Influence of Beliefs and Motivation on Social-psychological Adaptation among University Students

The Adaptive Capabilities of Chinese Students Studying In Chinese, British and Russian Universities

“…(Petanova, Bordovskaia, Fan, Wang, 2017;Liu, Petanova, 2016;Shamionov, Grigoryeva, Grigoryev, 2014;Jimenez, Lopez-Zafra, 2011) 2. In addition to the data obtained by this first method, we employed the Big Five methodology to allow us to clarify whether the Chinese students in these three groups differed in basic characteristics of personality that might impact on their adaption to a new environment, such as: extraversion, agreeableness, conscientiousness, neuroticism (the opposite pole is emotional stability), openness.…”

Features of psychological adaptation of training future teachers of Physical Culture

“…Meanwhile, this correlation can be different depending on sex differences as well. Thus, in studies of academic, social and psychological adaptation sex differences played their role in social, academic, psychological adaptation, but differences in interconnection of students' social and psychological adaptation were not detected (Yau, Sun & Fong Cheng, 2012;Shamionov, Grigoryeva & Grigoryev, 2014).…”

“…That fact raises interest to this phenomenon in terms of social competence and students' academic performance. Personal professional growth at all stages has always been important and caused interest among scientists (Yu & Downing, 2012;Shamionov, Grigoryeva , Grigoryev , 2014;Rean, 2006).…”

Social Needs and Convictions as Predictors of Emotional and Psychological Well-being of College and University Students

“…Meanwhile, two sides of subjective well-being (emotional and psychological) are mostly studied separately, except in occasional investigations (Chen, Jing, Hayes, Lee, 2013). Thus, scientists discovered significant social and regional variations in markers of psychological well-being in students (Kornienko & Kozlov, 2014), studied the dynamics of psychological (Kozmina, 2013) and emotional (Busseri & Sadava, 2013) well-being of students during their studies, interconnection between personal characteristics and psychological well-being of students (Vodyakha, 2014;Safronova, & Kuznetsova, 2014), interconnection between psychological well-being and strategies of students' adjustment (Ovchinnikov & Sultanova, 2014), structural peculiarities of subjective well-being in first-year students (Shamionov, 2014), characteristics of students' emotional well-being in their interconnection with convictions (Shamionov, Grigoryeva, & Grigoryev, 2014), interconnection between characteristics of friendship and social skills of students living in various countries (Demir, Jaafar, Bilyk, & Ariff, 2012), as well as many other characteristics.…”

“…Investigations of predictors of subjective well-being of students from various educational institutions (schools, colleges, universities) are currently linked with solution of a number of problems: adjustment and acculturation of migrant students (Yu & Downing, 2012;Dorozhkin & Mazitova, 2008;Brisset, Safdar, Lewis, & Sabatier, 2010;Hui, Lent, & Miller, 2013;Shoshani & Slone, 2013;Ovchinnikov & Sultanova, 2014), combination of satisfaction of needs and life goals (Shamionov, Grigoryeva, & Grigoryev, 2014;Yashchenko, 2012;Wouters, Germeijs, Colpin, & Verschueren, 2011), comparative analysis of well-being predictors in adolescents attending high-school and older adults (Butkovic, Brkovic, & Bratko, 2012), predictors of subjective well-being during the period of school adjustment during the pivotal period of transition to middle school (Shoshani & Slone, 2013;Shamionov, 2014), and a number of other problems.…”