Results of the research on adaptation of foreign students of the technical and humanitarian directions of training studying in London in the number of 32 people are presented. The strategies of adaptive behaviour of foreign students are defined: positive (types of adaptability, interactivity), conformal (conformal and aloof types) and negative (depressive and nostalgic types of adaptation) – and interrelations of the revealed strategies with life sense, values and personal traits. The positive strategy, including adaptive and interactive types of adaptation, is characterized by 35 interrelations of these types of adaptation with personal and valuable-sense scales that demonstrates the comprehension of their life and orientation at self-actualization values. The nostalgic and depressive types defining the negative strategy of adaptation (37.5 per cent) don not promote socialization, self-actualization and effective social and psychological adaptation of foreign students. The nostalgic type of adaptation has 16 interrelations with research variables, and 13 of them are negative – with Personal traits, 1 positive – with Personal traits (neuroticism) and 2 negative – with Self-actualization and Values (prestige). It is defined that only the foreign students accepting the negative strategy of adaptation have an emotional unbalance and emotional discomfort.
Internationalization is one of the current directions of education development. Specially organized university work and identification of features of self-actualization in foreign students will contribute to the development of more effective programs of psychological support during socio-psychological adaptation. Aim. The paper aims to identify the personal features of foreign students with a high and low level of self-actualization during socio-psychological adaptation. Materials and methods. 52 foreign students aged from 18 to 32 years studying in London were examined. The study was based on the following methods: Yankovsky questionnaire of adaptation to a new socio-cultural environment, the Rogers and Diamond technique of diagnosis of socio-psychological adaptation, the Jones and Crandall Short Index of self-actualization, etc. The results for interpretation were obtained by statistical analysis (Mann – Whitney criterion) and correlation analysis (Spearman rank correlation coefficient) using SPSS 22.0 statistical software package. Results. Foreign students with a high level of self-actualization experience subjective well-being, and social surrounding is significant to them; however, subjective well-being is reduced when it is impossible to preserve individuality and choose a conformal type of adaptation. Foreign students with a low level of self-actualization have a subjective disadvantage that lessens when maintaining their individuality, pragmatic orientation, the acceptance of others, and self-actualization. Nevertheless, foreign students with a low level of self-actualization demonstrated a correlation between self-actualization and the interactive type of adaptation. Conclusion. The prospects for self-actualization of foreign students with a high and low level of self-actualization and the specifics of their socio-psychological adaptation have been studied.
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