Keyword: «adaptation program»

This article, based on the analysis of the results of an empirical study, examines the characteristics of psychological well-being of Russian and Chinese students, and discusses the content and forms of supporting students' psychological well-being during the adaptation period in a university. The aim of the work: to study the characteristics of psychological well-being of Russian and Chinese students, to identify pedagogical conditions for supporting students' psychological well-being during the adaptation period to university. The theoretical and methodological basis of the study consists of the works of scientists in the field of theoretical and practical pedagogy, educational psychology. During the work, theoretical, empirical methods (the method of scale assessments), and data processing methods were used. The study involved 80 Russian and Chinese first-year students. Based on the obtained results, the authors designed a cycle of adaptation activities for first-year students. Novelty of the study: the components of psychological well-being are identified, scientific ideas on the design of pedagogical conditions for supporting students' psychological well-being during the adaptation period to university are supplemented and systematized. In the sample of Russian students, the mean values for all parameters studied were distributed more evenly, they were of moderate intensity and higher than those of Chinese students. The theoretical significance of this study lies in its clarification of the concept of "psychological well-being" at the subjective level as perceived by students, deepening our understanding of the mental well-being of first-year students during their adaptation to university. Its practical significance lies in the fact that the data obtained can be used to design pedagogical conditions and adaptation programs for first-year students, including those associated with student internships abroad. The results of this study may be useful to student group curators, deputy deans for educational work, and university psychological service specialists.