Abstract:

One of the urgent tasks of improving the educational process in Russian universities is to study the problems of social and psychological adaptation to learning and living. The success of the process of adaptation of foreign students to educational activities and the social environment of the university stimulates, especially in the first year, the effectiveness of their intellectual activity, strengthens the general vitality, and supports working capacity. In addition, successful adaptation significantly determines the motivation, nature and productivity of educational activities in senior years.

The aim of this research is to study the social and psychological adaptation of Vietnamese and Russian first-year students of the Peoples' Friendship University of Russia (RUDN University). In the course of the theoretical analysis, the definitions of the concepts of "adaptation", "adaptability", the features of the social and psychological adaptation of students from Vietnam were presented. The empirical part is devoted to a comparative analysis of the level of adaptability and its features on the example of Vietnamese students and Russian students from different regions of the country studying at RUDN University.

In research, we used the following methods:
1) survey;
2) semi-formalized interview (combination of free and standardized);
3) the methodology for diagnosing the social and psychological adaptation of Rogers-Diamond according to the following integral indicators: adaptation, self-acceptance, acceptance of others, emotional comfort, internality and the desire to dominate. To process the data, we applied the parametric test of the Student's-t distribution, which allows us to identify the statistical difference in these integral indicators. The empirical study involved 86 students (43 Vietnamese and 43 Russian students studying at RUDN University), the age composition of the subjects was from 18 to 26 years old.

The research results show that Russian and Vietnamese students have an average and high level in all indicators. This indicates that they are quickly adapting to new conditions at the university. However, there are differences in the scales "internality" (t-value = 3.26 at p <= 0.01) and "striving for dominance" (t-value = 4.84 at p <= 0.01) between Russian and Vietnamese students. At the same time, Vietnamese students have a higher internality than Russian students. This means that Vietnamese students often take responsibility, believing that failures in the adaptation process are their own fault.

The information obtained as a result of the research speaks about specific connections of certain personality traits and one or another level of abilities with one or another effectiveness of adaptation. This makes it possible to develop a system of adaptation of foreign students to the conditions of study and living. For students from Vietnam, this is an increase in efficiency in communication and work on personal qualities (for example, using the method of social and psychological training), improvement of the emotional state (exercises to increase self-confidence, not be afraid, freely express their feelings).

Keywords:

Adaptation, adaptability, social and psychological adaptation, foreign students.