SITUATIONAL ANXIETY AS A FACTOR IN FIRST GRADERS ADAPTATION TO SCHOOL
This article theoretically grounds the hypothesis that situational anxiety influences firstgraders adaptation to school. The study is based on the idea of P. Galperin that all forms of mental activity, not just cognitive or intellectual, represent different forms of personal orientation in problem situations. Therefore the situational anxiety can be regarded as a manifestation of temporary maladjustment mobilizing psychological signals and promoting better adaptation of first-graders to new conditions of learning.