Adaptation and Disadaptation of Pupils in the Context of the Requirements of the New Federal Education Standards

1897

Abstract

We discuss the problem of adaptation and disadaptation enrolled in the new educational environment in the context of the requirements of the new federal educational standards. We present a new approach to the problem, based on the differentiation of the causes and indicators of students disadaptation. We test hypotheses of the importance of the students’ components of personal competence for the success of adaptation in the new educational environment: individual-psychological, motivational-value, activity and communicative. On the basis of the approach of B.F. Lomov, we defined the criteria and indicators for adaptation / disadaptation of students: information and communication (school performance), regulatory and communicative (behavior), affective communication (emotional well-being). On a sample of first-graders (n = 81), using multiple regression analysis, we reveal the psychological factors of students’ disadaptation. It is shown that the dominant factor of students’ disadaptation is immature communicative skills. We grounded and empirically approbated the content of psychological support of first-graders, based on the idea of the development of creative abilities of students in the game and cognitive activity.

General Information

Keywords: adaptation, disadaptation, educational environment, educational standards, psychological disadaptation factors, regression model of disadaptation, creative development, psychological support of first-graders

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2014060402

For citation: Leonova E.V., Shatova S.S., Shcherbakova E.V. Adaptation and Disadaptation of Pupils in the Context of the Requirements of the New Federal Education Standards [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie psyedu.ru [Psychological Science and Education psyedu.ru], 2014. Vol. 6, no. 4, pp. 13–23. DOI: 10.17759/psyedu.2014060402. (In Russ., аbstr. in Engl.)

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Information About the Authors

E. V. Leonova, PhD in Education, Associate Professor of Psychology Department of Socio-economic Faculty, Obninsk Institute of Nuclear Energy Of the National Researchn Nuclear University "MEPhI" (IATE MEPhI), Head of Obninsk Branch of the Federation of Educational Psychologists, Russia, e-mail: e.v.leonova@mail.ru

S. S. Shatova, Methodist, Municipal Budget Institution «Educational and methodical center», Russia, e-mail: ss-shatova@yandex.ru

E. V. Shcherbakova, Educational Psychologist, Municipal Budget Institution «Educational and Methodical Center», Russia, e-mail: eka242@yandex.ru

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