The aim the article is to study the model of coexistence of different languages in the multicultural environment of Ukraine and EU countries (the Czech Republic, Germany, Poland and Italy). Methods. Testing was conducted using the Communicative Attitudes Technique. The degree of satisfaction with the environment was studied. Statistical analysis was performed using t-test, the Kolmogorov-Smirnov test, Pearson’s correlation coefficient. Reliability analysis was performed using Cronbach’s alpha. Results. The adaptability of EU citizens was found to be significantly higher than that of the residents of Ukraine (t=13.24; p < 0.001). The indicators of EU citizens are higher than those of Ukrainians (p<0.001) on a number of qualitative characteristics of adaptability: self-acceptance (t=21.84), acceptance of others (t=4.01), emotional comfort (t=4.49), internal control (t=33.74), external control (t=8.12); consciousness (t=2.58 at p<0.05). Conclusions. The obtained results give grounds to state a high level of communicative tolerance in the multicultural environment. This indicates the existence of effective models of multilingualism both in Ukraine and in the EU countries. Prospects. Further research may focus on identifying universal languages as communicative tools both in Ukraine and in EU countries.
Background: Students' adaptation to the educational institution's social environment during difficult educational transitions is an important indicator of their success. Students can achieve full adaptation by identifying themselves with the social environment of the higher educational institution that is provided the developed social identity. So, the study aimed to empirically identify the psycho-social adaptation of students with different types of social identity during the transition to study in a higher educational institution. Methods: The research used standardized psychodiagnostic methods-questionnaires: "Methodology for studying social identity Schneider, L.B., & Khrustaleva, V. V.", " Methods of diagnostics socio-psychological adaptation of Karl Rogers and Rozalin Diamond (adaptation of A. Osnizkij)", " Method of Research of Students Adaptability in the Higher Educational Establishment T.D. Dubovitskaya, A.V. Krylova". Results: The obtained results revealed that students with a high level of positive identity have the highest indicators of socio-psychological adaptation and adaptability to higher educational institutions (p≤0.001). Students with identity diffusion have low socio-psychological adaptation and adaptability to learning (p≤0.001). The correlation analysis revealed statistically significant (p≤0.001) correlations between the type of social identity and adaptability to higher educational institutions. Correlations were also found at a high level of significance (p≤0.001) between the type of social identity and socio-psychological adaptation of students. It is empirically proven that the type of social identity affects the psychosocial adaptation of students during a difficult educational transition. Students with a high level of identity have a high psychosocial adaptation and adaptability to higher educational institutions. Further Implementation: The obtained results will contribute to developing a system for improving the psycho-social adaptation of students during the difficult educational transition through the development of social identity.
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