FEATURES OF PSYCHOLOGICAL WELL-BEING OF FOREIGN STUDENTS OF KARAGANDA MEDICAL UNIVERSITY

The article presents an analysis of the main predictors of the phenomenon of “psychological well-being” as a state characterized by the dominance of positive emotions and overall satisfaction with life. It examines the specifics of the subjective perception of psychological well-being among junior and senior international students at Karaganda Medical University. The study highlights the characteristic differences in the manifestation of psychological well-being among international students at different stages of their university education. The theoretical and empirical data presented in the article allow for a broader scientific understanding of the general vector of psychological well-being issues among international students in a multicultural educational environment of Russian universities. Methods: The "Psychological Well-being Scale" questionnaire, developed by C. Ryff, assesses the following indicators: positive relations with others, autonomy, environmental mastery, personal growth, purpose in life, self-acceptance, affect balance, life meaningfulness, and the individual as an open system. Based on these indicators, the overall level of psychological well-being is determined. The "Academic Stress Analysis" questionnaire, developed by Yu.V. Shcherbatykh, allows for the assessment of disharmonious states under stress, as well as the dynamics of students’ adaptation to stressful situations at various stages of education. The questionnaire enables the analysis of respondents’ problems, signs of stress, strategies for overcoming stress, and ways of reducing exam-related anxiety. Results: Differences in the "Personal Resource" scale were found between first-year and fifth-year students (Figure 5). A high level was more prevalent among senior international students, as they have adapted to the new living environment and are actively seeking to gain knowledge, broaden their horizons, achieve self-fulfillment, and acquire professional experience to apply it in their home countries. First-year students, on the other hand, have not yet fully understood their life priorities, do not entirely show academic motivation, and do not use their personal potential to the fullest. This may be due to the period of socio-psychological adaptation, during which they become accustomed to new living conditions and social morality. Therefore, international students' priorities may shift from academic motivation to social adaptation, which helps them adjust to the demands of society and instructors. Discussion: Summarizing the analysis of the empirical research results, it can be noted that first-year students are undergoing active adaptation to changed life and educational conditions. They expend a large amount of personal resources to fully integrate into the new multicultural social interaction space.