Adaptation of Graduates and Students of Regions to Education in Higher Education Institutions of Russia by Means of Social-Psychological Training

Vasyakin, Bogdan S.; Berezhnaya, M.S.; Pozharskaya, Elena L.; Deberdeeva, Nelia A.

doi:10.5539/res.v7n3p88

Cited by 11 publications

(10 citation statements)

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“…This is connected, first of all, with the fact that the non-formal communication environment is often the only socialization sphere for a teenager of the «risk group». Not infrequently, having complicated interrelations in the family, not attending an educational or another leisure activity institution, a teenager is forced to join this or that group automatically accepting the system of its norms and values which does not always turn out to be socially positive [42].…”

Section: Resultsmentioning

confidence: 99%

Specific Features of Social Groups of Teenagers with Deviant Orientation

Гриднева¹,

Gaidar²,

Berezhnaya³

et al. 2017

Eurasian J Anal Chem

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The theoretical analysis of the category "social group" has been presented in the article from the position of sociological and general psychological approaches. The conclusion has been drawn that a social group -is the system of activity that serves, firstly, as the social environment acting on a person and, secondly, he himself experiences other individuals' influence. Because of this, group influences serve as a mediating system between a person and society. Social groups of teenagers with deviant orientation have been identified. The analysis of content characteristics of such groups has been given, their significance for each member of the group and teenagers' orientation to interaction within this group. The conclusion was made that firstly, teenagers who are prone to deviant behavior, possess personal and individual specific features which determine the manifestation of deviations in their behavior and getting into groups of teenagers with similar specific features. Secondly, groups satisfy the needs of teenagers who are prone to deviant behavior, in communication, in spending their free time, self-assertion. Further, due to elevated conformity, teenage groups with deviant orientation become more rigidly structured and closed for other people, which leads to teenagers' withdrawal who are prone to deviant behavior, in the framework of the anti-social environment. And finally, staying in the deviant milieu leads to the teenager's personality deformation which is expressed in a greater rupture of interpersonal ties with the positive milieu, as well as the person's orientation development to deviant behavior. This article can be of use to teachers of educational institutions and practical psychologists.

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Section: Resultsmentioning

confidence: 99%

Specific Features of Social Groups of Teenagers with Deviant Orientation

Гриднева¹,

Gaidar²,

Berezhnaya³

et al. 2017

Eurasian J Anal Chem

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“…However, it should pointed out that students do not have substantive knowledge to identify cultural differences and they evaluate the situations of cross-cultural contacts without taking specific features of the other party's world perception into consideration. Domestic and foreign authors' publications, one's own scientific inquiry, teaching experience show that it is the development of personal qualities that requires a more attentive attitude since it is connected with the change of habitual models of attitude and behavioral strategies of students both within a cultural group and in cross-cultural contacts [33,34,35,36,37,38].…”

Section: Methodological Bases and Methodsmentioning

confidence: 99%

Development of Multicultural Value Orientations in Future Specialists in the Context of a Higher Education Institution

Shukshina¹,

Bazhdanova²,

Koretskaya³

et al. 2017

Eurasian J Anal Chem

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The importance of this study is determined by the fact that fundamental social and economic changes in contemporary Russian society have led to imbalance in the common system of values that forms the basis of a teacher's comprehensive world outlook. Under conditions of a constant development and change of the value priorities' nature the problem of forming a stable system of future specialists' value orientations that provides the foundation for cross-cultural communication in a democratic society is of current interest. In this connection, this article is directed towards the study of the development of university students' multicultural value orientations as a pressing problem of contemporary professional education. The leading approach to scientific research aimed at this specific problem is the theoretical and methodological approach that allows us to comprehensively consider the problem of developing future specialists' multicultural value orientations in a context of a higher education institution. It has been substantiated in the article that a key moment in the activity directed towards the development of students' multicultural value orientations is the identification of objectively existing difficulties in a value perception of another culture and transference to the category of goals, the attainment of which facilitates the development of multicultural value orientations. The materials of the article can be useful for psychologists-practitioners, social workers as well as staff members of educational institutions. L. V. Shukshina et al.876

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“…As for foreign students' adaptation to the new education environment, there are some interesting studies dedicated to this topic. They cover such issues as the influence of social networks on foreign students' adaptation to the education environment (Cao and Zhang, 2012); sociocultural and psychological adaptation of students (Vasiakin et al, 2015); contingence of the academic progress and social adaptation. Some studies deal with such questions as the elaboration of models of friendly behavior among foreign students (Iversen, 2009); cross-cultural adaptation of students (Lewthwaite, 1997); mutual adaptation of foreign students and scientists for the stable development of international education (Tran, 2008), as well as with the questions of a cultural shock and stress that foreign students experience while changing the education environment (Zhou et al, 2008).…”

Section: The Literature Reviewmentioning

confidence: 99%