Volume 04 Issue 10-2024
161
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
161-165
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The problem’s approaches to the students’ adaptation to the University educational environment are analyzed, this
situation complex characteristics are discussed. The study results of the key difficulties in first-
year students’
adaptation to University conditions are presented. The content of first-
year students’ disadaptation is analyzed. The
first-
year students’ disadaptation factors are
discussed. The mechanisms of students’ effective adaptation are
analyzed.
KEYWORDS
S
tudents’ adaptation, University, difficulties, disadaptation, adaptation programs, meeting
.
INTRODUCTION
Researchers of higher education, particularly those
studying the processes of students integrating into the
educational environment of universities, identify the
characteristics of the complex situation faced by first-
year students during the initial months of their studies
and life at the university. This situation is characterized
by the following:
–
A different education system compared to school.
For example, a large amount of material for
independent study, irregular external control, and a
lack of sufficient skills for the adaptation process;
Research Article
PROBLEMS OF SOCIAL AND PSYCHOLOGICAL ADAPTATION OF
STUDENTS IN HIGHER EDUCATION INSTITUTIONS
Submission Date:
October 06, 2024,
Accepted Date:
October 11, 2024,
Published Date:
October 16, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue10-13
Tillashayxova Xosiyat Azamatovna
Candidate of Psychological Sciences, Associate Professor at Tashkent State Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 10-2024
162
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
161-165
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
–
The need to establish a new system of relationships,
which may be entirely different from the familiar ones
(e.g., encountering new sociocultural norms for
students from rural schools, and either accepting or
rejecting them);
–
Setting goals for the upcoming years of study;
–
Revisiting one’s own value system and prioritizing
them, as joining new communities requires students to
demonstrate their value positions;
–
A decrease in external control (e.g., from parents),
which necessitates self-control (first-year students
often experience a sense of euphoria from the “new”
freedom) and so on.
The problems of youth maladaptation, unfortunately,
are prevalent today, making the search for various
pedagogical resources, opportunities, and conditions
for reducing social maladaptation highly relevant. The
concept of “social maladaptation” includes several
characteristics. Social maladaptation is the regression
of a person’s adaptation to their social environment,
leading to serious disruptions in their interaction with
society. Since any manifestation of nonconformity
contains an element of social maladaptation, this term
should not be understood too broadly: only
maladaptation that leads to illegal actions, mental
disorders, or serious conflicts can become an object of
intervention by social services and educators. It is also
important to take into account the age and cultural
relativity of social maladaptation: behavior acceptable
for an adolescent may be interpreted as maladaptation
in more mature ages. What is normal in one culture or
subculture may seem abnormal in another. Often, a
young person’s social maladaptation turns out to be
merely an adaptation to the subculture of a particular
group. Social maladaptation implies the presence of a
distorted perception of reality, a lack of an adequate
system of relationships and communication, and the
inability to adjust behavior according to societal role
expectations [9]. Typical symptoms of social
maladaptation include difficulties in activities,
problems in communication, inappropriate behavior,
aggression, neurotic reactions, violations of moral and
legal norms, and a destructive perception of the
surrounding environment. Social maladaptation is
caused by a combination of factors (social,
psychological, psychosomatic, etc.), and is primarily
triggered by a disruption in the interaction between
the individual and the environment. Unfortunately, in
practice, most attention is paid to the maladapted
individual, while less focus is given to the maladapting
environment [5]. It is crucial to recognize that as a
result of maladaptation, the emerging social
deprivation leads to the deprivation of the young
person’s basic needs –
the need for full development
and self-realization.
“Anal
ysis of the university situation shows that
maladaptation problems are most acutely manifested
Volume 04 Issue 10-2024
163
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
161-165
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
in first-year students, as numerous factors create the
possibility of maladaptation. These factors include:
–
A new, unfamiliar, unmastered (non-school)
environment;
–
Lack of specific practical learning skills in higher
education;
–
A new (student) community and the need to adapt
within it;
–
Lack of experience interacting with university
professors;
–
The need for self-assertion and self-realization;
–
Personal
characteristics
of
the
student
(temperament, character, etc.);
–
Affiliation with an informal, antisocial youth group;
–
Socio-economic reasons (low family income, large
families, lack of parental time (knowledge,
experience), single-parent families), etc.
Many students attempt to solve these problems on
their own and reduce their own maladaptation.
However, if pedagogically well-organized conditions
and opportunities are provided to reduce maladaptive
manifestations, the effectiveness of reducing
maladaptation increases significantly. First-year
students’ participation in university adaptation
programs allows them to quickly and “gently” immerse
themselves
in
the
university’s
educational
environment, adopt the values and traditions of the
institution, and feel the presence of an emotionally
safe environment in which they will spend their time”
[1].
A key point is the active involvement of senior students
(starting from the second year) in organizing activities
and classes within adaptation programs, serving as
organizers. This helps demonstrate to first-year
students the fulfillment of requested social roles,
adherence to norms, and the possibility of a non-
contradictory
dialogue
between
professional-
pedagogical and pre-professional (youth, student)
subcultures. Involvement in pedagogical work within
adaptation programs can also be considered as a form
of social-role adaptation assistance for senior students.
Special attention is paid to second- and third-year
students, as this is when a decline in interest in
university education is often registered, a critical
reassessment of professional choices occurs, and the
realization of the approaching end of the educational
period sets in, etc. Therefore, as observations show,
participation in adaptation programs facilitates
students’ adaptation to university learning, the
completion of studies, and the transition to
independent professional activity.
Furthermore, certain technologies for working with
student youth can serve as a means of overcoming the
Volume 04 Issue 10-2024
164
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
161-165
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
key challenge of the first year of university study
–
maladaptation,
including
its
reduction.
Such
technologies include first-year student adaptation
camps, organized during extracurricular activities,
which can serve as a significant resource for
overcoming adaptation difficulties if incorporated into
a systematic approach.
The principles of systematic educational activities
aimed at improving student adaptation in universities
are based on the following theoretical and
methodological foundation. The methodology of
pedagogical interpretation of the systems approach,
as presented in the works of G.B. Shaumarov, N.S.
Safaev [1], R.I. Sunnatov [3], V.M. Karimov [2], and
others, is used.
The conditions of adaptation camps, with proper
pedagogical instrumentation, can significantly reduce
the development of social maladaptation. The ideas of
positive outcomes from collective influence are also
discussed by Western researchers. In our experience
(of the faculty of Tashkent State Pedagogical
University named after Nizami), adaptation camps
often become a mini-socializing system for students,
which helps them adapt to the university society and
student life as a whole.
The mechanisms of this adaptation include game
culture, such as various games imitating social
processes, and game roles that allow students to learn
the rules and norms of the faculty as a whole.
Furthermore, an important mechanism of student
adaptation is the positive “vertical” (teacher
-student)
and “horizontal” (student
-student) relationships that
arise during the camp, which unfortunately do not
continue to accompany student daily life.
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Volume 04 Issue 10-2024
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American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
10
P
AGES
:
161-165
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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