Problems of students' adaptation to the learning process at a university. Problems of psychological adaptation of first-year students to the educational process of a technical school

Agaeva Aytekin Elmanovna, 2nd year master's degree, Tula State Pedagogical University named after. L.N. Tolstoy", Tula [email protected]

Problems of psychological adaptation of first-year students

to the educational process of the technical school

Abstract. The article is devoted to the problem of psychological adaptation of first-year students to the educational process of a technical school. The article talks about the difficulties that first-year students encounter in the adaptation process, about the form of interaction with students. Key words: adaptation, adaptation process, interaction, first-year student.

Adaptation as a person’s adaptation to changing conditions of existence is a key moment of his life. Maladaptation manifests itself in a feeling of internal discomfort, anxiety, a decreased sense of self-worth and self-confidence, which blocks a person’s ability to successfully interact with the environment and can cause mental health problems.

To identify the features of adaptation of first-year students, it is advisable to clarify the understanding of the term in psychological and pedagogical science. Adaptation

this is a set of psychological and physiological reactions of the body that underlie its adaptation to environmental conditions, aimed at maintaining the relative constancy of its internal environment, in which social interaction of the individual, social group and social environment occurs. Siomichev A.V. adaptation means overcoming difficulties in entering a new social environment, establishing intra-group relationships, adapting to new forms of learning.. Regarding the modern understanding of the phenomenon of “adaptation”, it should be noted that it is interpreted not only as a process of adaptation, but also as a process of harmonization in the interaction of subjects and environment. This is the positive significance of adaptation for the successful functioning of an individual in a particular social role.

Researchers distinguish three forms of adaptation of first-year students: 1) formal adaptation, relating to the cognitive-informational adaptation of students to the new environment, 2) social adaptation, i.e. the process of internal integration (unification) of groups of first-year students and the integration of these same groups with the student environment as a whole;

3) didactic adaptation, which concerns the preparation of students for new forms and methods of educational work. It follows that adaptation is the process of a person’s interaction with the environment, as a result of which he develops models and strategies of behavior that are adequate to the changing conditions in this environment.

Adaptation for a first-year student is a productive way out of an adaptive situation when a person correlates his own capabilities and the difficulties that have arisen.

The psychological and pedagogical literature identifies external and internal factors that contribute to the successful psychological and pedagogical adaptation of first-year students in the educational process.

The problem of adaptation is especially relevant for first-year students. A necessary condition for a student’s successful activity is mastering new rules of upbringing and training in a technical school. During the first year of study, a first-year student enters the student body, skills and abilities of rational organization of mental activity are formed, a calling for the chosen profession is realized, an optimal regime of work, leisure and life is developed, professionally significant personality qualities are developed and nurtured. The process of adaptation of a first-year student occurs at the following levels: 1. Adaptation to a new educational system. 2. Adaptation to a change in the educational regime. 3. Entry into a new team. Self-admission to a technical school, inclusion in a new system of relations and a specific learning process cause a special type of difficulties for first-year students. . There is a sharp break in the long-term habitual school stereotype, the nature of interaction with the teacher changes, the student joins a new social community, tries to take a place in this system of relationships, and as a result, relatively low academic performance, difficulties in communication, a decrease in the level of educational motivation, and a mismatch of views may appear on the surface. and beliefs of a personality in the process of formation.

The effectiveness of the adaptation process and the creation of a favorable adaptation period is the primary task of the entire educational process of the technical school and the entire teaching staff involved in working with first-year students. The study of the adaptation process and its management in the technical school is determined by the following aspects.

First of all, this reveals the level of psychological readiness of young people involved in the educational process and makes it possible to predict further personal development. Also, the speedy passage by a student of the adaptation period affects the system of social interactions and relationships, thereby determining the emotional state of a freshman, his resistance to stress and personal development in in general. Having entered a technical school, having become involved in educational activities and a new social system of interpersonal communication, the student involuntarily compares them with school. The new situation requires the freshman to restructure his entire educational activity. Here he is faced with new requirements, with the versatility of the entire student life, when at the same time he has to attend lectures, independently work on literature, master disciplines, and at the same time actively participate in student life.

In the process of adaptation of first-year students to the educational process at the technical school, the following difficulties are revealed: 1. Experiences associated with leaving the school community; 2. Insufficient motivational readiness for the chosen profession; 3. Inability to carry out psychological self-regulation (lack of independent work skills, note-taking, working with primary sources, dictionaries, catalogues); 4. Search for an optimal regime of work and rest in new conditions; 5. Fear of public speaking in front of classmates and authoritative teachers; 6. Socio-economic problems among nonresident students: providing themselves with housing and financial resources, unfamiliarity with the city, lack of emotional support from family and friends .The successful solution of these problems is associated with the introduction of a form of interaction with students that would contribute to more effective adaptation of first-year students at different levels:

educational – adaptation to educational activities;

educational – raising a creatively active and independent personality with a moral position and moral self-knowledge;

Psychological – development of motivation to learn, self-confidence;

interpersonal – ensuring processes of effective interpersonal interaction.

There is no doubt about the specifics of studying in the first year - this is the first of three

four years, transitional after school, it is associated with the formation of a new team. But the most important thing is that it is in the first year that the “student” subpersonality is formed. Such changes occur among first-year students during the year; subsequent years of study do not produce such large changes.

The sharp change in the nature of control of the educational process at the technical school leads to the fact that many students, who were previously accustomed to constant checks from parents and teachers, relax, cannot organize their time and already at the first certification become candidates for expulsion. Thus, it is obvious that one of the possible ways The success of the adaptation process is the solution of problems of efficiency and quality of the educational process during the period of adaptation of first-year students. However, the learning process itself, even at the highest level of its organization, does not adequately ensure the adaptation of students to the specific conditions of the technical school. In this regard, it is appropriate to talk about a combination of factors , ensuring the adaptation process of first-year students:

High-quality and clearly thought-out organization of educational activities for first-year students;

Participation in the process of adaptation of first-year students of student government bodies;

Availability of psychological support for first-year students during the adaptation period (psychological service, scientific laboratory of psychological and pedagogical research);

Involving first-year students in extracurricular activities (scientific and sports work, artistic creativity, etc.)

Links to sources 1. Avdienko G.Yu. The influence of psychological assistance measures for students in the initial period of study on the success of adaptation to the educational environment of the university. Bulletin of Psychotherapy. 2007. No. 24. P. 814.2. Alekhin I.V. Changing the conditions for training students of higher educational institutions and their adaptation in the conditions of transformation of Russian society // Bulletin of the Bashkir University. 2008. No. 2. P. 366368.3. Altynova N.V., Panikhina A.V., Anisimov N.I., Shukanov A.A. Physiological status of first-year students in the conditions of adaptation to studying at a university // In the world of scientific discoveries. 2009. No. 32. P. 99103.4. Ananyev B.G. Personality, subject of activity, individuality. M.: DirectMedia, 2008. 134 p. 5. Andreeva G.M. Social psychology: Textbook for higher educational institutions. M.: Aspect Press, 2003. 363 p. 6. Antipova L.A. Pedagogical technologies for successful adaptation of a student’s personality in the process of studying at a university // Kazan Pedagogical Journal. 2008. No. 2. P. 5256.7. Arkhipova A.A. Adaptation of students as one of the conditions for personal self-realization // Pedagogical Sciences. 2007. No. 3. P. 173177.

Formulation of the problem. A pressing problem of modern psychology is still the problem of social adaptation and personality development. Successful adaptation, according to domestic and foreign scientists, is the most important condition for full human life. The problem of psychological and pedagogical support for first-year students in the process of adaptation to the conditions of study at a university becomes more important every year. The degree to which a student enters the university system of requirements, norms and social relations, adapts to the new educational system, and mode of life determines his further attitude towards academic work, interaction with teachers and peers.

Target The article consists of a theoretical substantiation of the psychological and pedagogical features of the effective adaptation of first-year students to university education.

Basic presentation of the material. Finding himself in a new social environment, a student is faced with various contradictions in interpersonal interaction. The emotional-volitional sphere produces disruptions in the form of increased aggression, anxiety, and frustration. The normal and healthy functioning of a person’s psychological sphere at this stage depends on two factors: the state of the body and the success of the individual’s process of adaptation to the conditions of the new environment.

In V. G. Krysko’s dictionary, the term adaptation has the following meaning - it is the result of the interaction of living organisms and the environment, which leads to their optimal adaptation to life and activity.

In Russian psychology, the problem of studying adaptation was dealt with by such scientists as L.S. Vygotsky, S.L. Rubinstein, B.G. Ananyev, A.N. Leontyev, B.F. Lomov, K.K. Platonov and others.

A significant contribution to understanding the essence of the problem of personality adaptation and its development was made by S. L. Rubinstein and B. G. Ananyev. Developed on the principles of the theory of L.S. Vygotsky's concept of activity gave a new stage in the development of this problem.

Vygotsky suggested that the environment determines the development of the child and has a significant influence on this development.

In foreign psychology, the problem of adaptation was dealt with by such famous psychologists as Z. Freud, E. Erikson, A. Adler, A. Maslow, K. Rogers, and others.

Bandura proposed the idea of ​​individual activity. This idea is that an individual can actively control events, thereby changing the environment that influences his life, he can control conditions and choose the way to react to them.

B. Skinner believed that the success of a person’s actions in various situations is determined by a set of previously studied behavior patterns.

Within the framework of the cognitive approach, based on the theory of J. Piaget, adaptation is considered as a process of mastering the concepts and norms of the society into which the individual finds himself. Thus, the individual subordinates his behavior to the requirements of the society in which he is located at a given moment in time.

The effectiveness of educational processes and mental health, according to V. S. Ilyin and V. A. Nikitin, depend on how quickly and successfully the student adapts to new conditions of the social environment. In this article, socio-psychological adaptation is considered as a result (process) of interaction between the individual and the social environment, which leads to optimal coordination (establishing an optimal balance) of the goals and values ​​of the individual and the group.

The most common difficulty in the early stages of learning is the lack of independent study skills.

Studying the process of adaptation of students, I. Yu. Milkovskaya put forward three blocks of factors that influence the adaptation of a student in the social environment of the university.

She divided them into external and internal:

The first sociological block (age, social status, type of pre-university education), and the second pedagogical block (organization of the environment, material and technical base of the institution, level of teaching skills of teachers) relate to external factors

Milkovskaya classified the third psychological block as internal factors; this group includes individual psychological factors and socio-psychological ones (direction, intelligence, motivation, personal adaptive potential of a first-year student).

V.Yu. Khitskaya identified four categories of factors influencing adaptation:

The first group included factors related to the degree of students’ readiness for educational activities at a university: first of all, the breadth and depth of knowledge of former schoolchildren, professional orientation and interest in the process of acquiring new knowledge.

The second group of factors generalizes individual characteristics of adaptation, for example, the level of social and moral maturity, the level of legal consciousness, individual and personal characteristics of the development of mental processes.

The third group included those factors that are significant for the successful adaptation process: the presence of an institute of supervision, theoretical and methodological training of the teachers themselves, pedagogical and psychological monitoring of the educational process, a personal approach to the student, regardless of performance indicators.

Factors associated with learning and living conditions were separated into a separate group. These are the factors of well-being of intra-group communication, sanitary and hygienic conditions of learning and living, and the factor of the organization of the educational process. These factors made up the fourth group.

Considering university adaptation, V.V. Lagerev identified procedural components in its structure: socio-psychological, activity, psychological.

Socio-psychological adaptation covers the acceptance of a new social role of the student, assimilation of the norms, values ​​and traditions of the educational institution in which he is studying.

The psychological component includes the development of thinking, speech, visual perception, attention, will, and creative abilities.

The activity component is formed by the mechanisms of student adaptation to the educational process, its rhythm, methods and forms of work, acquaintance and familiarization with new types of educational activities.

During the first year, a student team is formed, the skills and abilities of the rational organization of mental activity are developed, the calling to the chosen profession is realized, the optimal regime of work, leisure and life is developed, a system of work on self-education and self-education of professionally significant personality qualities is established.

Young people who have entered a university have poorly developed adaptive capabilities; once they find themselves in a new social environment, they experience both psychological and physical difficulties. Identifying difficulties among students during the adaptation period and identifying ways to overcome them will increase academic activity, academic performance and, accordingly, the quality of knowledge.

Conclusions. Thus, we can consider that socio-psychological adaptation is a complex process of interaction between the individual and the environment, as a result of which the individual correlates his goals and values ​​with the goals and values ​​of the group. Successful completion of the adaptation process by first-year students contributes to the development of skills and abilities in educational activities, awareness of the calling to the chosen profession. Successfully overcoming the difficulties associated with the adaptation process will increase students' activity and interest in cognitive activity, and develop the skills necessary for further professional activity.

Philosophy/2.Social philosophy

Dolgova E.G.

Don State Technical University, Russia

Problems of student adaptation to the learning process at a university

Higher educational institutions are the microenvironment in which a young person, without irreversible negative processes or personal deformation, can move from a child's dependent life to an independent adult. Teaching staff at universities are always concerned with the problems of adaptation of first-year students, developing entire systems to help yesterday’s schoolchildren overcome the contradictions between their existing “capital” and the qualitatively new requirements in the educational institution.

Basically, the socio-psychological adaptation of first-year students to the conditions of the university is described through the concepts of “appropriation”, “entry”, “formation”, “assimilation”, “active inclusion”, “change in social status” and other categories of subject activity. It is defined as the process of bringing the main parameters of social and personal characteristics of students into a state of dynamic compliance with the conditions of the university environment as an external factor in relation to the student. Researchers of the problem of adaptation of first-year students treat it as the initial stage of student integration into the professional and social environment of the university.

The fact of entering a university strengthens a young man’s faith in his own strengths and abilities and gives rise to hope for a full-blooded and interesting life. At the same time, in the 2nd and 3rd years, the question often arises about the correct choice of a university, specialty, or profession. By the end of the 3rd year, the issue of professional self-determination is finally resolved. However, it happens that at this time decisions are made to avoid working in their specialty in the future. According to data cited by V. T. Lisovsky, only 64% of senior students at the four largest universities in St. Petersburg have clearly decided for themselves that their future profession fully corresponds to their main inclinations and interests. There are often shifts in the mood of students - from enthusiastic in the first months of studying at a university to skepticism when assessing the university regime, teaching system, individual teachers, etc.

Quite often, a person’s professional choice is determined by random factors. This phenomenon is especially undesirable when choosing a university, since such mistakes are costly to both society and the individual. Awareness of the wrong choice of a future profession can lead to maladjustment, especially if this awareness comes in senior years of study.

A sharp break in a long-term habitual working stereotype, the basis of which is the psychophysiological phenomenon discovered by I. P. Pavlov - a dynamic stereotype, sometimes leads to nervous breakdowns and stress reactions. For this reason, the period of adaptation associated with breaking previous stereotypes may initially lead to relatively low academic performance and difficulties in communication. For some students, the development of a new stereotype proceeds spasmodically, while for others it occurs smoothly.

Undoubtedly, the features of this restructuring are associated with the characteristics of the type of higher nervous activity, but social factors are of decisive importance here. Knowing the individual characteristics of a student, on the basis of which a system for including him in new activities and a new circle of friends is built, makes it possible to avoid maladaptive syndrome, make the adaptation process smooth and psychologically comfortable..

In the conducted studies of the process of adaptation of first-year students to university, the following main difficulties are usually identified: negative experiences associated with the departure of yesterday's students from the school community with its mutual help and moral support; uncertainty of motivation for choosing a profession, insufficient psychological preparation for it; inability to carry out psychological self-regulation of behavior and activity, aggravated by the lack of habit of daily control of teachers; searching for an optimal mode of work and rest in new conditions; establishing everyday life and self-care, especially when moving from home to a hostel; finally, the lack of independent work skills, the inability to take notes, to work with primary sources, dictionaries, reference books, and indexes.

All these difficulties have different origins. Some of them are objectively inevitable, others are subjective in nature and are associated with poor preparation, defects in upbringing in the family and school. But both of them, under unfavorable circumstances, can become an impetus for socio-psychological or didactic maladjustment.

Social adaptation of students at VU3e is divided into:

a) professional, which means adaptation to the nature, content, conditions and organization of the educational process, development of skills of independence in educational and scientific work;

b) socio-psychological - the individual’s adaptation to the group, relationships with it, development of his own style of behavior.

In other words, “adaptive capacity is understood as a person’s ability to adapt to various environmental requirements (both social and physical) without feeling internal discomfort and without conflict with the environment.”

Adaptation is a prerequisite for active activity and a necessary condition for its effectiveness. This is the positive significance of adaptation for the successful functioning of an individual in a particular social role. Researchers distinguish three forms of adaptation of first-year students to university conditions:

1) formal adaptation, relating to the cognitive and informational adaptation of students to the new environment, to the structure of higher education, to the content of education in it, its requirements, to their responsibilities;

2) social adaptation, i.e. the process of internal integration (unification) of groups of first-year students and integration of these same groups with the student environment as a whole;

3) didactic adaptation related to preparing students for new forms and methods of educational work in higher education.

We repeat that the success of student learning depends on many factors, among which one of the most important is his intellectual development as an indicator of mental activity and attention - a function of regulation of cognitive activity.

Research shows that first-year students do not always successfully master knowledge, not because they received poor training in secondary school, but because they have not developed such personality traits as readiness to learn, the ability to learn independently, control and evaluate themselves, and master their individual characteristics of cognitive activity, the ability to correctly distribute your working time for independent preparation.

Accustomed to daily supervision and control at school, some first-year students do not know how to make basic decisions. They have insufficiently developed skills of self-education and self-education.

It is known that teaching methods at a university differ sharply from school ones, since in secondary school the educational process is structured in such a way that it constantly encourages the student to study, forces him to work regularly, otherwise a lot of bad grades will appear very quickly. Yesterday's schoolchild finds himself in a different environment when he crosses the threshold of a university: lectures, lectures, lectures. When the seminars begin, it turns out that it is also not always possible to prepare for them. In general, you don’t need to learn, decide, or memorize something every day. As a result, an opinion often arises about the apparent ease of studying at a university in the first semester, confidence is formed in the ability to catch up and master everything before the session, and a carefree attitude towards studying arises. The reckoning comes at the session. And then, without passing all the exams, without receiving credits, a student who does not have high performance, self-organization and high motivation simply loses faith in himself and interest in studying.

Many first-year students in the early stages of their studies experience great difficulties due to the lack of independent study skills; they do not know how to take notes on lectures, work with textbooks, find and extract knowledge from primary sources, analyze large amounts of information, and clearly express their thoughts. Adaptation of students to the educational process (according to the study of the regulatory function of the psyche) ends at the end of the 2nd – beginning of the 3rd academic semester.

To develop tactics and strategies that ensure optimal adaptation of a student to a university, it is important to know the life plans and interests of a freshman, the system of dominant motives, the level of aspirations, self-esteem, the ability to consciously regulate behavior, etc. A successful solution to this problem is associated with the development of the psychological service of the university .

Literature:

1. Developmental psychology. Ed. V.S.Mukhina, A.A.Khvostova, M.2000.

2. Vygotsky L.S. Collected Works; In 6 vol. M., 1982

3. Dichev T.G., Tarasov K.E., The problem of adaptation and human health. - M, 1976.

4. Lisovsky V.T. Soviet students. -M.: Higher School, 1990.

5. Pedagogy and psychology of higher education./ Ed. M.V. Bulanova-Toporkova, Rostov-on-Don, Phoenix, 2006.

6. Petrovsky A.V. Problems of personality development from the perspective of social psychology. // Questions of psychology. - 1984. - No. 4. - pp. 15-30

7. Posmovalova G.I. On the factors that determine a person’s adaptive ability // Psychological and socio-psychological features of adaptation of students, Yerevan, 1973.

Studying at a higher educational institution for a modern young person is one of the most important periods of his life, personal growth and development as a specialist with a higher education. Finding ways to successfully adapt to changing social conditions and new activities is a pressing problem for everyone who has crossed the threshold of a university.

The ability to adapt, overcome difficulties, and find one’s place in life is a decisive factor in the successful development of a young person, and in the future, a specialist with a higher education. In universities, the learning process for first-year students is not easy to establish; it is characterized by great dynamism of mental processes and states that are caused by changes in the social environment. In particular, acquaintance with an educational institution for a significant part of young people is accompanied by maladaptation, which is caused by the novelty of student status, increased demands from the teaching staff, tension and a strict training regime, and an increase in the amount of independent work. All this requires the freshman to significantly mobilize his capabilities to successfully enter a new environment and a qualitatively different rhythm of life.

Boys and girls, having graduated from school, move on to a new stage of life. This stage includes a change not only of place of study, place of residence, but also a change of an already established team. Newly graduated students need to get used to it, adapt both to the new group, where they will often have to stay for 5-6 years, and to the new rules and regulations of the university. The characteristics of students are characterized by emotional immaturity, openness, and suggestibility. During this period, it is the environment in which they find themselves that is important to students. Very often, boys and girls with different social levels fall into the same group, namely, provincials and city residents. Based on the above, we can assume that the process of adaptation of first-year students is very significant, complex and long.

There are many definitions of the phenomenon of adaptation. In general terms, adaptation is described as an adaptation necessary for adequate existence in changing conditions, as well as the process of including an individual in a new social environment, mastering the specifics of new conditions. Social adaptation is the process of integrating an individual into a social group, which involves his acceptance of group norms , values, standards, stereotypes and requirements.

Every person experiences several periods of adaptation during his life. He receives his first “adaptation experience” in a kindergarten group, then in the first grade of school. The next “turning point” is the transition from primary school to secondary school and, finally, the moment of professional self-determination comes. The difficulty of adaptation during the transition from general to vocational education lies not only in the change in the social environment, but also in the need to make a decision, the emergence of anxiety about the correctness of self-determination, which for many is identical to finding the meaning of life.

Sociologists distinguish the following stages in the adaptation of the personality of a first-year student and, accordingly, the study group to which he belongs to the socio-cultural environment of the university, which is new to him:

· the initial stage, when an individual or group realizes how they should behave in a new social environment for them, but are not yet ready to recognize and accept the value system of the new university environment and strive to adhere to the previous value system;

· the stage of tolerance, when the individual, group and new environment show mutual tolerance to each other’s value systems and behavioral patterns;

· accommodation, i.e. recognition and acceptance by the individual of the basic elements of the value system of the new environment while simultaneously recognizing some of the values ​​of the individual and group by the new sociocultural environment;

· assimilation, i.e. complete coincidence of the value systems of the individual, group and environment.

There are three blocks of factors that influence adaptation to studying at a university: sociological, psychological and pedagogical.

Sociological factors include the student's age, his social background and the type of educational institution from which he has already completed.

There is a clear tendency - the larger the city, the simpler and less time consuming is adaptation to student life for its resident - university applicant. Meanwhile, the ratio of applicants from different cities (large or medium, small) is changing somewhat in favor of the latter. This is to a large extent due to the development in recent years of branches and representative offices of various state and commercial universities in many large cities. Those applicants from small towns who successfully overcome the difficulties of competitive selection most often find themselves better prepared and more motivated for subsequent studies. It is obvious that for them the main factors in adaptation are not educational or socio-psychological difficulties, but material and everyday ones.

The psychological block contains individual psychological, socio-psychological factors: intelligence, orientation, personal adaptive potential, position in the group.

Whether a student will master knowledge with joy and desire and whether high academic performance will thereby be ensured depends not least on how the relationships will develop within educational groups, between students and teaching staff, between students and the university administration at the initial stage of study.

The pedagogical block of factors influencing adaptation includes the level of pedagogical skill, organization of the environment, and material and technical base.

The main difficulties for first-year students are related to the heavy workload, which we often hear from them themselves. Almost every year the volume of disciplines studied at the university grows. As a result, due to lack of time and the inability of students to independently process the materials they study, they often have to deal with copying from textbooks, and mindlessly; the absence of their own thoughts on the subjects studied, reflected by students, both orally and in writing; almost complete copying of each other's works. Moreover, some thoughtful, independent, competent first-year students do not even understand that they should not rewrite material from some source, but creatively comprehend it and express their own opinion on the problem being studied in their own words. Almost none of the first-year students know that the materials they use from any author must be included in their works as quotations. In this problem, first of all, we are talking about developing in young people the ability to think logically and implement various algorithms, incl. educational tasks and life situations. This should be taught at least in school. Nowadays, higher education is forced and obliged to make its contribution to the solution of this problem.

The roots of the problem of such negative phenomena as crime, alcohol and drug use are associated with the lack of demand for students at the university. A student, especially a first-year student, faces a number of problems related to the conditions of study, living, living, and recreation, and not finding support and help from a teacher, curator, or hostel teacher, he often finds a solution to problems in a company with an antisocial orientation. Hence the drinking of alcoholic beverages, drug use, violation of law and order, violation of academic discipline, and poor academic performance. In essence, young people are forming their own sociocultural environment, with its own “rules” and “orders.”

Good relationships with friends, in the parental family and finding your own family happiness are an important guideline for organizing extracurricular work with first-year students. The necessary assistance and control from adults in the process of adaptation to student life can be realized in closer contacts between student group curators, department management, dean’s office with parents, holding still-familiar parent-teacher meetings, parents’ participation in extracurricular activities for freshmen, etc.

Special work is also necessary to create a favorable socio-psychological climate in student groups. In many ways, the success of student socialization depends on the nature of the relationships between first-year students and the presence in the group of people with whom you can discuss the most difficult personal problems.

Weak and low involvement of students in the general life of the group, faculty, and university is one of the problems for organizers of extracurricular work with them. The main directions of this work may be to increase the number of extracurricular activities, organize sections, circles, clubs, and involve students in scientific work.