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  Previous issue (2020. Vol. 12, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Started in 2009

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Adaptation and Disadaptation of Pupils in the Context of the Requirements of the New Federal Education Standards 1661

Leonova E.V.
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), Omsk, Russia
e-mail: e.v.leonova@mail.ru

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

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

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.

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

Column: Educational Psychology

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

For Reference

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