Resourcefulness of thinking and empathy as factors of social adaptation of students

Introduction. The leading role in the processes of formation of the subject is played by resource capabilities, first of all, the resourcefulness of his thinking. The article is aimed at identifying and explaining the weaknesses and strengths of resource-based thinking in the context of communicative and professional activities, which will identify patterns and mechanisms for increasing the effectiveness of the subject's professionalization in various fields of activity as a factor in increasing competitiveness. The article presents for the first time an attempt to conduct a psychological analysis of the correlation of resource thinking, empathy and university adaptation among students of the sociognomic type of professions. The purpose of the study is to establish the relationship between the components under study in order to find the mechanisms of functioning of the resourcefulness of professional thinking, empathy and improving the adaptability of students at the university. In the study, the methodology of system and resource approaches is chosen, which allow for an interdisciplinary synthesis in understanding the psychological nature of resource based thinking. KEYWORDS Methods. The stage of empirical research was carried out using the following diagnostic tools: methodology for diagnosing the resourcing of professional thinking (I. V. Serafimovich, E. A. Medvedeva, N. V. Surina); test for diagnosing the level of empathic abilities (V. V. Boyko); methodology «Adaptation of students to higher education» (M. S. Yurkina); methodology of examination of the educational environment (V. A. Yasvina). The analysis of intensity and mobility as parameters of the educational environment is carried out. The study sample consisted of 128 students of the Faculties of Mathematics and Information and Computer Engineering. Research results. It is established that only conative empathy is a correlate of resource thinking in students. Penetrating ability as a conative parameter of empathy significantly increases the main components of resource thinking. The penetrating ability is closely related to the components of adaptation and the resourcefulness of professional thinking. Conclusion. The integration of the studied personality qualities contributes to the effective development of the profession. The obtained results will be used for further scientific research in order to optimize the educational activities of students.