Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)


For citation:

Preobrazhenskaya E. V., Chernyaeva T. I. Success of Socio-Psychological Adaptation of Students as Conditioned by Educational Environment Profiles. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2016, vol. 5, iss. 4, pp. 371-375. DOI: 10.18500/2304-9790-2016-5-4-371-375

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
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Russian
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Article
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159.9 : 316.6

Success of Socio-Psychological Adaptation of Students as Conditioned by Educational Environment Profiles

Autors: 
Preobrazhenskaya Elena V., Povolzhsky Institute of Management. PA Stolypin RASHiGS
Chernyaeva Tatyana I., Povolzhsky Institute of Management. PA Stolypin RASHiGS
Abstract: 

The article presents the results of a theoretical analysis of sociopsychological adaptation of students in the conditions of mono- (institutions of general education) and poly- (institution of supplementary education) educational environments. It pays special attention to examining how successful social and psychological adaptation of adolescents is, depending on their involvement in the educational environment of an institution of supplementary education. The paper presents the results of an empirical study that included a sample of 80 people – 14–15-year-old 8th graders at institutions of general education and adolescents at the same educational institutions, who also study at institutions of supplementary education. The study employed the following diagnostic instruments: the «Socio-psychological Adaptation Questionnaire» (C. Rogers and R. Dymond, adapted by A. K. Osnitskiy), «Individual’s Socialization instruments» (M. I. Rozhkov). It is established that the overall level of socialization and adaptation increases depending on the «involvement» of adolescents in the educational environment of an institution of supplementary education, which reduces the risks of students’ disadaptation and positively affects how successful their social and psychological adaptation is. The results of the study can be used to develop and implement an integration model for general and supplementary education.

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Published: 
12.12.2016