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Barsukova, M.I. (2017) Sredstva garmonizatsii rechevogo povedeniya v professional'noj deyatel'nosti vracha // Problemy rechevoj kommunikatsii mezhvuzovskij sbornik nauchnykh trudov. Saratov. P. 131-137.
Barsukova, M.I., Ramazanova, A.Ya. & Cheremisina, A.S. (2019). Kommunikativnye barjery v diade vrach-patsient // Meditsynskiy diskurs: teoriya i praktika. Materialy mezhdunarodnoy nauchno-prakticheskoy i obrazovatelnoy konferentsii. P. 12-17.
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Kloktunova, N.A., Barsukova, M.I., Rempel, Ye.A., Mal'tsagov, Kh.M. & Kuz'min, A.M. (2018). Osnovnyje kommunikativnyje kharakteristiki sovremennogo mediko-pedagogicheskogo diskursa // Vyssheje obrazovanije segodnja. № 5. P. 29-32.
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PECULIARITIES OF ADAPTATION OF INTERNATIONAL STUDENTS TO STUDYING IN A MULTICULTURAL EDUCATIONAL ENVIRONMENT OF RUSSIAN UNIVERSITY
The authors reveal that international students experience difficulties in the process of socio-psychological adaptation to study in the multicultural educational environment of a Russian university. It is shown that the socio-psychological adaptation of international students is a complex, dynamic and multilateral process of restructuring the motivational sphere, complex of existing skills and abilities to interact with subjects of the educational environment; its optimal characteristics are associated with medium-low indicators of the level of anxiety and a realistic level of self-esteem and aspirations, which allows the student to satisfy relevant social and cognitive needs and realize the goals and objectives of training. The study reveals personal qualities and socio-psychological characteristics having the most significant impact on the process of socio-psychological adaptation of international students to study at the Russian university: self-esteem, motivation, anxiety, type of thinking, level of communicative inclinations, psychological climate of the teaching staff, as well as a new unusual learning system.
Keywords
adaptation, international students, university studies, multicultural educational environment
AUTHOR
Svetlana V. Pazukhina
Doctor of Psychology, Associate Professor Head of the Department of Psychology and Pedagogy Tula State Lev Tolstoy Pedagogical University 125, Lenin Avenue, Tula, 300026, Russia [email protected]
1. Introduction
Currently, at all levels of Russian education, work is actively being carried out to integrate the educational space. In the context of globalization of the world and the requirements of educational reform, more and more people from other countries come to study in Russian universities. The problem of studying the characteristics of international students' socio-psychological adaptation to the conditions of studying at a Russian university is especially relevant in the current conditions of the formation of the international educational system.
When entering into the educational space of Russia, international students face a number of difficulties. The socio-psychological adaptation of international students to the conditions of study at Russian universities is one of the main problems that the university authorities, psychologists and teachers have to solve. The adaptation process is fraught with many challenges: necessity to establish social contacts, overcoming linguistic and didactic barriers, self-realization and integration in a new multicultural society, overcoming cultural shock, and adapting to the values of the new society.
Successful socio-psychological adaptation improves the quality and level of international students' training, provides high motivation for mastering knowledge, skills and abilities, which contributes, on the one hand, to their quick inclusion in the educational process, allows solving problems of preserving the contingent of students, which can be significantly reduced after first exam sessions; on the other hand, it contributes to the harmonious development of the personality and its self-affirmation in a new multicultural environment (Milyukova, Botalova, 2016).
A number of works by Russian authors have been devoted to the study of the socio-psychological adaptation of international students (Ivanova, Titkova, 1993; Grebennikova, 2011; Gladush, Trofimova, Filippov, 2012; Baturina, Vorobyova, 2013; Milyukova, Botalova, 2016; Pazukhina, Dedkova, 2017; Vorozhtsova, Korshunova, 2017, etc.).
However, the results of their research do not cover all aspects of the adaptation of international students to study at Russian universities; in practice, the issues of teaching international students in the multicultural educational environment of Russian universities remain unresolved.
2. Materials and Methods
Our study is based in Tula State Lev Tolstoy Pedagogical University. The study involved first-year students of the International Department aged 18 to 22 years; 60% of them are boys and 40% - girls (countries: Turkmenistan, Vietnam).
The aim of our study is to identify the socio-psychological characteristics of the adaptation of international students to study at the Russian university and to justify the psychological and pedagogical conditions that make this process more effective.
The following groups of methods were used: theoretical ones include study and theoretical analysis of the psychological and pedagogical sources on the research issue, analysis of regulatory and instructive documents, educational programs, generalization of the educational teaching experience in a multicultural educational environment, modeling; empirical ones involve observation, experiment, and standardized diagnostic techniques; data processing methods include quantitative and qualitative analysis of research results.
To identify the socio-psychological characteristics of international students' adaptation to study at the Russian university, we have compiled a diagnostic program that includes the following diagnostic methods: observation map "Map of the adaptation of an international student" (authors - S.V. Pazukhina, N.S. Dedkova, based on the methodology of studying socio-psychological adaptation to the school of E. M. Alexandrovskaya); Ch. D. Spilberger's self-assessment scale of situational and personal anxiety in the adaptation of Yu. L. Khanin; a methodology for determining communicative and organizational inclinations of V. V. Sinyavsky and V. A. Fedoroshin; scale of self-esteem and level of claims T. Dembo and S. Ya. Rubinshtein as modified by A. M. Prikhozhan; the methodology "Type of thinking" as modified by G. V. Rezapkina; the methodology for determining the psychological climate of the group of L. N. Lutoshkin; a diagnostic technique for the educational motivation of students A. A. Rean, V. A. Yakunin in the modification of N.Ts. Badmaeva.
3. Results
According to the results of the methodology "Map of adaptation of a n international student", it has been found that only 26% of respondents have noted a high level of adaptation; an average level has been observed in 34%; and most of the international students (40%) have shown a low level of adaptation. The overwhelming majority of the international students with a low and medium level of adaptation are characterized by passive, constrained behavior in the classroom, or the learning activity is completely absent. Students make frequently repeated mistakes; they are inaccurate in completing assignments; there are many corrections; and strikethroughs are noted. In their free time from studies, students with this level of adaptation cannot find any use for themselves, keep themselves separate from the group, and there is practically no contact with the group. There is an episodic decrease in mood. Based on the results of the methodology, we can conclude that there is a need for further work on the formation of adaptive forms of behavior in the classroom and during the break.
Diagnostic results using the self-assessment scale of situational and personal anxiety showed that most of the international students (63%) have high levels of situational anxiety, 27% have medium ones, and 10% have low. The presence of a high level of situational anxiety in the subjects indicates their negative emotional state, which directly affects their relationships with peers, teachers, and also reflects the negative emotional experiences of situations in which it is necessary to reveal oneself in interaction, present oneself to others, show and demonstrate their capabilities. Subjects with medium and low level of situational anxiety experience much less emotional tension and stress in various situations of academic and non-academic activities. The adaptation process of medium and low level of situational anxiety does not have a significant negative impact. Most of the subjects (45%) have a low level of personal anxiety, 40% have an average level, and 15% have a high level. Anxiety as a personality trait among international first-year students has been revealed to a lesser
extent (15%), that is, the level of personal anxiety has not been expressed. This level of personal anxiety can be associated with their age - early adolescence, that is, with little experience of studying at university of first-year students. Low indicators characterize a state of calm, clarity and psychological comfort. Average ones indicate a moderate level of tension and concern. High indicators correspond to strongly expressed states of fright, anxiety and bad premonition, approaching panic. According to the results of the diagnostics, it can be concluded that most of the international students need focused work to reduce the level of situational and personal anxiety.
The results of the methodology for determining communicative and organizational inclinations have revealed that only 3% and 7% of respondents have noted a very high and high level of communicative inclinations, 13% have had an average level, a level below the average has been recorded in 37% of students, and at most students of the groups (40%) the development of communicative inclinations is low. The vast majority of international students (40%) with a low level of communicative inclinations, as well as ones with a level below the average (37%), are characterized by a lack of desire for communication. In the process of adapting to the conditions of study at the university, these groups of students will experience significant difficulties when joining a new team, getting to know the study group, and establishing trusting relationships with students and teachers. Moreover, with a low level of communicative inclinations, international students experience great difficulties in establishing contacts with people and speaking in front of an audience; they are poorly oriented in an unfamiliar situation, do not defend their opinions, and do not show initiative in social activities. An average level of communicative skills was found in 13% of international students, they seek contacts with people, try to defend their opinions, plan their work. A high level was also noted in 7% of students. This level of communicative inclinations is characterized by initiative in communication, tendency to independent decisions in difficult situations. Low percentages among students at medium and high levels are most likely due to the fact that the potential of abilities at these values is not highly stable, constantly fluctuates, therefore these students should develop and improve their communicative inclinations. According to the results of the methodology, 3% of students differ in a very high level of abilities. This level of inclinations allows students to quickly navigate in difficult pedagogical situations, easily adapt to a new team, and independently organize the process of interaction with students. Based on the results of the diagnosis, it can be concluded that further work is necessary to develop the communicative skills of international students.
The results of the methodology for determining the type of thinking made it possible to state that the majority of international students are dominated by substantive-active thinking (60%); visual-figurative thinking is typical for 24% of subjects; verbal-logical one - for 7%; abstract-logical one - for 7%; and creative thinking is observed only in 3% of subjects. The data obtained suggest that the leading type of thinking among international students is substantive-active, which means that when organizing the educational process it is necessary to use appropriate forms, methods and teaching methods. In this case, the main methods of teaching international students are practical, visual, and verbal methods. Cognitive and practical activities in the classroom can be organized on the basis of a visual display of relevant objects and phenomena. The group of visual teaching methods includes observation, demonstration of visual aids (objects, paintings, filmstrips, slides, videos, computer programs).
Diagnostic results using the self-assessment scale and level of claims have shown that the majority of international students (54%) have showed a very high level of claims; 9% -high, 17% - medium; low level of claims was noted in 20%. A very high level of claims, or an unrealistic level, reflects the non-critical attitude of international students to their own capabilities as well as their inability to correctly set goals, which can adversely affect
the process of socio-psychological adaptation. Medium and high level of claims, i.e. optimal level, reflects the optimal idea of international students about their own capabilities and is an important factor in successful adaptation to the learning environment. A low level of claims serves as an indicator of an unfavorable personality development and can lead to maladaptive behavior, inefficiency of any activity, and to difficulties in interpersonal relationships.
Most international students (44%) have shown a low level of self-esteem, 26% -medium, 10% - high, very high self-esteem has been observed in 20%. International students with a low level of self-esteem (44%) have difficulties in studying, in mastering the Russian language, in relations with teachers and students. The adaptation period of such students is quite slow; the language barrier is difficult to overcome. In this regard, we believe that low self-esteem prevents the successful process of adaptation. Medium and high levels of self-esteem confirm a realistic (adequate) self-esteem. This indicates that the subjects adequately evaluate their own strengths, set themselves really important goals that they strive to achieve. Adequate self-esteem will allow students to adapt most favorably to the new environment. Students with a very high self-esteem inadequately assess their capabilities, do not know how to correctly evaluate the results of their activities, compare themselves with others, which means that the presence of such self-esteem prevents the successful course of the adaptation process.
The results of the methodology for determining the psychological climate of the group have revealed that the majority of international students (43%) have a coefficient of subjective assessment of the psychological climate that corresponds to the "unfavorable psychological climate" scale; 27% have an "average favorable psychological climate"; only 10% include the psychological climate to "favorable, healthy"; also 20% are classified as "unstable, but rather favorable". With an unfavorable psychological climate in the group there is an extremely unfavorable situation in interpersonal relationships. Lack of satisfaction with communication adversely affects the coherence in the work of the whole team as a whole. This group exists formally, without bringing joy and satisfaction to everyone who enters it. Particular attention should be paid to wellbeing of each individual in the group, its connection with dissatisfaction with business or emotional relations, to the socio-psychological status of each student in the group, and to what aspects of life he/she accepts or rejects. This, in turn, impedes the successful process of socio-psychological adaptation to the learning conditions of international students. A favorable healthy psychological climate in the team indicates a harmonious balance of business and emotional interpersonal perception and interaction. In a team with a good psychological climate, each member understands and accepts his/her responsibility for the state of affairs in the team as a whole. Moreover, the group has a high level of mutual assistance. Thus, it is necessary to pay attention to the psychological climate in the team, because it directly affects the success of the socio-psychological adaptation of international students.
Diagnostic results of educational motivation indicate a low motivation for the educational activities of international students: the average score on scales ranges from 2.18 to 3.86 points. Among the motives, communicative motives dominate - 3.86 points. Students understand the importance of communication, communication skills, including in professional activities. In second place, the group of social motives amounted to 3.41 points. Educational and cognitive motives are in the third place. The average value is 3.29 points. The average value for the group of professional motives is 3.21 points. It should be noted that cognitive and professional motives are positive, leading motives of learning. The results allow us to conclude that cognitive motives are not leading among international students. A low value is obtained on the scale of motives of creative self-realization (3.15 points). This may be due to the fact that the future profession is not
actually a creative profession, which, in our opinion, indicates a weak desire for self-realization. The motives of prestige are also not so pronounced. The average value on this scale is 2.63 points. Modern international students do not want to be among the best students. The smallest value is obtained on the scale of avoidance motive (2.18 points), although many students note that, once in a university, they are forced to study in order to complete it.
4. Discussions
Based on the scientific analysis, we conclude that international students experience difficulties in the process of socio-psychological adaptation to study at a Russian university. Therefore, it is necessary to create special conditions that we have selected on the basis of analysis of diagnostic data that will contribute to the successful and effective adaptation of international students to study in the multicultural educational environment of a Russian university. The conditions justified by us are realized during the experimental training of international first-year students.
A comparative analysis of the results obtained at the ascertaining and control stages of the study has shown a positive trend for all the studied indicators, namely, the number of respondents with a low level of personal and situational anxiety, a realistic level of self-esteem and claims, the number of respondents with an average level of development of communicative inclinations, international students whose coefficient of subjective assessment of the psychological climate corresponds to the scale "favorable, healthy psychological climate." The positive dynamics observed after the implementation of the formative program is quite significant, which indicates the effectiveness of the proposed conditions.
5. Discussions
Based on the results of the study, the following conclusions can be drawn:
1. International students experience difficulties in the process of socio-psychological adaptation to study in the multicultural educational environment of a Russian university. Therefore, it is necessary to create psychological and pedagogical conditions that will contribute to the successful and effective adaptation of international students to the conditions of study at Russian universities.
2. Socio-psychological adaptation of international students is a complex, dynamic, multilateral process of restructuring the motivational sphere, complex of existing skills and abilities to interact with subjects of the educational environment; its optimal characteristics are associated with medium-low indicators of the level of anxiety and realistic level of self-esteem and claims, which allows the subject to meet current social and cognitive needs and realize the goals and objectives of training.
3. We have identified personal qualities and socio-psychological characteristics that have the most significant impact on the process of socio-psychological adaptation of international students to study at Russian universities: this is self-esteem, motivation, anxiety, type of thinking, level of communicative inclinations, psychological climate of the teaching staff, as well as a new unusual learning system.
6. Recommendations
The successful and rapid adaptation will take place under the dominance of teaching and educational and professional motives, thus it can be concluded that the majority of students in need of purposeful work on formation of positive learning motivation.
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Pazukhina, S.V. (2013) The development of a multicultural personality in the context of intercultural education. Creative development and self-development of the individual in the context of intercultural education. Grodno: Grodno State University.
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ASPECTS OF LABOR MARKET FLEXIBILITY AND RIGIDITY
The relevance of the studied problem is conditioned due to the formation of the concept of flexibility in the management of the labor market. The purpose of the article is to determine the essence of flexibility and rigidity of the labor market, their positive and negative characteristics. The leading approaches to the study of this problem are information-analytical and comparative-historical ones. The article highlights the principles and features of managing a flexible labor market, analyzes aspects of employment flexibility and their classification. Article materials may be useful for increasing the efficiency of the modern mechanism of the labor market functioning.
Keywords
labor market, flexibility, rigidity, flexibility aspects, employment flexibility
AUTHOR
Tatyana A. Fedotova,
PhD in Economics, Associate Professor, Dnipro National University named after Oles Honchar, Dnipro 72, Gagarina Avenue, Dnipro, 49010, Ukraine [email protected]
