Columbus , Ohio
June 28, 2017
June 28, 2017
June 28, 2017
Background: In the modern constantly changing world mobility of population is growing and, as a consequence, the number of young people willing to receive education outside their region or country is increasing. This tendency is backed by 48 countries members of Bologna process which aims among others at student mobility support. This is particularly important for students of engineering specialties, as engineering is one of the professional fields free of cultural and social impact. Nevertheless, training abroad means leaving the student’s comfort zone and implies adaptation to new life and study conditions, therefore the problem of socio-psychological adaptation is urgent to them. The speed and efficiency of adaptation largely determines the success of training as a whole. Goal of research: to study the effect of workshops on the process of students’ adaptation. The subject of our research is the structure and dynamics of first-year students’ adaptation components in the process of socio-psychological workshops. Methods: socio-psychological workshops aimed at students’ adaptation resources development in the context of university training adaptation. Workshops effectiveness assessment methods include the technique of socio-psychological adaptation diagnostics by Rogers and R. Dymond (1954) as well as observation, discussion and interviews. The following criteria of socio-psychological adaptation were assessed: emotional comfort, sense of security in one’s group, self-respect, self-esteem, respect to other people, interest in others. Selection scope constituted 149 first-year students. Results: The results of this research let us conclude that workshops affect all criteria of the adaptation process, but the largest influence is evident in emotional comfort. The impact on the “sense of security in one’s group” criterion is the most intricate and depends on the number of workshops taken. With a short period of workshops (2 days), coefficient of variation decreased by 5.2% and the index difference is equivocal. When the workshops lasted 4 days we observed valid index changing and the variability more than six times decreased (from 38.7% to 6.4%). Conclusions: As a result, the research showed high efficiency of the developed workshop program for first-year students. The results obtained can be used while developing programs aimed at socio-psychological adaptation.
Kupriyanov, R. V., & Romanova, G., & Valeyeva, N. S., & Nugmanova, D. R., & Valeyeva, E. (2017, June), The effect of socio-psychological workshops on the process of first-year students’ adaptation Paper presented at 2017 ASEE International Forum, Columbus , Ohio. https://peer.asee.org/29303
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