The effect of socio-psychological workshops on the process of first-year students’ adaptation

Roman V Kupriyanov; Galina Romanova; Nailya Sh. Valeyeva; Dzhamilia Renatovna Nugmanova; Elvira Valeyeva

Download Paper | Permalink

Conference: 2017 ASEE International Forum
Location: Columbus , Ohio
Publication Date: June 28, 2017
Start Date: June 28, 2017
End Date: June 28, 2017
Page Count: 6
DOI: 10.18260/1-2--29303
Permanent URL: https://peer.asee.org/29303
Download Count: 410

Request a correction

Paper Authors

biography

Roman V Kupriyanov Kazan National Research Technological University

visit author page

Roman Kupriyanov, PhD in Pedagogy, Assistant Professor of Kazan National Research Technological University. He was a post-graduate student at the specialty of "Social psychology". Roman defended the thesis on Socio-Psychological Mechanisms of Conflict in the Dyad Teacher-Student of a University. He is an author of more than 60 scientific articles in pedagogics and psychology. Research interest include the possibility of the use of the functional approach to the analysis and design of multi-level system of training of professionals, and also points of contact of competence-based and functional approach from the perspective of activity-based concept.

visit author page

biography

Galina Romanova Kazan National Research Technological University

visit author page

Dr. Galina Romanova is a researcher in the field of engineering education and applied learning theory. She was graduated in 2002 from the State Pedagogical University of Kazan. During her doctoral research Galina Romanova continued to investigate learning theories in engineering and teaching ESL. In 2006, she was awarded her PhD on the topic of creativity development of enginnering students in the USA and Europe.

visit author page

biography

Nailya Sh. Valeyeva Kazan National Research Technological University

visit author page

I am a Professor, Dean of the Faculty of Socio-Technical Systems; Head of Department of Social Work, Psychology and Pedagogics; Deputy Director of Institute of Innovation Management in Kazan National Research Technological University; and Honored Scientist of the Republic of Tatarstan. I received my specialty in Physics in 1975 at Kazan State University and PhD in Pedagogics in 1990. Since 1998 I am a Doctor of Pedagogical Sciences. My professional career covers: teaching at undergraduate, graduate and post-graduate level; planning, developing and managing project in the areas of Educational Systems. My research interest include the foreign educational programs, dual degree, project training, foreign industrial practice. I am a member of Russian Academy of Natural Science and Academy of Social Education.

visit author page

biography

Dzhamilia Renatovna Nugmanova Kazan National Research Technological University

visit author page

Dzhamilia Nugmanova, post -graduate student of Kazan National Research Technological University. She finished Master of psychological therapy of children and adolescents in the University Miguel Hernández of Spain in 2016. During the 9 years she worked at the Kazan Federal University. She is an author of more than 15 scientific articles in psychology. Research interests include adaptation processes of students, psychological therapy of anxiety disorders, applications of gestalt therapy and psychological trauma therapy.

visit author page

biography

Elvira Valeyeva Kazan National Research Technological University

visit author page

I am an Associate Professor at Kazan National Research Technological University. I received my specialty in Social Work in 2005 and PhD in Pedagogics in 2008. My professional career covers: teaching at undergraduate and graduate level; planning, developing and managing project in the areas of Educational Systems. My research interest include the process of implementation of the Bologna Agreement in the Russian Higher Education System

visit author page

Download Paper | Permalink

Abstract

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.

Citation
Format

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. 10.18260/1-2--29303

TY - CPAPER
AB - 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.

AU - Roman V Kupriyanov
AU - Galina Romanova
AU - Nailya Sh. Valeyeva
AU - Dzhamilia Renatovna Nugmanova
AU - Elvira Valeyeva
CY - Columbus , Ohio
DA - 2017/06/28
PB - ASEE Conferences
TI - The effect of socio-psychological workshops on the process of first-year students’ adaptation
UR - https://peer.asee.org/29303
DO - 10.18260/1-2--29303
ER -