Cite this article as:

Grigorieva M. V. Types of Adaptive Personality Readiness in the School Learning Environment. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 1, pp. 56-61. DOI: https://doi.org/10.18500/2304-9790-2018-7-1-56-61


UDC: 
159.9:37.015.3
Language: 
Russian

Types of Adaptive Personality Readiness in the School Learning Environment

Abstract: 

The article presents the results of an empirical study of high school students’ adaptive readiness. The issue of adaptive personality readiness is important today and it is driven by the necessity of students’ readiness development to adaptation and incompetence of psychological knowledge about typological characteristics of adaptive readiness. The article carries out the analysis of the problems of adaptive personality readiness development in contemporary psychology. The insufficient development level of differentiation of the psychological content of students’ adaptive readiness was discovered as a result. An empirical study was carried out in order to determine the types of adaptive readiness of high school students. The following aspect were diagnosed: using the scale of social and psychological adaptation (C. Rogers, R. Diamond) – set for success in difficult situations, readiness for self-acceptance and acceptance of others, readiness to maintain a positive emotional background, readiness to dominate social contacts, readiness to avoid problems; T.I. Ilyina’s methods of studying the motivation – readiness for intensive learning activity; Spielberger-Khanin’s methods – readiness for experiencing high state anxiety; the academic performance was also analyzed. 200 students of 10–11 forms from Saratov schools took part in the survey (average age 16,2 ± 0,5 years old, males – 42%). Four types of adaptive readiness of high school students were interpreted using the factor analysis: “Adaptive readiness based on successful learning and social activity and a positive I-concept”, “Desadaptative readiness based on high anxiety”, “Readiness to take the role of a follower in relations with adults and study well”, “Readiness for an independent academic adaptation”. The paper shows that adaptive personality readiness in high school is differentiated. The content of the three types of adaptive readiness identified relates to successful results of school adaptation, fourth type – with desadaptative results. The results of the research can be used in school learning process in order to improve the level of students’ adaptive readiness. 

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