FACTORS OF ADAPTATION OF YOUTH STUDENTS TO THE EDUCATIONAL PROCESS OF HIGHER SCHOOL

Relevance. Getting an education at a university is a significant stage in the life of student youth, which contributes to the formation of their personal growth, the emergence of new relationships, cultural codes and social formats of life. This process actualizes the issues of interaction of students with the outside world, the use of pedagogical systems, methods of education and upbringing, which helps students to form professional competencies, thereby adapting them to the university environment. In the event of violation of the adaptive functioning of the personality, his/her deformation occurs, giving rise to psychosocial problems. The purpose of the article is to study the factors of the university environment that contribute to student youth adaptation. Acmeological, phenomenological and competence-based approaches, the method of a group standardized questionnaire survey, as well as the methodology of T.I. Ilyina and the modified socio-psychological methodology of personal growth by D.V. Grigorieva, I.V. Kuleshova, P.V. Stepanov were used as research methods in the work. The results of the study characterize a student as a realist pessimist, striving for hedonistic intentions and social loneliness, that is, he/she wants to become rich and successful quickly, but at the same time does not want to leave his/her comfort zone and experience unnecessary stress. This indicates the need for a meaningful restructuring of the educational work of the main subjects of higher education, which will contribute to the interconnection of three components of socialization of young people: «I want» (the interests and inclinations of the individual), «I can» (ability and potential for professional activity, « I must» (social order, need of society for competent specialists with a certain set of qualities, skills and abilities). The conclusions are that in the future there is a need to develop a model of student adaptation, focused on motivational and career guidance activities for the formation of their meta-competencies and, at the same time, involving socio-psychological support.