To the question of intrapersonal conflict in the context of freshman adaptation to the conditions of education in higher educational establishment

Анотація

Introduction. The article reviews the current state of studying the problem of interpersonal conflict as a factor of adaptation, characterized by consideration of the relationship of these categories on two levels: intrapersonal conflict is studied as a driving force, a source of self in the process of adaptation and as a leading indicator of complications adaptation. It is determined that the impact of interpersonal conflict in the course of adaptation depends on self-identity in a complex interaction of external (socially determined) and internal (individual personality) factors. It is indicated that psychological content of intrapersonal conflict experiences have a high degree of individual differentiation and thus determine the uniqueness of perception and interpretation of a specific person. An indicator of the transition from one level to another intrapersonal difficulties acts vulnerability to conflict self-awareness context of inner experience.

Purpose. To identify the characteristics of interpersonal conflicts influence on students adaptation.

Methods. Theoretical analysis of domestic and foreign scientific sources, teacher observation, interview and diagnosis of psychological defense mechanisms are used.

Results. The nature of students adaptation is determined by the internal model and solve interpersonal experiences complications, which are formed in the mind and form the basis of individual experience. Based on the theoretical analysis of conceptual and empirical research directions of students adaptation defined the structural components of the model internally personal conflict – two interdependent components of individual experience. Prospects for further studies of this problem make the determination of factors and conditions intrapersonal conflict prevention students due to shortage of partnerships with teachers and peers, lack of personal and professional self-development program of psychological support of freshmen and seniors.

Originality. The essence of interpersonal conflicts in the process of students’ social adaptation to the Universities conditions investigated specific connections links between these phenomena and non-justed factors that cause it.

Сonclusion. Based on the theoretical analysis of conceptual and empirical research directions adaptation of students defined structural model components of interpersonal conflicts – two interdependent components of individual experience: cognitive-emotional and cognitive-motivational. Content cognitive-emotional component expressed semantic content and the intensity of conflicting feelings caused by the difficulties of growing up, attitude to the system itself, cognitive-motivational – direction on personal activity in the student age.