Structure of adaptation readiness of university students and teachers

Introduction. The skills of productive analysis of current problems, planning adequate ways to solve them, and the ability to promptly prevent development crises become factors in overcoming the risks of the educational environment and forming an independent subject of the educational process in higher education. The purpose of the study is to carry out a theoretical and methodological analysis and empirically substantiate the relationship between the components of the structure of adaptive readiness of students and teachers of higher educational institutions. Materials and methods. The sample is represented by 150 teachers (average age 51.2±12.6 years, male 22.7%) and 202 students (average age 21.3±3.2 years, male 41.1%) of higher education organizations cities of Saratov, Moscow, Samara, Volgograd, Stavropol, etc. (Russian Federation). A shortened version of method for diagnosing adaptation readiness was used. M.V.’s Grigorieva. Methods of mathematical statistics: - calculation of the mean value, standard deviation, Cronbach's α, comparative analysis using Student's t-test. Results. The results obtained through empirical data analysis allow us to assert that there are significant differences in pairs of components of adaptive readiness among students and teachers. Students have significantly different expressions of all three components of adaptive readiness, with the socio-psychological component being the most developed (t = - 9.9 and - 14.6, with p < 0.001). Students are ready, in subjectively difficult situations that require adaptation to the social environment, to be focused on other people, try to understand the motives of their actions, act flexibly in interaction with others, and compromise. For teachers, both psychological and socio-psychological components are significantly expressed (t = - 8.7 and - 9.4, with p <0.001). In the process of adaptation, preparing to interact in new situations and with new people, teachers try to use both their internal psychological resources and the experience of social interactions. Teachers are focused on internal reflection of their motives, emotions, and activation of cognitive processes. Conclusion. The study of the adaptive readiness of subjects of educational relations in higher education is of interest from the point of view of shaping the attitude of students and teachers to quick and effective interactions in the educational environment, which can improve the quality of education and reduce the tension of individual and collective educational activities. Further research into the phenomenon of adaptive readiness will contribute to the development of programs for the positive integration of participants in the educational process into the educational environment of a higher educational institution.