Abstract:

An extensive fund of knowledge has been accumulated in the scientific literature, which is necessary for posing and solving the problem of adapting students to the educational environment of the school.

In the system of human sciences, the role of adaptation in maintaining the mental and personal integrity and stability of a person, his physical and mental health; the connection of adaptation with the conditions of development and self-development of the personality was substantiated.

At the psychological and pedagogical level, adaptation is studied in an inseparable unity with the processes of mental development and personal development of schoolchildren. It is studied as a multi-level active process, due to the integrative unity of objective and subjective factors. The focus of scientists is school maladjustment, the definition of its structure, factors and mechanisms.

The analysis of scientific literature allowed us to determine approaches for studying the adaptation of students to the educational environment of the school: anthropological, systemic and subjective ones. On their basis, the social situation of the development of students was studied. In this regard, indicators were determined reflecting, on the one hand, the nature of the social relations of schoolchildren, and on the other hand, their individual and personal characteristics.

The study of the adaptation of students to the educational environment of the school and its factors was carried out on the basis of a set of methods: L. Phillips's anxiety test, D. Stott's "Observation Map", sociometry, attractionometry, the method of "Out-of-group referentometry", motivational questionnaire by N.G. Luskanova. Empirical data were interpreted using the methods of mathematical statistics: Student's parametric test, correlation and factor analysis (method of principal components).

On the basis of experimental data, a conceptual model of students' adaptation to the educational environment of the school was developed. It is aimed at updating the subject position of students in solving adaptation problems based on the provisions of the value, personality-oriented, dialogic and reflexive approaches and at creating organizational and psychological conditions for adaptation. The joint activity of a psychologist and a teacher in adapting students is based on the principles of completeness and objectivity of information about the progress and results of adaptation, taking into account the age and personality characteristics of schoolchildren with different levels of adaptation, professional competence, positively oriented activity and consistency of individual actions.

Keywords:

Adaptation, educational environment, mental and personal integrity, mental development.