Abstract
Undoubtedly, the present is described by socio-economic, political, and socio-cultural transformations, it is these conditions that create a break with the established axiological, value-related, and normative structures of society. As a result, modern youth is faced with a difficult choice of patterns of behaviour; therefore, the development of a modern personality takes place with a sense of confusion, fear, anxiety, and stress. The most influential stressful situation for high school students is the preparation and pass of an external independent testing. The author proves that psychological stress of any origin prevents quick and constructive decisions, which leads to confusion and cognitive dissonance. Therefore, the author argues that it is necessary to introduce adaptive programmes, trainings that will develop an appropriate level of adaptation, which would facilitate the transition of graduates to a new level of self-growth, as well as feelings such as self-confidence, self-belief, and self-esteem. The purpose of this study was to determine the individual-typological features of psychological adaptation of students to the EIA. To achieve this purpose, methods such as analysis, synthesis, as well as systematisation, generalisation, interpretation, etc. were used. The empirical part of the study used, in particular, hierarchical cluster analysis, the method of group relationships, the method of comparing the mean values of the Student’s T-test for independent samples. It was found that the key to successful psychological adaptation of graduates to the external independent testing is a stable personal potential. Acquired psychological competences will not only help students to effectively demonstrate their knowledge and skills during the exam, but also use them in their future lives. The author argues that it is necessary to provide psychological support to graduating students in preparation for the EIT. Professional psychological help would help reduce emotional stress and anxiety during testing, and help develop the necessary skills to achieve high results
Keywords
adaptation, psychological stress, maladaptation, personality, personal potential
References
[1] Vygotsky, L.S. (1984). Age problems. In Collection of works: in 6 volumes (Vol. 4; pp. 244-268). Moscow: Pedagogy.
[2] Ball, G.A. (1989). The concept of adaptation and its significance for personality psychology. Psychological Issues, 1, 92-100.
[3] Berezin, F.B., Miroshnikov, M.P., & Sokolova, E.D. (1994). Methodology of multilateral study of personality (structure, interpretation basics, some areas of application). Moscow: Folium.
[4] Dyachenko, M.I., & Kandybovich, L.A. (1976). Psychological problems of readiness for activity. Minsk: Publishing House of the Buryat State University.
[5] Zavatska, N.E. (2006). Image and social adaptation of personality. In Psychological culture of personality in the conditions of globalization of the world (pp. 275-315). Luhansk: Svitlytsia Publishing House.
[6] Zotova, O.I., & Kryazheva, I.K. (1979). Some aspects of the socio-psychological adaptation of the individual. In Psychological mechanisms of regulation of social behavior (pp. 219-233). Moscow: Nauka.
[7] Hvozdetskyy, V.D., Zelinskyy, M.Yu., Kitov, M.H., & Shyp, N.A. (2015). Formation of personality in transit. Кyiv: МP “Lesya”.
[8] Piaget, J. (1994). Selected psychological works. Moscow: International Pedagogical Academy.
[9] Kon, I. (1980). Psychology of a senior pupil. Moscow: Education.
[10] Volkov, B. (2006). Psychology of youth. Moscow: Triksta.
[11] Kreidun, N.P., & Priadko, N.V. (2011). On some psychological features of high school students. Bulletin of Kharkiv National University. Series “Psychology”, 46(959), 70-75.
[12] Rishko, G.M. (2014). Methodological substantiation of experimental research of stress resistance. Problems of Modern Pedagogical Education. Series: Pedagogy and Psychology, 43(1), 239-247.
[13] Kyoko, A. (2020). Variables affecting the school adaptation of secondary-school students who do not seek help: Attachment, coping style, positivity, and prospects. International Journal of Adolescence and Youth, 25(1), 687-702. doi: 10.1080/02673843.2020.1717559.
[14] Heerde, J.A., & Hemphill, S.A. (2018). Examination of associations between informal help-seeking behavior, social support, and adolescent psychosocial outcomes: A meta-analysis. Developmental Review, 47, 44-62.
[15] Kato, T. (2015). Frequently used coping scales: A meta-analysis. Stress and Health: Journal of the International Society for the Investigation of Stress, 31(4), 315-323.
[16] Rickwood, D.J. (1995). The effectiveness of seeking help for coping with personal problems in late adolescence. Journal of Youth and Adolescence, 24(6), 685-703.
[17] Wilsono, C.J., & Deane, F.P. (2001). Adolescent opinions about reducing help-seeking barriers and increasing appropriate help engagement. Journal of Educational and Psychological Consultations, 12(4), 345-364.
[18] Watanabe, N., Nishida, A., Shimodera, S., Oshima, N., & Sasaki, T. (2012). Help-seeking behavior among Japanese school students who self-harm: Results from a self-report survey of adolescents. Neuropsychiatric Disease and Treatment, 8, 561-569.
[19] Nagai, S., & Arai, K. (2007). Expectation of cost and benefit, and consulting with peers: Junior high school students. Japanese Journal of Educational Psychology, 55(2), 197-207.
[20] Kuhl, J., Jarkon-Horlick, L., & Morrissey, R.F. (1997). Measuring barriers to help-seeking behavior in adolescents. Journal of Youth and Adolescence, 26(6), 637-650.