privilege as they relate to their understanding of sexual stereotypes and their consequences in their everyday lives. We conducted 11 focus groups with 75 participants. Using thematic analysis, we identified four major themes highlighting shared and distinct stereotype-based experiences, including microaggressions and discrimination, double standards, interpersonal relationships, and emotional and behavioral responses. Beyond illuminating harmful consequences of sexual stereotypes, findings underscore the radical potential for achieving collective liberation by amplifying oppressed groups’ commonalities and differences simultaneously.

Mediating and moderating factors between economic pressure and turnover intention among school teachers in Lebanon during the ongoing crisis era

BackgroundThe Lebanese ongoing crisis has exposed big challenges for the education system, including low teachers’ salaries and their desire to leave their jobs. Identifying key contributing factors to teacher turnover intention may help policymakers develop and implement appropriate and informed retention strategies aiming at preserving the struggling Lebanese educational system and saving costs. The present study aimed to examine the mediating role of three potential factors, i.e. job satisfaction, work-related fatigue, and psychological distress, and the moderating role of employment sector, in the relationship between economic pressure and turnover intention among teachers who work in Lebanon during the economic crisis. MethodsWe carried-out a cross-sectional, web-based study targeting a nationally-representative sample of Lebanese teachers (N = 3779, mean age = 38.33 years, 86.7 % females). ResultsThe results of mediation analyses showed that physical/emotional/mental work fatigue, psychological distress and job satisfaction mediated the relationship between perceived economic pressure and turnover intentions among Lebanese teachers. Economic pressure was significantly associated with higher work fatigue, more distress, less job satisfaction and more turnover intentions. Also, more work fatigue, higher distress levels and less job satisfaction were significantly associated with higher turnover intentions. Finally, more economic pressure was significantly associated with more turnover intentions. On the other hand, the moderating effect of teachers’ sector of employment (Private versus Public) was not significant. ConclusionThis is among the first studies to link economic pressure, job satisfaction, work fatigue, psychological distress and turnover intentions in the teachers' psychology literature. This is also the first study on this topic in Lebanon, a country that offers a unique context and opportunity to understand the link between teachers' economic pressure and turnover intentions. The results expand on past research by showing that work-related fatigue, job satisfaction and psychological distress are three factors that underline the cross-sectional relationship between economic pressure and teachers’ turnover intention. This implies that further attention of policy makers and school officials should be paid to enhance job satisfaction, decrease work fatigue and prevent psychological distress in order to retain and attract teachers at schools in Lebanon.

Rational Optimism

Optimistic beliefs have been criticized by philosophers as being irrational or epistemically deficient. This paper argues for the possibility of a rational optimism. We propose a novel four-fold taxonomy of optimistic beliefs and argue that people may hold optimistic beliefs rationally for at least two of the four types (resourced optimism and agentive optimism). These forms of rational optimism are grounded in facts about one’s resources and agency and may be epistemically justified under certain conditions. We argue that the fourth type of optimism in our taxonomy (perspectival optimism) is not subject to epistemic scrutiny in the same way. It is better evaluated on practical and moral grounds. This paper advances the discussion of optimism within both the philosophical and psychological literatures by providing a compelling and philosophically rich taxonomy of optimism that clarifies the sometimes-competing forms of optimism identified by psychologists. This advances the field by putting forward cases of epistemically justified optimism, in contrast with unrealistic optimism, that is sometimes justified for its instrumental or adaptive characteristics, and also by highlighting a form of optimism, perspectival optimism, that is not being considered in the mainstream optimism literature in psychology. The paper concludes by suggesting several avenues for future empirical and philosophical research.

THE CONTENT OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT OF THE PREPARATION PROCESS FOR THE PARTICIPANTS OF THE ABILIMPIX COMPETITION

Background. The relevance of the research topic is due to the fact that people with disabilities face many problems throughout their lives related to the lack of integration into many spheres of society. The problem of disability in its most serious aspects is closely related to the emergence of many social obstacles, due to which people with disabilities cannot actively participate in public life, since leisure and culture, everyday life and production, as well as social services, in a structural sense, are not adapted to the needs that sick people have. The authors prove that for people with disabilities, psychological and pedagogical support is necessary for their full inclusion in the educational process and public life. Purpose - theoretical and empirical substantiation of the content of psychological and pedagogical support for the preparation of participants of the Abilimpix competition and the development of a program of psychological and pedagogical support for the preparation of participants of the Abilimpix competition. Materials and methods. The main research method is psychological and pedagogical analysis. Empirical methods were used as an element of the evidence base of the theoretical propositions put forward. The article is based on a set of sources of psychological, pedagogical, methodological and normative literature on the problem under study. Results. Psychological and pedagogical support of inclusive education is a specially organized process aimed at creating safe conditions, maintaining health and developing adaptive capabilities of people with disabilities. Inclusive support in vocational education is not just the integration of students with special educational needs into the educational process, but the creation of special conditions for the psychological comfort and success of such students. Mandatory conditions for support are taking into account the individual characteristics and educational needs of students with disabilities, as well as prevention and prevention of possible problems that arise both in the process of interaction with society and in the educational process. Comprehensive study support for students with disabilities is one of the important requirements for the organization of the educational process for the disabled and people with disabilities. Comprehensive support includes: tutor support; pedagogical support; psychological and pedagogical support. The experience of inclusive support in vocational education shows that psychological and pedagogical support is included in various aspects of the educational process - in extracurricular, educational activities and, in particular, psychological and pedagogical support for participation in professional skills competitions, where students with disabilities show their skills in the professions they are learning. Conducting professional skill contests for students with disabilities gives students the opportunity to evaluate their capabilities and abilities, demonstrate their professional knowledge and skills, increase professional motivation, students increase self-esteem, actively form professional interest in their chosen business, increase the level of socialization, which, in turn, allows them to adapt more effectively to independent life to occupy a niche in the labor market. The main problems of support, according to teachers, are the lack of experience in inclusive support and low motivation of students with disabilities to participate in the Abilimpics competition. Among the psychological barriers of the contestants, the fear of failure, self-doubt and fear of public speaking are dominant.

DIGITAL LEARNING FOOTPRINT AS A WAY OF FIXING SECONDARY EDUCATIONAL TEXTS AS A RESULT OF SEMANTIC READING BY SECONDARY SCHOOL STUDENTS

Purpose. One of the main directions of teaching methodology is the creation of a personalized educational route. In the context of the development of the digital educational environment, it is necessary to explore the possibilities of combining individualization of learning with modern digital platforms. The key concept in the study of this topic is the "digital footprint". The article presents a model for displaying a digital footprint in the form of a digital profile, a universal diagnosis of the understanding of the educational text is compiled to create its own text field and it is recorded that the secondary educational text can be a digital artifact that remains in cloud storage and forms part of the digital footprint for a certain period of time. Methodology. The research is based on the analysis and synthesis of psychological, pedagogical and educational literature, on modeling the process of fixing secondary educational texts in the form of a digital artifact, which will be part of the digital footprint, as well as displaying the levels of subject, meta-subject and personal results. Results. The concepts of digital footprint and digital artifact, secondary educational text, and semantic reading are defined. A digital footprint model consisting of digital artifacts in the form of secondary educational texts has been developed, and a universal diagnostic of the understanding of the educational text has been created to create a secondary text by students. Practical implications. The results can be applied in creating a digital educational environment of an educational organization based on the compilation and accumulation of a digital footprint of each student, in the analysis of digital artifacts presented in the form of secondary educational texts, in the development of a system for evaluating educational results achieved using modern technologies.

VISUALISING EMOTIONAL INTELLIGENCE GLOBAL RESEARCH TRENDS USING BIBLIOMETRIC ANALYSIS

The study of emotional intelligence (EI) is a rising trend frequently highlighted in psychology and leadership literature. EI influences performance in the workplace, academics, and personal-socio relationships. Therefore, synthesising and systematic study to understand the topic of interest and related network connections of EI are crucial to broadening the research field towards integrated efforts. The bibliometric analysis evaluates the global research trends in EI based on publication, co-authorship, affiliated countries, and author keywords. This analysis uses the Scopus database to generate data. A total of 5,783 articles published between 1966-2023 were retrieved. The result shows cumulative publications increased from three-digits between 2002and 2010 to four-digits between 2011 and 2023. The USA, Spain, and the United Kingdom have the highest number of publications or co-occurrences on EI, with trait EI, leadership, personality, and adolescence as the highest-used author keywords besides EI. However, based on the current trend from 2019 to 2023, resilience, prosocial behaviour, sustainability, and COVID-19 are high on the average citations and co-occurrences. In conclusion, the bibliometric analysis provides an overview of the current trend in the EI research field based on the keywords used in the Scopus list of published articles.

SEXUAL DYSFUNCTION IN PAKISTANI MARRIED WOMEN WITH CURRENT EPISODE OF DEPRESSION AND BIPOLAR: A QUALITATIVE STUDY

The awareness of psychological disorders in the present times is increasing with the help of dynamic psychological assessment tools, advancing with progressive investigation methods. Current psychological literature significantly emphasizes on depression and bipolar disorders, their prevalence, assessment, and treatment protocols among the married individuals. Despite the increasing prevalence of depression among women, scholarly literature scarcely addresses on the impacts of sexual dysfunction on the married women in Pakistan, experiencing depression and associated bipolar disorder. The aim of this research was to study the impact of Sexual Dysfunction in Pakistani Married Women with Depression and Bipolar Disorder. A sample of 8 participants was selected with the help of purposive sampling. Each of these participants was diagnosed with depression and/or bipolar disorder and was undergoing therapy for the same. A semi-structured interview was conducted with each of these participants to deduce information about their disorders and sexual dysfunction. Thematic analysis was employed as the qualitative analysis technique for the evaluation of results gathered from interviews. The analysis revealed two main themes: Past experiences and current relationships. In the theme, experiences sub themes of parental relationships and childhood experiences were observed. Whereas in the theme Current Relationships, subthemes of the current marital relationship and current sexual relationship were observed. The themes and sub-themes revealed that married Pakistani women who are facing Depression and Bipolar Disorder, also go through sexual dysfunction.

Psychological capital and well-being: An opportunity for teachers' well-being? Scoping review of the scientific literature in psychology and educational sciences

In a context marked by teachers' shortage, prioritizing teachers' well-being emerges as one of the factors that can encourage them to stay in the profession. Well-being is a multidimensional concept and difficult to define and measure. Moreover, its link with Psychological Capital (PsyCap), a concept that includes personal psychological resources (hope, self-efficacy, resilience, and optimism) (Luthans & Youssef, 2004), has received little attention in the educational sciences. The main objective of this paper is therefore to investigate the links between these two concepts from a theoretical point of view in psychology and educational sciences. For this purpose, the scoping review methodology (Tricco et al., 2018) is mobilized to identify research issues, methodological questions, and the various links between well-being and PsyCap. Based on a systematic review of 376 bibliographic references conducted in the main databases in psychology and educational sciences, 32 articles were selected analysed. The data extracted indicate that these concepts particularly affect teachers (42.11 % of subjects concerned, N = 42,750). In addition, all the sources selected report significant and positive statistical links between well-being and PsyCap. These results suggest possible avenues for research on teachers' well-being.

Unconscious bias among seafarers

This systematic literature review explores the concept of unconscious bias within the maritime industry, focusing specifically on seafarers. Unconscious bias refers to implicit stereotypes and attitudes that influence decision-making processes without conscious awareness. In the context of seafaring, where diverse crews operate in confined spaces for extended periods, understanding and addressing unconscious bias becomes crucial for fostering inclusive and harmonious shipboard environments and mitigating gender bias. The review begins by examining theoretical frameworks related to unconscious bias, drawing from psychological, organizational behavior, and maritime literature. Various models, such as the Implicit Association Test (IAT) and social cognitive theories, are explored to provide a foundation for understanding how biases develop and manifest among seafaring populations. The maritime industry's unique characteristics, including hierarchical structures, cultural diversity, and isolation during voyages, are analyzed to identify specific factors that may contribute to the emergence of unconscious biases. Additionally, the review delves into studies addressing the impact of biases on decision-making, communication, and overall team dynamics within the maritime context. Furthermore, the review explores interventions and best practices proposed in the literature to mitigate unconscious bias among seafarers. Training programs, diversity initiatives, and cultural awareness campaigns are examined for their effectiveness in promoting a more inclusive and equitable maritime workplace. Based on this review, we conceptualize unconscious gender bias as a socio-technical problem and propose a theoretical framework that offers a combination of technological, organizational, and societal approaches as well as three main propositions to possibly mitigate the biased effects. Lastly, this paper considers future research on the management of unconscious gender bias in the organizational context.

Communicative skills of a teacher-choreographer as a means of students forming emotional and aesthetic experience

Importance. Changes in society entail the presentation of new requirements for the teacher as a specialist and personality. Today, teaching Internet-dependent students who require little communication is a specialized skill that demands emotionally intense communicative skills from teachers aimed at engaging them in a productive educational process. The communicative skills of the choreographer-teacher should contribute to the emotional and aesthetic experience formation of students. This experience is formed in the interaction process between a teacher and a student, subject to correction of age-related, individual socially conditioned deformations of the students’ personality. The purpose of the study is to establish the need for developing the communicative skills of a choreographer teacher as an effective way to enhance the emotional and aesthetic development of students.Research Methods. The following methods are used: analysis of psychological and pedagogical literature, systematization and comparison, generalization of the author’s experience, observation, which enabled the substantiation of the emotionally and aesthetically saturated communicative component of the teacher’s activity as a leader in the process of forming the emotional and aesthetic experience of students and a dance group. On the basis of the main provisions of the systemic, cultural, activity-centered, personality-focused approaches, the development of interrelated blocks of personality qualities and properties in the emotionally saturated communicative learning process is shown: cognitive, psychological-dynamic and morally significant.Results and Discussion. It is proved that the teacher’s communicative skill are the key to achieving high educational and outcomes through the varied methods’ use of interaction with students. These skills are essential for effectively addressing their socio-psychological and personal issues. The direct correlation between the learning process results and the teacher's competence level in emotional and aesthetic communication with students has been established. A specialized course has been designed for choreographers to enhance their emotional and aesthetic component of communicative skills, which encompasses psychological, dynamic, and moral aspects of personality development.Conclusion. Based on the results of theoretical and empirical research, the structure of an emotionally saturated, aesthetic communicative aspect of the pedagogical skill of a choreographer teacher has been developed. Success in the formation of the modern students’ emotional and aesthetic experience is achievable provided that there is a high level of communicative skills of the teacher, the formation of which is facilitated by the developed special course “Enhancing the communicative skills of a choreographer teacher”.

Comparing attitudinal structures between political orientations: A network analysis of climate change attitudes

Research into climate change attitudes consistently and across countries finds ideologically and worldview-determined differences in threat perceptions and policy endorsements. To further our understanding of these ideological differences, the current study explores the underlying structure of climate attitudes across right- and left-oriented individuals. Based on survey data from a representative sample from Denmark (N = 1365) we deployed the Causal Attitude Network model to formalize attitudes as networks of interacting attitude elements. We compare the networks of different ideological groups and relate the observed patterns to previous findings and theories within the environmental and political psychology literatures. Overall, the two networks were found to be characterized by many similarities, for example, in global connectivity and patterns of node strength. Yet, the results also revealed differences in the most central nodes of right and left networks, as well as theoretically interesting differences in the predictors of important nodes. We discuss the implications of the findings for communication and engagement efforts.

The Psychological Complexity of the Main Character in Valerie Patkar's 'Loversation': An In-depth Analysis of Literary Psychology

The Psychological Complexity of the Main Character in Valerie Patkar's 'Loversation': An In-depth Analysis of Literary Psychology

Семья и школа как значимые институты социализации младших школьников

The article actualizes the problem of ensuring the successful socialization of children of primary school age. The analysis of scientific psychological and pedagogical literature is carried out. On its basis, the problems that characterize the course of the process of socialization among younger schoolchildren are determined. The socialization of younger schoolchildren by means of social institutions is considered. The most significant social institutions for this age group that influence the effectiveness of socialization are the family and the school. Their decisive role in the pedagogical support of the successful socialization of younger schoolchildren and the solution of the problems of social formation and development of children of this age group is revealed. It is pointed out that both social institutions have their own characteristics, but in general they contribute to the formation of social skills, values and behavioral patterns in children of primary school age. It is shown that the family has a variety of different means and methods to ensure the successful socialization of children, it is the parents who are primarily responsible for their emotional and psychological health in the process of socialization. Recommendations for parents of children of primary school age aimed at ensuring their successful socialization are presented. The school is characterized as a social institution that contributes to the realization of the needs of younger students in a new educational activity for them. Recommendations are also formulated for teachers and schools that will help improve the process of socialization of children of primary school age.

Leadership as a determinant of need fulfillment: implications for meta-theory, methods, and practice.

Of all the most prominent business concepts (e.g., DE&I, employee well-being, employee engagement, organizational culture, etc.) none rivals leadership in terms of public interest and annual monetary investment. Despite the obvious importance of leadership as a determinant of many important outcomes, the concept of leadership has been surprisingly hard to pin down, lacking consensus as to its precise meaning. As numerous authors introduce ever more constructs (e.g., servant leadership, toxic leadership, sustainable leadership, transformational leadership, etc.), the leadership concept has become emblematic of the problem of construct proliferation. Like the related fields of employee engagement, subjective well-being, and organizational culture, the leadership field is in desperate need of a clearly articulated meta-theory to house its many constructs, allowing theory and measurement to build up instead of continuing to pile up. This paper argues for grounding the concept of leadership within the psychological literature on human needs. In reviewing the leading definitions of leadership in the literature we find that they are reducible to a core set of follower needs that can be facilitated or inhibited by leaders. We propose that there is substantial value in adopting a comprehensive needs-based taxonomy over current approaches. We consider the impact of setting the concepts of leadership within existing need constructs for each of the following: (a) theory, especially the development of leadership frameworks and particularly how the concept of leadership relates to the concepts of organizational culture, employee well-being, and employee engagement; (b) methods, including the value of applying a comprehensive, structured model; and (c) practice, where we emphasize the practical advantages of clear operational definitions.

Analysis Of Thorfinn's Peronalities Change In Vinland Saga by Makoto Yukimura

Thorfinn, the protagonist of the Vinland Saga, in my opinion, has the most altered personality of all the characters in the series, and this study aimed to describe psychological characteristics change from him. The concept that dominates Thorfinn's personality is also described in this study. This study employs a qualitative methodology combined with literary psychology and data analytic tools. David Krench's theory of emotion classification is applied. According to the study's findings, Thorfinn, the protagonist of the Vinland Saga series, exhibited five different emotional classifications: five for love, two for hatred, four for guilt concept, one for self-punishment, and two for grief. Out of those five categories, the concept of love predominated, followed by guilt concept. This illustrates the force of change's potential when compared to other concepts. Thorfinn's complex character development is evident from the Vinland Saga series' protagonist's plot, which shows us all his psychological journey from the worst to the greatest version of himself. Thorfinn appears to be unbeatable as a result.

Self-compassion and post-traumatic stress disorder in the military experience of veterans

Purpose. The article provides an analytical review of the problem of self-compassion and psychological features of stress disorder in military personnel who have military life experience. Methods. To ensure the realization of the research goal, we involved the methods of scientific and theoretical study: analysis, synthesis, generalization, abstraction, thanks to which it was possible to find out the meaningful and functional purpose and combination of the analyzed phenomena. Results. The theoretical analysis of the thematic scientific and psychological literature on the problems of self-compassion and post-traumatic stress disorder gave reasons to assert the existence of close correlations between them. Self-compassion as one of the basic constructs of self-awareness of veteran combatants who are negatively affected by post-traumatic stress symptoms, together with other psychotechniques of self-support, usually plays a positive psychoprotective, rehabilitative and generally revitalizing and life-affirming function. Conclusions. Self-compassion expresses a person's desire to achieve psychological well-being and, together with self-esteem, self-acceptance, self-approval, self-affirmation, etc., attests to the formation of an important mechanism for holistic self-awareness of a person. Self-compassion allows you to reduce the feeling of guilt associated with the traumatic experience of the past, makes it possible to resist fatigue and burnout, provides the experience of subjective happiness, and serves as a guarantee of maintaining the mental health of military veterans. In general, self-compassion can have a relaxing effect on harmonizing the disturbed affectivity of a person with military experience and significantly optimize recovery after traumatic exposure and the consequences of post-traumatic stress disorder.

Shaken to action: Natural disaster experience and enterprises' sustainable decision-making

This paper explores how early-life exposure to natural disasters, specifically earthquakes, induces environmental-friendly actions in China's manufacturing sector. We establish that early-life earthquake experiences lead to a reduction in enterprises' pollutant emissions, an effect that persists for up to a decade and gradually diminishing over time. Delving into the experimental economics and psychology literature, we identify key drivers of environmentally responsible behavior in firms, including long-term time preferences, prosocial behaviors, and risk-taking attitudes. The pollutant reduction effect is more prevalent in firms with stronger performance, those that are nonstate-owned, operate in heavy-polluting industries, and have endured severe earthquakes. Our research expands the understanding of climate risk, post-traumatic growth, and factors influencing corporate pollutant emissions, offering valuable insights into how individuals' preferences can be nurtured to support environmental protection efforts.

THE AUTHOR'S UNCONSCIOUSNESS IN THE SUNYARURI NOVEL: A REVIEW OF LITERARY PSYCHOLOGY

Psychological problems that affect behavior towards others are a phenomenon that occurs in human life. This is experienced by the character Risa in her novel Sunyaruri by Risa Saraswati. The events she experienced made Risa behave according to what she saw. Her environment affects the behavior of Risa's character in dealing with psychological conflicts. The purpose of this research is to describe the form of Risa Saraswati's psychological unconscious as an indigo. This research uses a literary psychology approach, especially Sigmund Freud's psychology. Based on the research results, through condensation and symbolization, metaphors of sadness, metaphors of friends, metaphors of longing, and metaphors of loneliness were found. Meanwhile, through diversion, talent metonymy was found. Risa's behavior is a response to stimuli captured psychologically.

The Model of Adaptation of First-Year Language Faculty Pedagogical University Students to Studying at the University

The purpose of the article is to consider the pedagogical model of adaptation of first-year students of the language faculty of the Pedagogical University to the learning process at the university. The proposed model includes the following blocks: target – defining the goals and objectives of the formation of adaptability among students of a pedagogical university; theoretical and methodological, including appropriate methodological approaches and scientific and practical principles; content-activity, which includes components that contribute to the development of socially significant personality qualities: gnostic, aimed at activating cognitive activity students; communicative, focused on the development of students’ communication skills within the group and interaction with teachers; educational, stimulating the spiritual and moral development of personality; constructive, including interactive activities of the teacher to create academic disciplines; design, focused on the development of skills for solving urgent problems, taking into account future specialization. All these components make it possible to form socially significant personality qualities that are in demand in society. The model also includes an effective generalizing block, which includes an analysis of the results based on criteria-based diagnostic tools. Research methods. The main methods used were analysis, synthesis, systematization and generalization of psychological and pedagogical literature, and the modeling method. The results of the study. The implementation of the model of adaptation of first-year students to university studies developed by us is capable of achieving a high level of academic adaptability. The implementation of this model allows students to successfully enter the new environment of the university, contributes to their acquisition of subjectivity, formation, development and strengthening of qualities that contribute to increasing their level of adaptability. Conclusion. The adaptation of first-year students to studying at a university is the most important factor in the success of further education and professional realization of a graduate.

Foreign Language Online Teaching of Bachelors at Language Universities. For or Against?

The purpose of the article is to consider the pedagogical model of adaptation of first-year students of the language faculty of the Pedagogical University to the learning process at the university. The proposed model includes the following blocks: target – defining the goals and objectives of the formation of adaptability among students of a pedagogical university; theoretical and methodological, including appropriate methodological approaches and scientific and practical principles; content-activity, which includes components that contribute to the development of socially significant personality qualities: gnostic, aimed at activating cognitive activity students; communicative, focused on the development of students’ communication skills within the group and interaction with teachers; educational, stimulating the spiritual and moral development of personality; constructive, including interactive activities of the teacher to create academic disciplines; design, focused on the development of skills for solving urgent problems, taking into account future specialization. All these components make it possible to form socially significant personality qualities that are in demand in society. The model also includes an effective generalizing block, which includes an analysis of the results based on criteria-based diagnostic tools. Research methods. The main methods used were analysis, synthesis, systematization and generalization of psychological and pedagogical literature, and the modeling method. The results of the study. The implementation of the model of adaptation of first-year students to university studies developed by us is capable of achieving a high level of academic adaptability. The implementation of this model allows students to successfully enter the new environment of the university, contributes to their acquisition of subjectivity, formation, development and strengthening of qualities that contribute to increasing their level of adaptability. Conclusion. The adaptation of first-year students to studying at a university is the most important factor in the success of further education and professional realization of a graduate.