Keyword: «first-year students»

The article outlines the theoretical foundations for the study of socio-psychological adaptation, presents and describes the results of a study of socio-psychological adaptation among first-year students of the Orenburg State Pedagogical University, recommendations are given for improving the socio-psychological adaptation of students.

The article discusses the peculiarities of the rigidity of first-year students with different levels of socio-psychological adaptation. The analysis of rigidity studies in the scientific literature is carried out. The results of a study of the level of rigidity of first-year students of a pedagogical university with different levels of socio-psychological adaptation are presented. Variations of combinations of socio-psychological adaptation and rigidity, their impact on students' life activity are described.

Currently, the value of experience has been accumulated in the use of interactive methods in university education. Their application in the first year is associated with a number of difficulties due to the different level of knowledge, skills and abilities acquired during the previous training, the change of its format, the lack of interpersonal relations formation. The study of the preparatory stage for interactive learning is relevant, during which the specified educational, adaptive and communicative tasks should be solved. The purpose of the article is to justify the necessity and study the process of preparing first–year students for interactive learning. The following research methods were used: systematic survey, interview and testing of students; pedagogical observation; statistical processing of results. It is found that traditional and active methods are effective at the initial stage of training, the use of which contributes to the formation of basic knowledge, skills and abilities necessary for their further development and improvement in an interactive format; gradual adaptation to university forms and methods of teaching, a new learning environment, which allows you to eliminate psycho-emotional discomfort. For the establishment of communication between the participants of the educational process, the optimal style of pedagogical communication is important, which should create the best conditions for the development of students' motivation and the creative nature of educational activities, provide a favorable emotional climate. The personality of the teacher is the main tool for the implementation of pedagogical activity. An effective means of establishing stable communicative relationships between students is working in small groups and using group interaction to study the material. Indicators of readiness for interactive learning are: the availability of knowledge, skills and abilities of their application to solving specific tasks; the active position of students during the educational process; the students' desire to perfect themselves in educational and social terms. The practical significance of the work is due to the methodologically competent design of the educational process in the context of the implementation of competence-oriented educational programs.

The article specifies the relevance of studying issues of psychological well-being of first-year university students as an important internal resource of a person that helps to cope with life’s difficulties. The purpose of the article is to analyze the characteristics of the manifestation of the structural components of psychological well-being among first-year students of different areas of training. Research methods: K. Riff’ scale of psychological well-being, adapted by L. V. Zhukovskaya, E. G. Troshikhina. The results of the study showed that psychological well-being among first-year students is primarily felt in openness to new experiences, the desire to learn, and self-improvement. It is shown that the psychological well-being of students in different areas of training has its own unique structure, characterized by different levels of manifestation of psychological well-being scales.

The article solves the problem of social adaptation of first-year students in the educational space of a humanitarian university. The concepts of evolution and the factors influencing it are characterized, and the main problems faced by first-year students are identified. The characteristics of social adaptation of first-year students at a humanitarian university are determined.