FEATURES OF ADAPTATION OF FOREIGN STUDENTS THROUGH PEDAGOGICAL SUPPORT IN A MEDICAL UNIVERSITY
УДК 159.9, 378
Abstract
Introduction: in the context of the internationalization of higher education and the growing number of foreign students in Russian medical universities, the problem of their socio-psychological adaptation is becoming more acute. The high academic load, language barrier, and change in the sociocultural environment create risks of maladaptation and stress, which makes it important to find effective tools for pedagogical support. The purpose of this study is to provide a theoretical framework and empirically identify the features of pedagogical support that contribute to the successful adaptation of foreign students in a medical university. Materials and Methods: the study was conducted at the Novosibirsk State Medical University. The sample consisted of 32 students (16 foreign and 16 Russian). A questionnaire survey, the PSM-25 Psychological Stress Scale (adapted by N. E. Vodopyanova), and the K. Rogers and R. Diamond Social Psychological Adaptation Test were used. Statistical data processing was performed using the Student's t-test. Results: showed that foreign students experience stress almost 10 times more frequently than their Russian peers (59 % vs. 6 % with high levels of stress). Statistically significant differences (p < 0,001) were established: foreign students have lower levels of adaptability and emotional comfort, and higher levels of maladaptation and emotional discomfort. It was proven that foreign students are more likely to use avoidance strategies (escapism) and exhibit an external locus of control. Conclusions: the need to implement a comprehensive system of pedagogical support in a medical university, including psychological support, educational and methodological assistance, and, most importantly, involving students in joint extracurricular activities, has been confirmed. The integration of foreign students into the university's cultural and sports activities is a key factor in reducing maladjustment and fostering a sense of belonging to the university community. The research prospects include the development and implementation of targeted pedagogical support programs at different stages of education.
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