Journal articles: 'Adaptation to school'

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Yutkina, O. S. "ADAPTATION REACTIONS OF JUNIOR SCHOOL CHILDREN." Amur Medical Journal, no. 15-16 (2016): 122–24. http://dx.doi.org/10.22448/amj.2016.15-16.122-124.

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ARSLAN, Serhat, and Yasemin YILDIZ. "School Adaptation Problem: Examining Turkish children born abroad." Universal Academic Research Journal 1, no. 1 (December 1, 2019): 1–10. http://dx.doi.org/10.17220/tuara.2019.01.2.

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Vukelic, Marija. "Relations between psychological separation and adaptation of adolescents." Psihologija 39, no. 3 (2006): 277–95. http://dx.doi.org/10.2298/psi0603277v.

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The object of this research is a problem of relations between psychological separation-individuation as well as adaptation to secondary and boarding school and differences in separation and adaptation. Explorative research was performed on the sample of 586 adolescents aged 14-16. The instruments used were: The Psychological Separation Inventory (PSI, Hoffman, 1984), and The Student Adaptation to College Questionnaire (SACQ, Baker & Siryk, 1984). The results showed that adolescents from boarding schools, comparing to those who are not separated from parents during secondary school, have significant higher level of separation of both parents, but discriminate analysis showed that adolescents from boarding schools express nostalgia for their parents and wants more contacts and support from them. Adolescent from boarding school showed general better adaptation, but lower emotional adaptation comparing to not separate adolescents. Discriminate analysis showed that adolescents from boarding schools express low satisfaction with life in boarding school. The results confirm hypothesis of connection between psychological separation from parents and adaptation in adolescence. Canonical correlation analysis showed two statistically significant canonical factors. First factor shows significant connection of lower independence and better adaptation, with 23% explained variance. Second factor indicates connection of lower functional, emotional and attitude independence and better adaptation, with 12% of explained variance. Results are argued in light of theory separation-individuation and importance of meaning of separation from their parents for adolescents for adaptation on request for adaptation on secondary school and boarding school.

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Saffanah, Winin Maulidya, Faizah Ulumi Firdausi, and Paulus Sujianto. "Challenges and Social Adaptation Faced by Orthodox Students in Roman Catholic School." INFERENSI: Jurnal Penelitian Sosial Keagamaan 15, no. 2 (February 13, 2022): 277–304. http://dx.doi.org/10.18326/infsl3.v15i2.277-304.

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Orthodox are a minority group within the minority in Indonesia. Some of theseOrthodox believers have identity as Christian or Catholic, which is also minorityreligions in Indonesia. The adjustments or adaptations made by Orthodox, especially those currently in school, are very interesting and important to learn. For Orthodox students in Malang, the absence of special religious lessons and their status as Christians make them face challenges, especially when studying at Catholic schools. The approach used in this research is qualitative. In particular, the researchers also used a phenomenological perspective in understanding adaptation in this school of Orthodox students. The informant in this study were students who believe in Orthodox and live in Malang. In general, there are no major problems that cause students to clash with other students or schools. Even so, there are problems in the matters of religious ordinances, the sign of the cross, and explaining their status as Orthodoxs. In general, the adaptation happened smoothly because these students were able to suppress their identity as Orthodox followers in the school environment. In addition, the absence of religious instruction in schools can be overcome by religious lessons in the Orthodox church.

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Egorenko, T. A., and O. S. Bezrukavny. "The problem of psychological adaptation of children to the education space." Современная зарубежная психология 5, no. 3 (2016): 59–65. http://dx.doi.org/10.17759/jmfp.2016050306.

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The article presents the study of Turkish and Romanian psychologists aimed at disclosure of factors, affecting the psycho - pedagogical adaptation of students to school and the steps of this adaptation. School adaptation is regarded as a complex and a multi-faceted process, influenced by different spheres of human life. The authors from Turkey mainly discuss factors affecting the adaptation of preschool children to a primary educational level. Romanian researchers consider the difficulties of psycho - pedagogical adaptation of pupils of rural schools to high school, and compare them with their peers, receiving education in cities

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ISHIZU, KENICHIRO, and HIDEO AMBO. "Over-Adaptation and School Adjustment :." Japanese Journal of Educational Psychology 57, no. 4 (2009): 442–53. http://dx.doi.org/10.5926/jjep.57.442.

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Tulegenova, E., T. Gapko, and E. Dalenov. "Adaptation of Higher School Students." FASEB Journal 22, S2 (April 2008): 105. http://dx.doi.org/10.1096/fasebj.22.2_supplement.105.

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Gerganov, Encho, Silvia Varbanova, and Hristo Kyuchukov. "School adaptation of Roma children." Intercultural Education 16, no. 5 (December 2005): 495–511. http://dx.doi.org/10.1080/14675980500378607.

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Brizuela, Bárbara M., and Martha J. García-Sellers. "School Adaptation: A Triangular Process." American Educational Research Journal 36, no. 2 (January 1999): 345–70. http://dx.doi.org/10.3102/00028312036002345.

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Ersoy, Ahmed Fatih, and Ylljet Aliçka. "The Albanian Adaptation of the Science Motivation." European Journal of Language and Literature 4, no. 1 (April 30, 2016): 149. http://dx.doi.org/10.26417/ejls.v4i1.p149-156.

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Motivation is an important factor in learning. The purpose of the study is to adopt SMQ-II in Albanian language and to examine the motivation of secondary school students to learn physics and to report the validity and reliability of the study. The sample was 273 secondary school students from five high schools in Albania. The original questionnaire measures five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The data collected from five high schools was analyzed and similar factor structures were found as in the original questionnaire. Based on the principal component analysis five dimensions for learning physics were found. The Cronbach’s alpha reliability was found to be .894. Physics Motivation Questionnaire, the adopted version of SMQ-II, is a tool to assess secondary school students’ motivation to learn physics.

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Buchanan, Pat S., and Robert P. Scobie. "Confrontation and Adaptation." Academic Therapy 23, no. 3 (January 1988): 315–22. http://dx.doi.org/10.1177/105345128802300320.

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Widodo, Eko, and Syam Rachma Marcillia. "Spatial Adaptation of Intellectual Disability Children in Special Needs School’s Dormitory in Yogyakarta." Jurnal Kawistara 11, no. 1 (May 12, 2021): 45. http://dx.doi.org/10.22146/kawistara.63479.

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Various studies have shown the important roles of spatial environment in shaping behavior and cognitive processes. However educational buildings are often not well designed for this specific purpose. This is especially the case with school dormitory for special need schools. The unavailability of school dormitory planning standards has an impact on variations in the building’s diverse physical settings. The daily activities carried out in the dormitory still found the use of one space for several types of activities. This has an impact on the density level, which further requires spatial adaptation that will be implemented by the residents. This study aims to find out spatial adaptation in three different physical settings of special needs school dormitories with the focus of observation being children with intellectual disabilities. The research method is based on a behavior mapping - place centered mapping approach. As the result, this research shows that there are variations in different spatial adaptations in responding to each of the physical setting conditions of the dormitory. The form of spatial adaptation involves changes in the physical setting and behavior, namely adjustment, reaction, and withdrawal. Furthermore, this type of spatial adaptation has different ways in achieving the ideal conditions of activities carried out in the physical setting of the dormitory.

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Maklakova, Olga A., Darya A. Eisfeld, and Nina V. Zaitseva. "Assessing adaptation capabilities in primary school children attending schools with different educational processes." Hygiene and sanitation 100, no. 5 (June 15, 2021): 495–500. http://dx.doi.org/10.47470/0016-9900-2021-100-5-495-500.

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Introduction. Innovative teaching and learning systems involve intensification of the educational process and greater academic loads; it results in the exertion of adaptation systems in a body, especially when it comes to primary school children. Purpose of the study. Our research goal was to assess peculiarities of adaptation capabilities in primary school children who attended schools with different educational processes. Material and methods. To study peculiarities of adaptation capabilities in primary school children, we performed a clinical examination of 183 children (51.4% boys and 48.6% girls, the average age being 9.51±0.17) who attended a lyceum (group A), a school with advanced studies of physics and mathematics (Group B), and an ordinary secondary school (Group C). We also analyzed how intense educational loads were in all three educational establishments. Children’s adaptation capabilities were assessed as per functional parameters of their cardiovascular and vegetative nervous systems and catecholamines’ contents in blood. Results. The entry-level secondary schools tend to have more intense educational processes. We established that primary school children who attended a lyceum faced 1.5 times greater intellectual and sensory loads; children who attended a school with advanced studies of physics and mathematics had educational loads that were 1.3-1.4 times more monotonous than in other establishments; children who attended an ordinary school had to bear 1.8 times higher emotional loads. ⅔ primary school children had exertion of functional reserves in their cardiovascular system caused by a longer educational load duration. 36% of primary school children who attended a school with advanced studies of physics and mathematics had tension in their adaptation mechanisms caused by monotonous educational loads combined with lower noradrenalin contents in blood. Those children also ran up to 4.9 times higher risks of adaptation mechanism exertion. 48.5-56.7% of children who attended a lyceum and an ordinary school had vegetative imbalance that became apparent via activated adaptation-trophic influence promoted by the sympathetic section in the vegetative nervous systems and related to the duration of learning activities. Conclusion. Intensification of the educational process results in disorders of compensatory-adaptation mechanisms in primary school children.

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Su, Aoxue, Wei He, and Taichao Huang. "Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis." Sustainability 11, no. 24 (December 5, 2019): 6942. http://dx.doi.org/10.3390/su11246942.

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This study aimed to quantitatively determine the sociocultural adaptation profiles of ethnic minority senior high school students in mainland China. A large-scale questionnaire survey of 1873 Grade 12 students from 31 interior ethnic boarding schools throughout China was conducted. Through exploratory and confirmatory factor analyses, the underlying structure of the sociocultural adaptation questionnaire was uncovered as consisting of three domains and six factors: General adaptation (daily life and school management), academic adaption (learning strategies and learning self-efficacy), and interaction adaptation (interethnic contact and cultural identity). By performing latent class analysis, four distinct sociocultural adaptation profiles of students were distinguished: The well-adapted group (28.0%), the general adaptation group (31.0%), the interaction adaptation group (24.4%), and the maladaptation group (16.6%). The results of chi-squared and variance analyses showed that the sociocultural adaptation profiles of ethnic minority senior high school students were significantly related to sociodemographic variables, such as ethnicity, class organization, hometown location, and family socioeconomic status. These profiles can be used to evaluate changes in ethnic minority students’ sociocultural adaptation and will contribute to the perfection of the ethnic minority boarding school system and the ultimate realization of inclusive and equitable quality education in China.

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Mccaslin, Mary, Christine C. Vriesema, and Susan Burggraf. "Making Mistakes: Emotional Adaptation and Classroom Learning." Teachers College Record: The Voice of Scholarship in Education 118, no. 2 (February 2016): 1–46. http://dx.doi.org/10.1177/016146811611800205.

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Background We studied how students in Grades 4–6 participate in and emotionally adapt to the give-and-take of learning in classrooms, particularly when making mistakes. Our approach is consistent with researchers who (a) include cognitive appraisals in the study of emotional experiences, (b) consider how personal concerns might mediate situational experiences, and/ or, (c) examine the interplay of emotion generation and regulation in emotional adaptation. Purpose of Study Our aim was to better understand how students think, feel, and cope— their emotional adaptation—when making mistakes in the pursuit of classroom learning and how this might impact their relationships with peers. We explored the possibility of individual and contextual differences in students’ emotional adaptation dynamics and considered how they might uniquely coregulate students’ coping with making mistakes in classrooms. Participants Participants were fourth- through sixth-grade students who attended one of five schools within a single district. Schools were labeled as relatively high or moderate in poverty density, defined by the percentage students receiving free or reduced lunch support. Research Design Students’ self-conscious emotions and coping strategies were measured with the School Situations (SS) inventory, a pencil-and-paper measure of children's self-conscious emotions in three classroom social/instructional contexts: private, small group, and whole class. SS assesses how students experience (generate) and cope with (regulate) self-conscious emotions (guilt, pride, shame) in response to situations they commonly encounter or witness in classrooms. SS was administered in November and again in May after students completed a mathematics pretest and posttest, respectively. Findings Findings revealed the importance of context—cultural (poverty density), social (classroom social/instructional format), and personal (readiness)—in the coregulation of students’ self-conscious emotions and coping. It is difficult for students with fewer resources (due to school poverty density or readiness to learn) to cope with negative emotions when making mistakes and to realize pride upon success. Further, an exploratory factor analysis based on students who participated at both pretest and posttest revealed five unique emotional adaptation subscales—Distance and Displace, Regret and Repair, Inadequate and Exposed, Proud and Modest, and Minimize and Move On—that are relatively stable across the school year and linked with readiness and learning. Conclusions The stability of students’ emotional adaptation profiles suggests that students develop characteristic emotional adaptations to classroom learning demands. Further, the modest strength of these relationships supports the conclusion that students’ emotional adaptations are malleable and open to intervention.

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ŠAFRÁNKOVÁ, Jana Marie, Martin ŠIKÝŘ, and Renata SKÝPALOVÁ. "Managing teacher turnover in regional schools." ADMINISTRATIE SI MANAGEMENT PUBLIC, no. 37 (November 29, 2021): 103–16. http://dx.doi.org/10.24818/amp/2021.37-07.

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Employee resourcing comprising employment activities such as human resource planning, employee recruitment, selection, and adaptation, or retention planning and managing employee turnover seems to be a critical function of school management. It enables school managers to ensure the school has quality teachers and other employees it needs to achieve the expected objectives of the school. The biggest challenges of school managers in employee resourcing involve retaining teachers and dealing with teacher turnover. Based on the example of Czech regional schools, the article aims to discuss the current challenges of school managers in employee resourcing in regional schools and define possible ways to deal with the issue of retaining teachers and teacher turnover. The article applies findings of the authors' questionnaire survey on the practice of employee resourcing in Czech regional schools with the focus on the teachers' adaptation as a critical tool for retaining teachers. The authors' questionnaire survey was carried out in the second half of the school year 2018/2019 and in the first half of the school year 2019/2020. The respondents included managers of Czech preschools, elementary schools, and high schools. The answers were obtained from 19% of schools (116 out of 600 addressed schools). The findings show that surveyed regional schools can successfully deal with the challenges in employee resourcing, however, they should apply a more systematic approach, especially to the teachers' adaptation that could help them to deal with the challenge in retaining teachers and reducing the teacher turnover.

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Konstantinov, Vsevolod V., and Natalya A. Mali. "Adaptation of forced migrant children in general educational institutions: a case study of primary school-aged children from Ukraine." RUDN Journal of Psychology and Pedagogics 17, no. 2 (December 15, 2020): 273–87. http://dx.doi.org/10.22363/2313-1683-2020-17-2-273-287.

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The unstable situation in the modern world leads to an ever-increasing number of forced migrants in Russia from different regions. In most cases, forced migration is a critical, traumatic, extreme and frustrating situation. The events in Ukraine caused the emergence in Russia of forced migrants, including school-aged children, who were given the opportunity to continue their education in Russian schools. It can be assumed that the stressful traumatic situation, in which these children found themselves, negatively affected their physical and mental state, which in the future may affect the process of their school adaptation. Studying the specifics of the school adaptation of children who experienced the stressful traumatic situation of forced migration at the stage of primary general education, it is possible to solve the problem of organising adaptation measures in a general educational institution. The aim of the research was to study the specifics of the adaptation of forced migrant children in general educational institutions (through the example of primary school-aged children from Ukraine). The study involved 241 children, of whom 121 were permanent residents of Penza studying in local educational institutions and 120 were forced migrant children from Ukraine who began their studies in Penza schools. To identify the indicators of the emotional and social-psychological components of their school adaptation, the “Draw-A-Non-Existent Animal” and “DrawA-Family” tests were used; and E. Wagner’s “Hand Test” was used for diagnosing aggressiveness. It was revealed that the school adaptation of forced migrant children from Ukraine as compared with that of their Russian peers has certain specific features, which are more evident in the characteristics of its emotional and social-psychological components. The results of the study can be used in organizing psychological and pedagogical support for forced migrant children during the process of their school adaptation.

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Lee, Chang Seek, Mi Hee Shin, Jong Min Koh, Hyo Kwon Ahn, Kyung Suk Kim, and Ha Young Jang. "Factors that affect adolescents’ school adaptation." Indian Journal of Public Health Research & Development 9, no. 9 (2018): 409. http://dx.doi.org/10.5958/0976-5506.2018.01033.1.

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Harrison, Barbara. "Manokotak: A Study of School Adaptation." Anthropology & Education Quarterly 17, no. 2 (June 1986): 100–110. http://dx.doi.org/10.1525/aeq.1986.17.2.04x0575c.

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Lazarenko K. P., Chekhovskaya I.M., Zavgorodniy I. V. ,. "Diagnostics of school adaptation in children with special needs." Inter Collegas 3, no. 3 (December 9, 2016): 142–45. http://dx.doi.org/10.35339/ic.3.3.142-145.

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The article deals with the problem of school adaptation of elementary school pupils studying in specialized boarding schools for children with special needs and musculoskeletal disorders. The article studies special materials and methods for diagnosis of school desadaptation. The authors presented the findings of the research identifying the peculiarities of school desadaptation diagnosis.Key words: сhildren with special needs, school adaptation, specialized boarding school, elementary school children with musculoskeletal disorders. АнотаціяДіагностика шкільної адаптації дітей з особливими потребами. Завгородній І.В., Лазаренко К.П., Чеховська І.М. У статті розглядаються проблеми шкільної дезадаптації дітей з патологією опорно-рухового апарату, що навчаються у спеціалізованому начальному закладі. Описані методики для визначення рівня шкільної адаптації першокласників. Надані результати проведених досліджень серед учнів першого класу спеціалізованого навчального закладу.Ключові слова: діти з особливими потребами, шкільна адаптація,спеціалізований навчальний заклад,першокласники, захворювання опорно-рухового апарату. АннотацияЗавгородний И.В., Лазаренко К.П., Чеховская И.М.Диагностика школьной адаптации у детей с особыми потребностями. В статье рассматриваются проблемы школьной дезадаптации детей с патологией опорно-двигательного аппарата, обучающихся в специализированном учебном заведении. Описанны методики для определения уровня школьной адаптации первоклассников. Представлены результаты проведенных исследований среди учащихся первого класса специализированного учебного заведения.Ключевые слова: дети с особыми потребностями, школьная адаптация, специализированное учебное заведение, первоклассники, заболевания опорно-двигательного аппарата.

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Bezrukavny, O. S. "Problems of Psychological and Pedagogical Adaptation of Students in Transition to the Main School." Psychological-Educational Studies 10, no. 3 (2018): 1–11. http://dx.doi.org/10.17759/psyedu.2018100301.

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The article deals with the problems of psychological and pedagogical adaptation of students to the main school. Approaches to the problem of adaptation processes by representatives of different psychological schools are compared. The data of research of a level of psychological and pedagogical adaptation of students during transition from primary to basic school are given. The main theoretical approaches to the problem of psychological and pedagogical adaptation in domestic and foreign scientific literature are revealed. The article correlates the data obtained by diagnostic methods and the method of conversation and analysis of educational documentation. The author gives their conclusions concerning educational and non-educational factors that can influence the success of psychological and pedagogical adaptation of students. The article offers a discussion of the results obtained. The article draws conclusions about probable causes of psychological and pedagogical adaptation difficulties for students in the main school and possible ways out of the psychological and pedagogical disadaptation zone.

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Kim, Sunghyun, and Byunghwan Lee. "Relationship between tolerance of school violence adolescents and school adaptation." Korea Association of Yeolin Education 24, no. 2 (May 18, 2016): 221–40. http://dx.doi.org/10.18230/tjye.2016.24.2.221.

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Baymurzaeva, G. B. "The Linguistic Features of Migrant Children’s Adaptation." Psychological-Educational Studies 8, no. 4 (2016): 166–73. http://dx.doi.org/10.17759/psyedu.2016080416.

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The official registration in Russia gives the right to receive education in Russian schools. However, the admission of a migrant child to school is only the first step. Modern Russian school has faced the problem of integrating migrant children to the Russia educational area. One of the main obstacles to integration is that immigrants speak little Russian or not to speak it at all, while the Russian language is the main medium for migrant children to adapt to the Russian society. This article considers the question of language adaptation of children in order to ensure the required minimum of the command of the language so as to create equal opportunities for further education.

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Sholokhova, Elizaveta Nikolaevna, Elena Valerievna Kazakova, and Lyudmila Vladimirovna Sokolova. "Psychological component of school adaptation of first-graders in the conditions of modern educational establishments of various types." Психолог, no. 5 (May 2020): 33–44. http://dx.doi.org/10.25136/2409-8701.2020.5.33806.

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The subject of this research is the psychological component of school adaptation among first-graders of public and sanatorium-based boarding schools. The author describes and compares the characteristics of psychological component of school adaptation. The goal consists in determination of peculiarities of the psychological component of school adaptation of elementary school students in the modern educational establishments of various types. The research involved 110 first-graders 7-8 years old (56 girls and 54 boys). The sampling is aligned by gender, age, and school. Research methodology contains the following projective techniques: ”Little Houses” by A. O. Orekhova; “Faces” by N. V. Lukyanchenko and T. L. Yadryshnikov; “House-Tree-Person” by J. Buck, with symptom complexes formulated by Bieliauskaitė. The method of descriptive statistics revealed that the majority of first-graders of sanatorium-based boarding school demonstrate negative emotions, insecurity, anxiety, lack of confidence in themselves,  inferiority feeling and depressiveness; while the majority of children of public schools experience emotional maladaptation, emotional tension towards mastering school subjects. Using Mann–Whitney U test, the author determines that the students o sanatorium-based boarding school much rarely demonstrate emotional towards school activity; emotional maladaptation is more characteristic to the students of public schools. The research materials are applied in educational process by the pedagogues, psychologists, and school administrations for determining the individual and differentiated approach towards students; as well as in a cycle of scientific and practical seminars for school pedagogues and parents of the students.

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Kosina, Nataliia V., and Anna V. Radkevich. "Characteristics of professional adaptation of correctional school teachers." Pediatrician (St. Petersburg) 11, no. 2 (June 8, 2020): 101–8. http://dx.doi.org/10.17816/ped112101-108.

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Training and education of children with physical and mental health problems makes a number of requirements for teachers working in various correctional medical institutions. These specialists must have a high level of adaptive characteristics allowing combining up-to-date pedagogical methodology with individual approach, taking into account the current state of the child. As a result of applying complex experimental psychological techniques we managed to identify specific features of correctional teachers adaptive characteristics (when comparing with public school teachers), namely: low level of activity and optimism, insufficient adaptive strategy to cope with stress characterizing maladaptive personality types. There were also a lot of negative organizational factors affecting the process and result of professional activity: a lot of work, unauthorized persons at the lessons, interaction problems with parents, insufficiency of pupils independent work, need for individual explanation, lack of real results in teachers activity. Teachers working in correctional schools and having an average level of social and psychological adaptation give a lower evaluation of various aspects in professional activity. They have a pronounced value of psychological and physiological professional maladjustment shown in somatic, emotional and social spheres as well as motivation decrease in their professional activity. Correctional school teachers have a high degree of professional burnout and their emotional exhaustion and depersonalization are more pronounced.

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Graur, Marina V. "Psychological Meaning of the Concept «School Adaptation»." Ser. Educational Acmeology. Developmental Psychology 5, no. 3 (September 24, 2016): 211–14. http://dx.doi.org/10.18500/2304-9790-2016-5-3-211-214.

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Hatzichristou, Chryse, and Diether Hopf. "School Adaptation of Greek Children after Remigration." Journal of Cross-Cultural Psychology 26, no. 5 (September 1995): 505–22. http://dx.doi.org/10.1177/0022022195265004.

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Varich, L. А., and Yu V. Sorokina. "PSYCHOPHYSIOLOGICAL ADAPTATION FEATURES OF PRIMARY SCHOOL PUPILS." Bulletin of Kemerovo State University, no. 2 (June 29, 2017): 117–22. http://dx.doi.org/10.21603/2078-8975-2017-2-117-122.

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The article presents the studying of psychophysiological adaptation features results of primary school age pupils, enrolled in innovative educational institution. Comprehensive survey of elementary school students, which was held during two years of study (the first to the second year of study), presupposed a research of psychophysiological indicators and assessment of the regulatory systems of the body. It was found that by the second year of study the students are improving developmental quotient of cognitive performance by increasing the pressure in the cardiovascular system regulation. Those students who had low performance indicators in the beginning of the education program showed more prominent dynamics of psycho-physiological functions during the two years of study, compare to their peers with ‘good" or "excellent" marks. The boys had greater dynamics in the amount of attention compared to girls. Adaptation process of students with high academic performance, accompanied by increased sympathetic activity in heart rate regulation, is accompanied by a greater physiological "cost" that the body pays for the effectiveness of implemented activities.

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Nikulina, A. "ENHANCEMENT OF FRESHMEN’S ADAPTATION TO HIGH SCHOOL." Human Sport Medicine 19, S1 (August 17, 2019): 68–76. http://dx.doi.org/10.14529/hsm19s109.

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Aim. The article deals with studying the effect of a complex selenium-containing compound and physio disease-preventing means on the enhancement of biochemical indicators in freshmen living in a selenium-deficient area. Materials and methods. We conducted 12 longitudinal studies with the students of the first and second year studying at Chuvash Universities (n = 180). Selenium concentration in blood serum was established with the help of fluorometry performed according to Golubkina’s interpretation (Fluorat-02-2M). The activity of lipid peroxidation (c.u.) and antioxidant system (c.u.) was studied using induced chemiluminescence (Biochemiluminometer БХЛ-06). Results. The use of Selenes+ together with a disease-preventing photochrome session is accompanied by antioxidant, metabolic, and hemopoietic effects manifested in the increase of antioxidant activity and selenium concentration by 31.1 and 62.5 %, respectively, and the decrease of lipid peroxidation by 4.1–19.7 % compared to control values. The use of Selenes+ together with exercises contributes to less pronounced stress in the cardiovascular system both during the study and exam periods. Conclusion. Therefore, selenium correction of body adaptation with respect to a biogeochemical specifics of a region normalizes the balance between prooxidant and antioxidant elements of the antioxidant protection system and provides an accelerated shift from short-term to long-term adaptation.

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Bourcet, Claude. "Self-evaluation and school adaptation in adolescence." European Journal of Psychology of Education 13, no. 4 (December 1998): 515–27. http://dx.doi.org/10.1007/bf03173102.

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Lakhvich, Yulia F. "CHALLENGES IN SCHOOL ADAPTATION AMONG ADOPTED CHILDREN." Problems of Psychology in the 21st Century 9, no. 2 (December 20, 2015): 64–65. http://dx.doi.org/10.33225/ppc/15.09.64.

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The essential, if not the dominant part of a child’s life, takes place in the school environment as well as an adult’s life is spent at work. Therefore, a good relationship at school community and academic achievements are important for a child’s general psychological well-being. In addition, aspiration to estimate a child’s success on its progress at school is traditional. Perhaps, the most popular questions a child is asked by adults are the ones like, ”How are you doing at school?”, ”How is your study?”, "What are your favorite subjects?", etc. The comparative research of the adaptation process among Belarusian adoptive and biological families allowed us to obtain some information on how parents from both groups evaluate the academic performance of their children, to what extent they are concerned about this issue and how children’s school adaptation actually proceeds. The main research group involved 64 adoptive mothers and 50 adoptive fathers. The control group consisted of 62 biological mothers and 49 biological fathers. All parents responded to the specially designed questionnaire. The study has shown that the vast majority of adoptive fathers (81%) consider that their children are generally good (or even very good) at learning. Only 19% of them note that the children cope with their studies not too well (or even too bad). The same trend is observed in adoptive mothers’ responses. However, they are generally more critical about their children’s academic performance. Thus, while 73% of adoptive mothers believe in school successes of their children, 27% of them indicate that children are not too good (or even very bad) at learning.

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Маркова, И. И. "Fifth-year Students’ Adaptation to Secondary School." Психолого-педагогический поиск, no. 4(60) (February 8, 2022): 22–33. http://dx.doi.org/10.37724/rsu.2021.60.4.002.

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В статье рассмотрены особенности адаптации современных пятиклассников при переходе из начальной школы в основную.В понимании детства, по мнению автора, важно сопоставление характеристик детей современности и прошлого, поэтому в статье сравниваются адаптационные процессы пятиклассников 2006 и 2020 годов.Сравнительно-исторические исследования необходимы для четкого понимания того, как со временем изменяется отношение обучающихся к школе и учебной деятельности, их школьная мотивация, система межличностных отношений, чтобы выявить проблемы, а также ресурсы, новые возможности современных детей и проектировать адресные и точные маршруты их психолого-педагогического сопровождения.Гипотеза исследования заключается в предположении о том, что социально-психологическая адаптация к среднему звену школы у современных пятиклассников, по сравнению со сверстниками 2006 года, протекает сложнее, и имеет специфические особенности, которые выражаются в сниженном уровне учебно-познавательной мотивации и менее эмоциональном отношении к школе, доминировании низкого уровня школьной тревожности, противоречивости чувств, переживаемых в школе.Адаптационный процесс современных пятиклассников при переходе из начальной школы в среднее звено сопровождается высоким уровнем фрустрации, потребности в достижении успеха, страха не соответствовать ожиданиям окружающих, переживаниями усталости, беспокойства, сомнений, тревоги за будущее, гнева, свойственными социальному стрессу. У большинства из них средний уровень эмоционального отношения к учению с несколько сниженной познавательной мотивацией. В связи с этим изучение особенностей и динамики основных критериев адаптированности современных пятиклассников является актуальным и необходимым для повышения эффективности психолого-педагогического сопровождения данного процесса педагогами, психологами, родителями. The article treats some peculiarities of contemporary fifth graders’ adaptation to secondary school.The author maintains that contemporary schoolchildren are different from schoolchildren of the past. The article, therefore, compares adaptation problems experienced by fifth-year students in 2006 and adaptation problems experienced by fifth-year students in 2020.Comparative-historical analysis enables one to investigate students’ attitude to school and studying, to explore their learning motivation, to compare communication problems experienced by modern students and pupils who attended school decades ago. Comparative-historical analysis enables a researcher to investigate resources and opportunities available to contemporary students in order to design individual learning itineraries and provide psychological and pedagogical support for all students.The hypothesis of the research is that social and psychological adaptation of contemporary fifth-year students to secondary school is different from adaptation of fifth-year students in 2006. Contemporary fifth graders experience more problems, their adaptation to school is a more complicated process, they have lower learning motivation and are less emotionally attached to their school, they are less anxious about their academic achievement, they experience more controversial emotions associated with their school and studying.Contemporary fifth graders experience excessive frustration, they want to be academically successful, they fear lest they should not meet expectations of others, experience fatigue, anxiety, doubt, uncertainty about the future, anger associated with social stress. The majority of students have low academic motivation and are not highly emotional about their studies. The investigation of the peculiarities of contemporary fifth graders’ adaptation to secondary school is relevant and is a prerequisite to ensuring effective psychological and pedagogical support.

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김윤경. "A Study of a Beginner Elementary School Teacher’s Adaptation to School." CNU Journal of Educational Studies 36, no. 3 (November 2015): 193–219. http://dx.doi.org/10.18612/cnujes.2015.36.3.193.

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Tanaka, Otona, Haruyuki Ishikawa, Manami Maekawa, Fumiaki Kitamura, and Motoko Matsuura. "The support to students with school refusal in school adaptation classroom." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): SS—079—SS—079. http://dx.doi.org/10.4992/pacjpa.79.0_ss-079.

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Choi, Hyo-Jin, Soo-Woen Lim, and KiNam Kwon. "The school Days Adaptation Process of High School Drop-out Athletes." Korean Society for the Sociology of Sport 21, no. 3 (September 2008): 609–24. http://dx.doi.org/10.22173/jksss.2008.21.3.609.

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李, 嘉悦. "A Review on the Study of High School Students’ School Adaptation." Advances in Psychology 09, no. 10 (2019): 1730–34. http://dx.doi.org/10.12677/ap.2019.910210.

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Gore, Susan, Stacey Kadish, and Robert H. Aseltine. "Career Centered High School Education and Post-High School Career Adaptation." American Journal of Community Psychology 32, no. 1-2 (September 2003): 77–88. http://dx.doi.org/10.1023/a:1025646907466.

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Cokuk, Kayahan, and Ishak Kozikoglu. "School adaptation problems of primary school students in mixed-age classrooms." Research in Pedagogy 10, no. 1 (2020): 13–31. http://dx.doi.org/10.5937/istrped2001013c.

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Spees, Lisa, Krista M. Perreira, and Andrew Fuligni. "Family Matters." Journal of Family Issues 38, no. 4 (July 9, 2016): 457–79. http://dx.doi.org/10.1177/0192513x16646592.

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As primary agents of socialization, families and schools can powerfully shape the academic adaptation of youth. Using data from the Social Identification and Academic Adaptation studies, we compare the family and school environments of Latino high school seniors living in a new destination, North Carolina, with those living in an established destination, Los Angeles. We then evaluate how family and school environments influence their educational aspirations, expectations, and performance. We find that parents’ achievement expectations promote Latino youths’ academic success, while perceived future family obligations inhibit them. Additionally, we find that schools remain essential in promoting Latino immigrant youths’ achievement by providing a supportive and safe learning environment. Discrimination in schools and the broader community is associated with lower educational expectations and aspirations but not lower academic performance.

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Fatih Ersoy, Ahmed, and Ylljet Aliçka. "The Albanian Adaptation of Physics Attitude Test: Validation with 10th Grade Students." European Journal of Social Sciences Education and Research 6, no. 2 (April 30, 2016): 88. http://dx.doi.org/10.26417/ejser.v6i2.p88-96.

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Attitude is an important factor in learning. The purpose of the study is to adopt a Turkish attitude test in Albanian language, to examine the secondary school students’ attitude towards Newton’s Laws of Motion, and to report the validity and reliability of the study. The sample was 387 secondary school students from five high schools in Albania. The original questionnaire measures five attitude components, which are enjoyment, self-efficacy, importance of physics, achievement-motivation, and interest related behavior. The data collected from five high schools was analyzed and similar factor structures were found as in the original questionnaire. Based on the principal component analysis five dimensions for learning physics were found. The Cronbach’s alpha reliability was found to be. 75. Physics Attitude Test, is a tool to assess secondary school students’ attitude towards Newton’s Laws of Motion. : Physics, Secondary School Science, Newton’s Laws of Motion, Attitude, Education, Science, Assessment, Albanian, Fizika, Lëndet shkencore në shkollat e mesme, Ligjet e Njutonit, Qëndrim, Edukimi, Shkencë, Vlerësim, Shqip.

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Tsukawaki, Ryota. "Relationship between humor and school adaptation among elementary school and junior high school students." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2AM—2–039–2AM—2–039. http://dx.doi.org/10.4992/pacjpa.78.0_2am-2-039.

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Karabanova, O. A. "The Role of Family and School in Securing Psychological Well-Being of Primary School Children." Психологическая наука и образование 24, no. 5 (2019): 16–26. http://dx.doi.org/10.17759/pse.2019240502.

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The paper reviews the age spicific form of psychological well-being in primary school age as the result of the acquisition of a new social position and role of student that, according to C. Ryff, is the essence of psychological adaptation of the child to school. The research was aimed at exploring the conditions of psychological adaptation to school in chidlren as a process that promotes psychological well-being at this age. The research goals were as follows: to explore the character and dynamics of school adaptation in first-graders; to compare the notions of successful adaptation in teachers and parents; to study the relationship between successful psychological adaptation to school and a) the features of the internal position of student, b) the type of parenting style. The sample consisted of 122 first-graders (7—8 years old) and 110 parents. It was empirically proven that all components of psychological well-being in primary school children, namely: positive relations in the form of cooperation in joint educational activities with the teacher and peers; self-acceptance represented in the form of internal position of student as self-identification with the social role of the student; competence as mastering the means of learning activity and autonomy as an independent implementation of the latter; important goals in the form of meaningful acceptance of learning objectives; personal growth, expressed in the content and pace of individual progress in personal and metacognitive development — all these are determined by the psychological readiness of teachers and parents to transform their relationships with the child and to establish adequate forms of educational cooperation. It is argued that disharmonious types of parenting styles interfere with the child’s psychological adaptation to school.

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Shumakov, Vadim Anatolevich, Darya Aleksandrovna Dubrovina, and Anna Vladimirovna Platonova. "SOCIAL AND PSYCHOLOGICAL ADAPTATION OF YOUNGER SCHOOLCHILDREN TO THE LEARNING ENVIRONMENT AS A FACTOR OF THEIR EMOTIONAL WELL-BEING." Психология. Психофизиология 12, no. 4 (January 15, 2020): 63–70. http://dx.doi.org/10.14529/jpps190407.

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Abstract: The article considers the phenomenon of socio-psychological adaptation of younger schoolchildren to learning at school. In this period, the usual daily routine changes, children are forced to obey the rules of school life, fulfilling the requirements of the teacher. Aim. The purpose of the article is to identify the role of socio-psychological adaptation of first graders to schooling in the formation of their emotional well-being. Materials and methods. 107 first-graders, including 42 boys and 65 girls, aged from 7 to 8 years (average age 7.5 ± 0.5 years) participated in the study. The following psychodiagnostic techniques were used: the technique "Ladder" (V.G. Schur) assesses the level of emotional well-being; “School drawing” methodology, which determines the attitude of a first-grader to school and the level of school anxiety; diagnosis of school anxiety (A.M. Prikhozhan) between children, communication with an adult and a teacher. Mathematical and statistical processing is carried out using Spearman's rank correlation coefficients, cluster analysis, qualitative analysis of research results. The calculations were performed using SPSS Statistics v. 17.0. Results. Three levels of socio-psychological changes were revealed: a high level of adaptation (n = 52) – primary classes with an emotionally favorable attitude to school, an average level of adaptation (n = 35) – students with an emotionally neutral attitude to school, a low level of adaptation (n = 20) – students with an emotionally negative attitude towards school. Conclusion. Younger schoolchildren with different indicators of socio-psychological adaptation differ in terms of emotional well-being. It is proved that with a high level of adaptation, first-graders show an emotionally favorable attitude towards school, with an average level of adaptation – an emotionally neutral attitude towards school, and with a low level of adaptation – an emotionally negative attitude towards school.

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King, Marissa D., Jennifer Jennings, and Jason M. Fletcher. "Medical Adaptation to Academic Pressure." American Sociological Review 79, no. 6 (October 13, 2014): 1039–66. http://dx.doi.org/10.1177/0003122414553657.

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Despite the rise of medical interventions to address behavioral issues in childhood, the social determinants of their use remain poorly understood. By analyzing a dataset that includes the majority of prescriptions written for stimulants in the United States, we find a substantial effect of schooling on stimulant use. In middle and high school, adolescents are roughly 30 percent more likely to have a stimulant prescription filled during the school year than during the summer. Socioeconomically advantaged children are more likely than their less advantaged peers to selectively use stimulants only during the academic year. These differences persist when we compare higher and lower socioeconomic status children seeing the same doctors. We link these responses to academic pressure by exploiting variation between states in educational accountability system stringency. We find the largest differences in school year versus summer stimulant use in states with more accountability pressure. School-based selective stimulant use is most common among economically advantaged children living in states with strict accountability policies. Our study uncovers a new pathway through which medical interventions may act as a resource for higher socioeconomic status families to transmit educational advantages to their children, either intentionally or unwittingly.

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Korotaeva, A. I., and M. Yu Kuzmin. "SPECIFIC FEATURES OF SOCIO-PSYCHOLOGICAL ADAPTATION OF SCHOOLCHILDREN WITH DIFFERENT GENDER IDENTITIES." Pedagogical IMAGE 14, no. 4 (2020): 729–42. http://dx.doi.org/10.32343/2409-5052-2020-14-4-729-742.

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Introduction. The paper focuses on the social and psychological adaptation of younger schoolchildren and adolescents with different gender identities. The study aims to investigate specific features of the socio-psychological adaptation of schoolchildren with various gender identities. Materials and methods. The study involved 153 students (the 4th and 6th grades of a general education school, including girls and boys, single-sex and coeducational classes). A group of class teachers (6 subjects) was additionally involved. We used: Phillips school anxiety test, a scheme for observing the adaptation and effectiveness of students’ learning activities by E. M. Alexandrovskaya and St. Grombach, the questionnaire of A. I. Zakharov “Identification of the child with the parents.” The obtained data were processed using the Spearman correlation coefficient, Pearson χ² test, and Mann-Whitney U-test. Results. The findings indicate that at various ages, the subjects with different gender identities will have their conditions for more successful socio-psychological adaptation. The study has revealed the differences in the relationships between gender identity and socio-psychological adaptation, and the characteristics of younger schoolchildren and adolescents studying in single-sex and coeducational classes. Conclusion. The results of the study can be used to design individual educational routes in secondary schools. Keywords: socio-psychological adaptation, gender identity, primary school children and teenagers.

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Seven, Serdal. "Attachment and social behaviors in the period of transition from preschool to first grade." Social Behavior and Personality: an international journal 38, no. 3 (April 1, 2010): 347–56. http://dx.doi.org/10.2224/sbp.2010.38.3.347.

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This study was an investigation of whether or not children's attachment representation and social behaviors were linked to adaptation transition from preschool to elementary school. Eighty students participated in this study. Attachment representation, school adaptation, and social behaviors were measured by Incomplete Stories with Doll Family (Cassidy, 1988), Teacher Assessment of Social Behavior (Cassidy & Asher, 1992), and an Adaptation to School in the First Month Questionnaire developed for this study by the author. One way ANOVA, correlation analysis, and regression analysis were employed to analyze data. Findings showed that there were adaptive problems at elementary school because of insecure attachment and some social behaviors. Attachment and shy-withdrawn behavior were significant predictors of school adaptation with several links among school adaptation, attachment representation, and children's social behaviors.

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Rakhimgalieva, Pakizat, Nurgul Serikbayeva, Perizat Seiitkazy, Assel Kaishatayeva, and Zhansaya Suleimenova. "Adaptation of students to professional activity through innovative technologies." World Journal on Educational Technology: Current Issues 13, no. 4 (October 31, 2021): 1102–23. http://dx.doi.org/10.18844/wjet.v13i4.6312.

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The aim of this research is to reveal the views of primary school teachers, students and parents on distance education activities during the Covid-19 pandemic period, in order to evaluate the adaptation of students to professional activities through innovative technologies. This research was carried out in qualitative research designs in accordance with phenomenology. The data were collected by the researcher through semi-structured interview forms prepared separately for teachers, students and parents. The participants of the study consisted of 10 primary school teachers, 20 primary school students and 25 parents of students who were working in various primary schools in the city of Shymkent, Kazakhstan in the 2020-2021 academic year and agreed to participate in the research voluntarily. As a result of the research, it has been revealed that the majority of teachers, students and parents find the quality of distance education insufficient, they prefer face-to-face education to distance education, and they encounter many problems in the distance education process. Keywords: Covid-19 pandemic, distance education, education during the pandemic, quality of distance education

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Åvitsland, Andreas, Stein Erik Ohna, Sindre Mikal Dyrstad, Hege Eikeland Tjomsland, Øystein Lerum, and Eva Leibinger. "The process evaluation of a school-based physical activity intervention: influencing factors and potential consequences of implementation." Health Education 120, no. 2 (February 3, 2020): 121–39. http://dx.doi.org/10.1108/he-01-2020-0004.

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PurposeThis paper evaluates the implementation of a school-based physical activity intervention and discusses how the intervention outcomes can be influenced by the implementation.Design/methodology/approachIn four of the nine lower secondary schools in which the intervention was conducted, the authors examined implementation fidelity, adaptation, quality, responsiveness and dose received. The authors conducted focus group interviews with teachers (n = 8) and students (n = 46) and made observations. Dose delivered was examined quantitatively, with weekly registrations.FindingsResults showed that two out of four schools made few and positive adaptations, implemented the intervention with high fidelity and quality and responded positively. Four main factors were found to influence implementation: frame factors, intervention characteristics, participant characteristics and provider characteristics.Research limitations/implicationsA cross-sectional design was used and may not represent implementation throughout the whole school year.Practical implicationsIn terms of large-scale implementation, the intervention may be generalizable. However, intervention criteria such as adequate facilities and a flexible timetable may be unattainable for some schools. The intervention can be adapted without compromising its purpose, but adaptations should be a result of cooperation between students and teachers.Originality/valueProcess evaluations on this topic are rare. This study adds to a limited knowledge base concerning what factors may influence implementation of school-based physical activity interventions for adolescents.

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Hidayah, Yayuk, Dinie Anggraeni Dewi, and Meiwatizal Trihastuti. "The adaptation of scientific reasoning of prospective teachers for primary education in the perspective of civic science." Jurnal Civics: Media Kajian Kewarganegaraan 18, no. 1 (April 1, 2021): 1–9. http://dx.doi.org/10.21831/jc.v18i1.36916.

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This article aims to determine the adaptation of prospective elementary school teachers' scientific reasoning from a civic science perspective through seminar courses on elementary schools' educational problems. The issue of distance learning during the Corona Virus Disease (Covid) 19 pandemic in Indonesia has led to various highlights and analyzes. The learning scheme's quality and learning scheme are among the most popular questions in this learning scheme. This research uses a case study with a qualitative approach with data collection using interviews, observation, documentation, and literature studies. The results showed that the adaptation of the scientific reasoning of prospective elementary school teachers in a civic science perspective through the Seminar on Educational Problems in Primary Schools has several characteristics, that is: 1) educational problems in primary schools captured by dominant students in technological literacy, 2) study of educational problems in schools fundamental relates to the realization of smart and good citizens that reflected in attitudes and behavior in the Covid-19 pandemic situation, and 3) there is character building in the adaptation of scientific reasoning in the civic science perspective. Therefore, the research expects to have implications in developing civic education knowledge, especially in elementary school, which aims to strengthen the study of civic education.

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Tichnor-Wagner, Ariel, Danielle Allen, Allison Rose Socol, Lora Cohen-Vogel, Stacey Rutledge, and Qi W. Xing. "Studying Implementation within a Continuous-Improvement Process: What Happens When We Design with Adaptations in Mind?" Teachers College Record: The Voice of Scholarship in Education 120, no. 5 (May 2018): 1–52. http://dx.doi.org/10.1177/016146811812000506.

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Background/Context This study examines the implementation of an academic and social-emotional learning innovation called Personalization for Academic and Social Emotional Learning, or PASL. The innovation was designed, tested, and implemented using a continuous continuous-improvement model. The model emphasized a top-and-bottom process in which implementers played a central role in the innovation design, and adaptations were planned, tested, and refined based on local school contexts. Purpose This study sought to understand what implementation integrity looked like in three high schools participating in a continuous continuous-improvement process that promoted deliberate, planned adaptations to PASL, and as well as to uncover factors that may explain differences in the integrity of PASL implementation across the three schools. Research Design We conducted embedded, qualitative case studies of three large, racially-, ethnically-, and linguistically- diverse urban high schools. Data collected and analyzed included interviews with school innovation design design-team members, student focus groups, and observations of teachers implementing PASL. Findings Each school made site-specific adaptations to the PASL innovation before and during implementation. However, there was variation in the extent to which the schools demonstrated integrity to the PASL design and their own adaptations. A combination of local contextual factors helped explain differences in implementation integrity across the schools. These factors included the availability of resources and ongoing technical support, the will of local implementers, and perceptions about policy alignment. Conclusions/Recommendations While PASL was implemented across the three school sites, the degree of implementation integrity varied, suggesting that encouraging program adaptation alone may not solve longstanding challenges associated with achieving depth of implementation. This is the first study of its kind in education, however, and more research is clearly warranted.

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Journal articles on the topic 'Adaptation to school'

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