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PROBLEMS OF HIGHER EDUCATION IN CIVIL ENGINEERING

Psychological aspects of adaptation of students to the process of training at universities of civil engineering

Vestnik MGSU 9/2012
  • Sidelnikov Andrey Yurevich - Peoples Friendship University of Russia (PFUR) postgraduate student, Department of Human Ecology, Faculty of Ecology 8 (495) 952-70-28, Peoples Friendship University of Russia (PFUR), 8/5 Podolskoe Shosse, Moscow, 113093, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .
  • Glebov Viktor Vasilevich - Peoples Friendship University of Russia (PFUR) Candidate of Psychological Sciences, doctoral student, Assistant Lecturer, Department of Human Ecology, Faculty of Ecology 8 (495) 952-70-28, Peoples Friendship University of Russia (PFUR), 8/5 Podolskoe Shosse, Moscow, 113093, Russian Federation; This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Pages 272 - 276

Aspects of psychological adaptation of students of civil engineering at the initial stage of their
professional training are considered in the article. The authors specify the approximate amount
of professional information to be mastered by the students of civil engineering. The authors also
analyze potential psychological and didactic difficulties to be resolved by the first-year students of
civil engineering. Findings of the empirical research of the process of psychological adaptation of
first-year students are provided.
The authors believe that the whole pool of first-year students may be broken down into three
groups based on the peculiarities of their adaptation to the training process at universities of civil
engineering. The first group includes students who demonstrate a good training progress and a
high rate of adherence to moral norms. Their neuropsychic stability is high, and their communication
skills are regular. The second group includes students who demonstrate a low training progress.
They estimate the psychological microclimate in their educational groups as mediocre; they also
demonstrate low adherence to moral norms, though their adaptability is slightly higher, than the one
of the first group of students. The third group includes the students who cannot adapt to the process
of training at a higher education institution. They estimate the psychological microclimate in their
educational groups as low; they have low adaptive strengths and communicative skills.

DOI: 10.22227/1997-0935.2012.9.272 - 276

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