PSYCHOLOGICAL DIAGNOSTICS OF STUDENTS ADAPTATION TO UNIVERSITY STUDIES

Aim. The solution version of one of problems of psychology and
pedagogical escort of students at the initial stage of their adaptation to training in higher education institution is stated in the study. Such maintenance obligatory includes diagnostics of a psychological state of pupils that in a traditional state demands considerable expenses by as teachers’ and first-year students’ forces and time. Possibility of elimination of this shortcoming is presented.

Methods. The methods involve the modified Sklyayn’s technique which description is presented in K. Rogers’s works; the technique of the personal differential definition; the technique of definition of the psychological satisfaction in various vital spheres. Students’ relation to the research was found out during anonymous poll.

Results. It is shown that, despite the positive relation to psychological researches from the majority of respondents, there is a problem of the obvious or latent unwillingness of some first-year students to participate in surveys and test work caused by work content and its duration. The alternative to tiresome measurements of indicators of adaptation of pupils to training in higher education institution is presented – the express diagnostics reduce time of monitoring and allow teachers to get students interested. Comparison of the results received at use of Sklyayn’s technique and a technique «Personal differential» shows that they investigate the same phenomenon at nonverbal and verbal levels: correlation of persons’ «real self» and «ideal self». However, if creation of verbal formulations of the person relation to what he/she is, and to what he/she wants to be, can cause difficulties by the examinee, the nonverbal diagnostics turned to subconsciousness, is not only simpler, but also reflects a psychological state of the person more precisely.

Scientific novelty. Modification of the technique by Sklyayn is proposed; it corresponds to bases of the personal aligned approach to psychology and pedagogical maintenance, the opportunity expanding it at the expense of speed and assessment non-complication of an emotional condition of the personality.

Practical significance. Timely detection of difficulties which are experienced by students, starting training in higher education institution, helps improve educational process. Efficiency and advantage of application of nonverbal express diagnostics consists in designing conditions for inclusion in research of the student as the subject of this activity, and offers the possibility to discuss the received results with the pupil immediately following the work.

1. Bratchenko S. L. Diagnostika lichnostno-razvivayushchego potentciala. [Diagnostics of personal-developmental potential]. Pskov: Pskovskij oblastnoj institut povyshenija kvalifikacii rabotnikov obrazovanija. [Pskov regional institute of professional development of educational staff]. 1997. 68 p. (In Russian)

2. Burlachuk L. F., Morozov S. M. Slovar-spravochnik po psikhodiagnostike. [Dictionary reference on psychodiagnosis]. St.-Petersburg: Publishing House Piter-Kom, 1999. 528 p. (In Russian)

3. Krasilnikov I. A. Vnutrilichnostnyi konflikt i psikhologicheskaya adaptatciya. [Intrapersonal approach and psychological adaptation]. Saratov: Saratovskij universitet. [Saratov University]. 2007. 110 p. (In Russian)

4. Ljusher M. Tcvet vashego kharaktera. [Colour of your character]. Moscow: Publishing House Ripol-Klassik, 1997. 240 p. (In Russian)

5. Molokova O. A., Usheva T. F. Psihologo-pedagogicheskoe soprovozhdenie studentov na jetape adaptacii k obucheniju v lingvisticheskom vuze. [Psychological and educational support of students during adaptation to training in linguistic university]. Sibirskij pedagogicheskij zhurnal. [Siberian Pedagogical Journal]. 2013. № 2. Р. 101–107. (In Russian)

6. Molokova O. A., Bulnaeva A. F., Kaminskaya I. V., Nikulina T. I., Pogodaeva M. B. Uchebnaja i social’no-psihologicheskaja adaptacija studentov lingvisticheskogo universiteta. [Educational and psychosocial adaptation of students in linguistic university]. Materialy nauchno-prakticheskoi konferentcii «Problemy obrazovatelnoj i soctialno-psikhologicheskoj adaptatcii molodezhi v Irkutske». [Materials of a theoretical and practical conference «Problems of Educational and Psychosocial Adaptation of Young People in Irkutsk»]. Irkutsk: Irkutskij gosudarstvennyj lingvisticheskij universitet. [Irkutsk State Linguistic University]. 2010. Р. 51–57. (In Russian)

7. Nalchadzhian A. A. Psikhologicheskaya adaptatciya. [Psychological adaptation]. Moscow: Publishing House Jeksmo, 2010. 368 p. (In Russian)

8. Bodalev A. A., Stolin V. V. Obshchaya psikhodiagnostika. [General psychological diagnosis]. Moscow: Moskovskij universitet. [Moscow University]. 1987. 304 p. (In Russian)

9. Pervin L., John O. Psihologiya lichnosti: teoriya i issledovaniya [Psychology of personality: theory and research]. Moscow: Publishing House Aspekt-Press, 2000. 607 p. (In Russian)

10. Podlinyaev O. L., Molokova O. A. Lichnostno-centrirovannyj podhod kak osnova soprovozhdenija studentov na jetape adaptacii k obucheniju v vuze. [Person-centered approach as basis of supporting students at the stage of adaptation to training in institute of higher education]. Teoriya i praktika obshchego razvitiya. [Theory and Practice of General Development]. 2013. № 11. Р. 153–159. (In Russian)

11. Rogers K. Vzgliad na psikhoterapiyu. [A Therapist view of psyhoterapy]. Moscow: Publishing House Progress-Univers, 1994. 480 р. (In Russian)

12. Rogers K. K nauke o lichnosti. [Toward a Science of the Person]. Ed. by P. Ja. Gal’perin, A. N. Zhdan. Moscow: Moskovskij universitet. [Moscow University]. 1986. Р. 200–230. (In Russian)

13. Fetiskin N. P., Kozlov V. V., Manuilov G. M. Sotcialno-psikhologicheskaya diagnostika razvitiya lichnosti i malykh grup. [Social-pedagogical diagnostics of person development in small groups]. Moscow: Institut psihoterapii. [Institute of Psychotherapeutics]. 2002. 490 p. (In Russian)

14. Argyle M. The Psychology of Interpersonal Behaviour. London, 1978. 384 p. (Translated from English)