COGNITIVE AND PSYCHOLOGICAL FEATURES OF INTERNATIONAL STUDENTS’ ADAPTATION TO THE EDUCATIONAL ENVIRONMENT

Abstract

The relevance of the study is determined by the increasing number of international students and the need to consider the factors of their academic and social integration in the university environment. The aim of the study was to identify the features of international students’ academic adaptation in comparison with local students. The study involved 248 students. The methods used included the Student Adaptation to University Scale, DASS-21, NFCS, SMOL/Mini-Mult, CMQ, the Stroop test, the “Compasses” method, and the PUSS test; the Mann–Whitney U test and Spearman correlation analysis were applied. The object of the study was students’ academic adaptation; the subject was its cognitive, psychological, and socio-psychological characteristics. Differences were found in indicators of emotional state, cognitive closure, cognitive errors, adaptation to the study group, and recovery after cognitive load. The obtained data indicate the need for differentiated support of international students.