Russian Federation
The entry of first-year students into the educational environment of the university is characterized by a complex effect of stress factors, the consequences of which can manifest themselves in the development of anxiety, psychological tension, fatigue, a decrease in the physiological resources of the body, an increase in the period of entry into a new group community, which directly affects the effectiveness of educational activities. The relevance of the article is due to the need to study the adaptive reactions of first-year students, characterizing the level of identity in the community "teacher, curator, dean's office employee, educational department - student - student group". A multifactorial analysis of scientific and methodological literature and applied research has allowed us to identify generalized semantic aspects of the concept of "adaptation". The hypothetical position of the study was to assert that the totality of extracurricular forms of educational work at the university (sports, creative, volunteer, scientific, social) has optimal developmental potential and will reduce the time required to master new norms of public relations and social behavior, the nature and content of educational activities at the university. The study of adaptive reactions (situational anxiety, adaptive and communicative abilities, neuropsychological stability, moral normativity) among first-year students of Samara University of Railways has proved the effectiveness of educational and pedagogical support aimed at optimal adaptation to the new educational and socio-cultural conditions of the university.
student, adaptation, educational environment, socially adaptive conditions
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