The relationship between conscious self-regulation and socio-cultural adaptation of foreign students
The work is empirical evidence of the existence and indirect connection of individual components of self-regulation with indicators of adaptation. Self-regulation mechanisms in the context of students' adaptation to the new sociocultural environment. A theoretical analysis of the problems made it possible to take into account self-regulation as a psychological means of mobilizing and integrating cognitive and personal resources to solve the problems of socio-cultural adaptation of foreign students. The aim of the presented research project was to create multi-level integration models, including regulatory and personal resources. The empirical sample of studies included 316 students aged 17 to 25 years from non-CIS countries, the CIS and the Republic of the North Caucasus Federal District. Female representatives make up 14 %, men - 86 %. In the course of the study it was found that the relationship to integration and separation plays a mediating role in the relationship of self-regulation and adaptation. Established upon assimilation, divisions do not mediate established relationships. Integration strengthens the likelihood of successful adaptation of foreign students. When adapting to educational activities, the regulatory indicator “performance assessment” is a consistently significant positive predictor of competition, and adaptation to the study group is a normative and personal indicator of flexibility. As a result, new data were obtained in which we can find and analyze self-regulation and neat relationships in the context of sociocultural adaptation. Thanks to the use of the methodology of mediator analysis in studies of the relationship between regulatory and personal requirements and types of adaptation, we can distinguish variables that mediate the effectiveness of adaptation.