The Role of Adaptive Readiness and Subjective Assessment of the Situation in the Academic Adaptation of University Students

<p>The purpose of the study is to identify the role of adaptive readiness and subjective assessment of the situation in the academic adaptation of students. The results were obtained from a sample of 385 respondents studying at higher educational institutions in Moscow, Volgograd, as well as Saratov and the region. The following tools were used: the "Scale of diagnostics of adaptive readiness of personality" (M.V. Grigorieva), the methodology of diagnosis of academic adaptation (R.M. Shamionov et al.), the author's scales of significance and stress of situations in the educational environment. It is shown that the predictors of academic adaptation of students are interactions with the administration and classmates, the importance of lectures. It is revealed that the psychological component of adaptive readiness is a predictor of academic adaptation. The travel analysis confirmed the hypothesis of the leading role of relations with the administration and classmates, lecture classes in their academic adaptation. The psychological and socio-psychological components of adaptive readiness also play an important role in the academic adaptation of students. It has been established that the components of adaptive readiness are direct predictors of academic adaptation. In addition, they are mediators of a direct link between the attitude to the educational environment and academic adaptation. It is concluded that mediation of adaptive readiness in the presented model can be recommended for the development of academic adaptation programs.</p>