PSYCHOLOGICAL SUPPORT FOR ADAPTATION OF INTERNATIONAL STUDENTS AS A FACTOR OF RAISING THEIR SOCIAL COMPETENCY

Abstract

Aleksandr V. Litvinov, Bogdan S. Vasyakin, Elena V. Shamalova, Marina V. Polevaya, Irina S. Zhuravkina

Purpose of the study: The paper is devoted to the study of the problem of psychological support and follow-up for adaptation of international students as a factor in increasing their social competency.
Methodology: We have carried out diagnostic tests of the level of socio-psychological adaptation among international students of RUDN University, Plekhanov Russian University of Economics, The Sechenov First Moscow State Medical University, Financial University under the Government of the Russian Federation using the following methods: the multi-level personality questionnaire “Adaptability” designed by A. G. Maklakova and S. V. Chermyanin (2001) and the technique for the diagnosis of socio-psychological adaptation developed by C.R. Rogers and R.F. Diamond (1954). The study involved students from neighboring countries: Turkmenistan, Tajikistan, Kazakhstan, Kyrgyzstan. Of them, 150 girls and 150 boys. From foreign countries - African countries: Ghana, Zambia, Guinea - Bissau. Of them, 100 girls, 100 boys. All the subjects are students of RUDN University, Plekhanov Russian University of Economics, The Sechenov First Moscow State Medical University, Financial University under the Government of the Russian Federation at the age of 18-22.
Results: It contains the results of theoretical and empirical studies. The conclusions have been drawn that differences in the level of behavioral regulation and personal adaptive potential among international students from neighboring and far abroad countries are characterized by both the commonality of cultures and different levels of claims in relation to the prospects for future life. It has been proved that the work on psychological support for social and psychological adaptation of international students should be organized in the following areas: 1) the work of the psychological service: providing assistance in resolving conflict situations, adopting one’s new position, in studying strategies and mechanisms for coping with stress and techniques for reducing anxiety; 2) the activity of Russian students - native speakers is to give a glimpse into the culture of Russia, traditions, customs, assistance in homework, supervision; 3) the activity of the university administration is to prevent the most common mistakes and contradictions in the organization of the educational process and search for possible ways to overcome them, ensuring the safety of the stay of international students in Russia; 4) the activity of the international student himself: constant involvement in self-development, the formation of skills and abilities to overcome stressful situations, reduce anxiety.
Application of this study: According to the results of the empirical study, a program of psychological and pedagogical support for socio-psychological adaptation of international students at the university has been designed. The program is aimed not only at helping students to adapt to the new sociocultural environment, but also at developing their social competency, as an important factor in their readiness for professional activity. Implementation of work under this program involves the active participation and interaction between all its participants: the psychological service can advise not only international students themselves, but also the supervisor of students on the organization of the most productive interaction between “student and mentor”; international students should be able to consult with the university administration of on various issues.
Novelty / originality of this study: We determined representative (most significant, complex) indicators of the stability of students’ orientation in the educational process - this is the conformity and change in the quantitative and qualitative results of educational activities, the ordering of needs and motives, the content of professional intentions and social identity, the level of professional self-esteem, emotional satisfaction with the choice of a profession, an