The peculiarities of Adaptation of First-Year Students to the University during COVID-19 Pandemic in Russia

Abstract

The speed and efficiency of student adaptation largely determines the success of the educational process. This is especially true for university freshmen, as the older adolescent organism, with its specific neurophysiological characteristics, is very sensitive to changes in the environment. The situation with SARS-CoV-2 virus (COVID-19) pandemic has added to the problem of adaptation. The present study aims to examine the influence of the COVID-19 pandemic on the first-year students’ adaptation to university studies in Russia. The study involves 692 freshmen with an average age of 18.7, majority of women (80.6%), from three Russian universities: Kazan National Research Technological University, Kazan Federal University and Kazan Aviation University. The results show that during the COVID-19 period statistically significant changes occurred in almost all the adaptation components: physiological adaptation (p < .0001), socio-psychological adaptation (p < .05), academic adaptation (p < .05). There was a decrease in the level of physiological adaptation, while socio-psychological adaptation and academic adaptation increased. Comparison by gender during the COVID-19 period shows differences between adaptation processes of men and women. Comparison of foreign students with Russian citizens during the COVID-19 period demonstrates that foreign students stand out in socio-cultural adaptation (4.94 - foreigners, 4.64 - citizens of Russia, p < .05), physiological adaptation (5.36 - foreigners, 4.36 - citizens of Russia, p < .00001) and academic adaptation (5.28 - foreigners, 4.99 - citizens of Russia, p < .05)

Subjective Assessments of the Pandemic Situation and Academic Adaptation of University Students

“…Such a massive negative impact of several factors does not contribute to academic adaptation, as it reduces the body's internal resources, promotes a reassessment of values, and reorientation from mastering a profession to maintaining health and providing for life. Since the social-academic component plays the most significant role in academic adaptation [38], this situation does not seem surprising. In addition, during the pandemic, life satisfaction decreases [21].…”

“…Academic-related fears of first-year students proved even more significant than family members' health and health [37]. A significant decrease in the scores of various adaptations to university components in first-year students was revealed during the pandemic, i.e., physiological adaptation (p < 0.0001), socio-psychological adaptation (p < 0.05), and academic adaptation (p < 0.05) [38]. Foreign students were also at particular risk in the COVID-19 situation.…”

Psychological adaptation level optimization to attain the goal of sustainable education

“…The ability to adapt enables a person to successfully navigate new changes and adjust their behavior accordingly. Students' psychological adaptation referred to the psychological preparedness of students for university study, their capability to deal with the workload, and the stressful circumstances that arise during the study (Nugmanova et al, 2022). The ability of students to adapt could improve both their academic and personal life.…”

“…Students' psychological adaptation referred to the psychological preparedness of students for university study, their capability to deal with the workload, and the stressful circumstances that arise during the study (Nugmanova et al, 2022).…”