Аннотация
Введение. Успешная адаптация студентов в университете обуславливает вовлеченность в учебную деятельность, ее эффективность, положительное отношение к выбранной профессии. Новизной исследования является изучение адаптированности студентов в ситуации перехода на новые, зачастую непривычные, формы обучения (онлайн, дистанционная) на фоне повышения общего уровня тревожности в период пандемии COVID-19. Такие трудности особенно затронули студентов медицинских специальностей, освоение которых подразумевает формирование компетенций в практической деятельности. Методы. В исследовании приняли участие студенты медицинского (N = 93) и экономического (контрольная группа, N = 111) факультетов. Были использованы следующие методики: «Адаптированность студентов в вузе» Т. Д. Дубовицкой, А. В. Крыловой, «Удовлетворенность жизнью» Э. Динера, «Тест нервно-психической адаптации» И. Н. Гурвича, «Учебные стратегии» С. Н. Костроминой, Т. А. Дворниковой, «Методика для диагностики учебной мотивации студентов» Н. Ц. Бадмаевой, «Большая пятерка» Д. П. Яничева, «Интегративный тест тревожности» А. П. Бизюка с соавт. (2 часть). Результаты и их обсуждение. К психологическим особенностям студентов первого курса медицинского факультета, способствующим адаптированности в вузе в период пандемии COVID-19, относятся: высокий уровень экстраверсии, готовность к сотрудничеству, наличие профессиональных мотивов учебной деятельности и мотивации достижения успеха, высокий уровень нервно-психической адаптации, ориентация на запоминание учебного материала и несклонность к планированию учебной деятельности. У студентов экономического факультета – это удовлетворенность жизнью, высокий уровень экстраверсии, низкий уровень тревожности, мотивы творческой самореализации и стремление к планированию в обучении. Студенты медицинского факультета с высоким уровнем адаптированности, по сравнению с высоко адаптированными студентами экономического факультета, имеют более выраженные профессиональные мотивы и чаще прибегают к стратегии повторения учебного материала. Такие различия могут быть обусловлены как особенностями организации образовательного процесса, так и спецификой выбранной специальности.
Библиографические ссылки
Ababu, G. B., Yigzaw, A. B., Besene, Y. D., & Alemu, W. G. (2018). Prevalence of adjustment problem and its predictors among first-year undergraduate students in Ethiopian University: A cross-sectional institution based study. Psychiatry Journal, 2018. https://doi.org/10.1155/2018/5919743
Badmaeva, N. Ts. (2004). Psychodiagnostic technique of student learning motivation (A. A. Rean and V. A. Yakunin, modified by N. Ts. Badmaeva). In N. Ts. Badmaeva (Ed.), Influence of the motivational factor on the development of mental abilities: Monograph (pp. 151–154). Publishing house of East Siberian State University of Technology and Management. (in Russ.).
Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23, 189–202. https://doi.org/10.1007/s12144-004-1019-9
Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300
Bizyuk, A. P., Vasserman, L. I., & Iovlev, B. V. (2005). Application of the Integrative Anxiety Test (IAT). Bekhterev Psychoneurological Institute Publishing House. (in Russ.).
Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture versus video-recorded lecture: Are students voting with their feet? Academic Medicine, 83(12), 1174–1178. https://doi.org/10.1097/ACM.0b013e31818c6902
Dubovitskaya, T. D., & Krylova, A. V. (2010). Method of research of students adaptability in the higher educational establishment. Psychological Science and Education psyedu.ru, 2(2). (in Russ.).
Dvornikova, T. A. (2017). Psychological factors in the development of student learning strategies (Cand. dissertation). St Petersburg State University. (in Russ.).
Flores, M. A., Barros, A., Simão, A. M. V., Pereira, D., Flores, P., Fernandes, E., Costa, L., & Ferreira, P. C. (2022). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: Personal and contextual factors. Higher Education, 83, 1389–1408. https://doi.org/10.1007/s10734-021-00748-x
Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social support, self-esteem, and stress as predictors of adjustment to university among first-year undergraduates. Journal of College Student Development, 48(3), 259–274. https://doi.org/10.1353/csd.2007.0024
Girelli, L., Alivernini, F., Lucidi, F., Cozzolino, M., Savarese, G., Sibilio, M., & Salvatore, S. (2018). Autonomy supportive contexts, autonomous motivation, and self-efficacy predict academic adjustment of first-year university students. Frontiers in Education, 3, 95. https://doi.org/10.3389/feduc.2018.00095
Grishanov, L. K., & Tsurkan, V. D. (1990). Sociological problems of the adaptation of lower division students. In V. A. Gavrilov (Ed.), Psychological and pedagogical aspects of students’ adaptation to the educational process at a university (pp. 29–41). Shtiintsa. (in Russ.).
Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, 54(2), 267–280. https://doi.org/10.1080/15391523.2020.1846147
Henning, K., Ey, S., & Shaw, D. (1998). Perfectionism, the impostor phenomenon and psychological adjustment in medical, dental, nursing and pharmacy students. Medical Education, 32(5), 456–464. https://doi.org/10.1046/j.1365-2923.1998.00234.x
Iglesias-Benavides, J. L., Blum-Valenzuela, E., López-Tovar, A. V., Espinosa-Galindo, A. M., & Rivas-Estilla, A. M. (2016). The College Adjustment Scales (CAS) test and recent students’ school performance upon entry into a medical school. Medicina Universitaria, 18(73), 201–204. https://doi.org/10.1016/j.rmu.2016.10.005
Isaeva, G. Sh., & Gabidullina, S. N. (2018). Actual aspects of teaching microbiology in the medical university and training of doctors-microbiologists at the present stage. Bacteriology, 3(2), 51–56. https://doi.org/10.20953/2500-1027-2018-2-51-56 (in Russ.).
Kamyshnikova, L. A., Efremova, O. A., Ivakhno, E. N., & Dubrova, V. A. (2019). Opportunities of using simulators in medical education. Medical Technology. Evaluation and Selection, 3, 46–52. (in Russ.).
Karabinskaya, O. A., Izatulin, V. G., Kolesnikova, O. V., Kalyagin, A. N., & Atamanjuk, A. B. (2010). Influence of personal qualities of students of the first courses on adaptation process in medical higher school. Siberian Medical Journal, 98(7), 71–74. (in Russ.).
Khan, M. W., Lin, D., Marlow, N., Altree, M., Babidge, W., Field, J., Hewett, P., & Maddern, G. (2014). Laparoscopic skills maintenance: A randomized trial of virtual reality and box trainer simulators. Journal of Surgical Education, 71(1), 79–84. https://doi.org/10.1016/j.jsurg.2013.05.009
Krasnoselskikh, T. V., Telnyuk, I. V., & Khudik, V. A. (2020). Prospects of using distance learning in the educational process of a medical university The Teacher of the 21st Century, 3(1), 100–114. https://doi.org/10.31862/2073-9613-2020-3-100-114 (in Russ.).
Lokatkova, O. N. (2012). Social-psychological factors of adaptation of first-year students in higher and average professional educational institutions. Bulletin of Saratov University. New series. Series: Acmeology of Education. Developmental psychology, 1(3), 54–56. (in Russ.).
Meermanova, I. B., Koigel'dinova, Sh. S., & Ibraev, S. A. (2017). State of health of students studying in higher educational institutions. International Journal of Applied and Basic Research, 2(2), 193–197. (in Russ.).
Moghaddasi, H., Rabiei, R., Nazemi, E., Bigdeli, S. H., & Ebrahimpour Sadagheyani, H. (2016). Role of models, approaches and learning theories in the design and production of educational software based on virtual reality techniques and simulation in nursing education: A systematic review. Journal of Urmia Nursing and Midwifery Faculty, 14(4), 300–313.
Okado, Y., Scaramella, C., Nguyen, H. M., Mendoza, B., & Watarastaporn, T. (2021). Psychosocial adjustment of U.S. college students in the early months of the COVID-19 pandemic. Journal of American College Health. https://doi.org/10.1080/07448481.2021.1926268
Osin, E. N., & Leontiev, D. A. (2020). Brief Russian-language instruments to measure subjective well-being: Psychometric properties and comparative analysis. Monitoring of Public Opinion: Economic and Social Changes, 1, 117–142. https://doi.org/10.14515/monitoring.2020.1.06 (in Russ.).
Ovchinnikov, B. V., D'yakonov, I. F., Kolchev, A. I., & Lytaev, S. A. (2005). Fundamentals of clinical psychology and medical psychodiagnostics. ELBI-SPb. (in Russ.).
Rajab, M. H., Gazal, A. M., & Alkattan, K. (2020). Challenges to online medical education during the COVID-19 pandemic. Cureus, 12(7). https://doi.org/10.7759/cureus.8966
Raza, S. A., Qazi, W., & Yousufi, S. Q. (2021). The influence of psychological, motivational, and behavioral factors on university students’ achievements: The mediating effect of academic adjustment. Journal of Applied Research in Higher Education, 13(3), 849–870. https://doi.org/10.1108/JARHE-03-2020-0065
Remtulla, R. (2020). The present and future applications of technology in adapting medical education amidst the COVID-19 pandemic. JMIR Medical Education, 6(2). https://doi.org/10.2196/20190
Rubin, B. G., & Kolesnikov, Yu. S. (1968). Student through the eyes of a sociologist. Publishing House of Rostov University. (in Russ.).
Sadoughi, M. (2018). The relationship between academic self-efficacy, academic resilience, academic adjustment, and academic performance among medical students. Education Strategies in Medical Sciences, 11(2), 7–14.
Samadbeik, M., Yaaghobi, D., Bastani, P., Abhari, S., Rezaee, R., & Garavand, A. (2018). The applications of virtual reality technology in medical groups teaching. Journal of Advances in Medical Education & Professionalism, 6(3), 123–129.
Sandrone, S., & Schneider, L. D. (2020). Active and distance learning in neuroscience education. Neuron, 106(6), 895–898. https://doi.org/10.1016/j.neuron.2020.06.001
Shanks, D., Wong, R. Y., Roberts, J. M., Nair, P., & Ma, I. W. Y. (2010). Use of simulator-based medical procedural curriculum: The learner’s perspectives. BMC Medical Education, 10, 77. https://doi.org/10.1186/1472-6920-10-77
Shcherbakov, S. V., Lev, Ya. B., & Ozhogova, E. G. (2018). Support of adaptation of students of the first rate to training in higher educational institution. Bulletin of Omsk State Pedagogical University. Humanities Studies, 3, 167–170. (in Russ.).
Siomichev, A. V. (1985). Psychological features of the adaptation of students in the field of cognition and communication at a university (Cand. dissertation). Pushkin Leningrad State University. (in Russ.).
Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9). https://doi.org/10.2196/21279
Timofeeva, Yu. N. (2021). Features of the personality adaptability of medical students in different courses of study. University Bulletin, 6, 187–194. https://doi.org/10.26425/1816-4277-2021-6-187-194 (in Russ.).
Walsh, C. M., Sherlock, M. E., Ling, S. C., & Carnahan, H. (2012). Virtual reality simulation training for health professions trainees in gastrointestinal endoscopy. The Cochrane Database of Systematic Reviews, 13(6). https://doi.org/10.1002/14651858.CD008237.pub2
Wang, Y., Peng, H., Huang, R., Hou, Y., & Wang, J. (2008). Characteristics of distance learners: Research on relationships of learning motivation, learning strategy, self‐efficacy, attribution and learning results. Open Learning: The Journal of Open, Distance and e-Learning, 23(1), 17–28, https://doi.org/10.1080/02680510701815277
Xie, Y. J., Cao, D. P., Sun, T., & Yang, L. B. (2019). The effects of academic adaptability on academic burnout, immersion in learning, and academic performance among Chinese medical students: A cross-sectional study. BMC Medical Education, 19, 211. https://doi.org/10.1186/s12909-019-1640-9
Yanichev, D. P. (2006). Cognitive aspects of self-perception of personality traits in patients with neurotic and neurosis-like symptoms (Cand. dissertation). Saint Petersburg State University. (in Russ.).
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
Copyright (c) 2022 Гнедых Д. С., Тихомирова М. А., Яковлева М. В.