THE PROBLEM OF PSYCHOLOGICAL ADAPTATION OF MODERN ADOLESCENTS DURING THE TRANSITION FROM HIGH SCHOOL TO VOCATIONAL COLLEGE

Berezhkovskaya E.L.

Moscow City Pedagogical University
Moscow, Russia
e-mail: berezhkovskayael@mgpu.ru

Several decades ago, few people considered the problem outlined in the title of this article. Back then, no one doubted the suitability of a junior high school graduate for vocational school. Some students might not be accepted into the tenth grade, and vocational schools were sometimes used as a warning sign for underachieving students.

Since then, significant changes have occurred in both education and society as a whole. Demand for secondary vocational education has grown year by year; it is highly valued both for its own sake and as a pathway to higher education. The diversity of individual educational pathways, including college, has increased. Practice-oriented learning in general and colleges in particular are growing in popularity, especially compared to the academic focus of high school and first-year university. However, the issue of continuity between secondary school and secondary vocational education is becoming increasingly apparent.

The difficulties faced by ninth-graders entering college are but one link in the increasingly acute problem of continuity, which is relevant at all levels of education [6, pp. 160-166; 7, pp. 96-103; 13, pp. 36-42; 8]. For example, in the 1980s and 1990s, no one considered the possibility of a preschooler being psychologically unprepared for kindergarten. There were so-called "kindergarten-unfit" children, but this phenomenon was then associated with physical health, not mental development. The transition from elementary to middle school, as well as readiness for university, were also not given much thought. In fact, the problem of psychological readiness for school itself did not appear in a formal form until the mid-1960s [4; 16]. Thus, the transition from ninth grade to the first year of college has become a problem area relatively recently. Not all teenagers reach this point, as many go on to 10th grade after 9th grade, which doesn't diminish its significance. However, there has been virtually no research into this problematic point.

The problem of continuity has two aspects. The first is psychological readiness for a new educational situation [13], and the second is adaptation to it. Logically, psychological readiness is primary, and the difficulty or ease of adaptation depends on the quality of this readiness. If we want to ensure high-quality adaptation and a successful transition to the next level of education, we need to develop psychological readiness, just as at any other stage. So, it would seem, we should begin with readiness.

But to approach readiness, we need to understand what it consists of and what its psychological content is. This readiness varies with each transition from one educational level to another, and it's necessary to understand the specifics of a given transition. To do this, we need to study the difficulties faced by students whose readiness for the next level leaves much to be desired, so we'll ultimately have to approach the issue of adaptation. In this case, we'll focus on pedagogical colleges training kindergarten teachers, primary school teachers, and supplementary education teachers, but I believe these issues are relevant to a wide range of specialties.

Thus, the aim of this study is to analyze the difficulties of adaptation of yesterday's ninth-graders to the situation of studying in the first year of a pedagogical college.

The study is based on the assumption that some first-year students will exhibit problems related to the inadequacy of psychological resources [3, pp. 11-178] of two types. The first type of difficulties will be associated with cognitive abilities that should have developed in school, while the second will be associated with personality developmental changes during adolescence.

To identify the inadequacy of cognitive and personality psychological tools, we used five psychodiagnostic methods and three specially designed questionnaires. Both methods and questionnaires were modified for electronic use, as another objective was to test a diagnostic battery for assessing adaptation levels. This battery was developed as part of the state project "Development of a System for Assessing and Monitoring the Adaptation of First- and Second-Year Students in Secondary Vocational Education Institutions Implementing the Teaching and Learning Process Using Distance Learning Technologies" (Moscow State Pedagogical Univ., 2021).

The methods were projective in nature; instead of freely formulating answers, respondents were offered a choice of several predefined options, each with its own diagnostic value. The questionnaires addressed students' level of engagement in the new social context of development in secondary vocational education, including distance learning. One questionnaire focused on general adaptation, another on attitudes toward distance learning, and a third on teachers' perceptions of their students' level of adaptation.

The study involved first-year students from seven pedagogical colleges of the K.D. Ushinsky Institute of Professional Education at Moscow State Pedagogical University, a total of 588 students aged 16 to 18.

METHODS AND RESULTS

1. The Complex Analogies Method«

This compact methodology [12, pp. 344-345] allows one to assess the level of development of conceptual (verbal-logical) thinking. High school and junior high school students constantly work with logical connections, being, by the nature of their work, "professionals" in this type of thinking, which utilizes scientific concepts.

The method consists of 20 tasks for establishing logical connections. Its standard scores start at 5 correct answers, but for older adolescents, 5 or even 10 correct answers is very low. Such scores would be statistically normal for adults, most of whom do not regularly practice abstract logical thinking like schoolchildren and students, or for younger adolescents. We identified four levels of task performance: less than 5.5[1] points – low level; from 6 to 11.5 points – medium-low; from 12 to 16.5 points – medium-high and from 17 to 20 points – high level.

Table 1 shows the sample proportions (%) that showed results at these levels.

Table 1

Sample proportions that yielded indicators of conceptual thinking at different levels (%)

Levels
Short	Medium-low	Medium-high	High
45,49	35,57	15,74	3,2

Almost half of the students scored low, and more than a third scored low-medium, for a total of over 80%. High-medium scores were much more modestly represented, and only a handful achieved high scores. These alarming data indicate significant cognitive maladjustment among the students. There are two possible causes: either the coursework doesn't require conceptual thinking, which is unlikely, or the students are replacing thinking with rote memorization.

Let's now look at how things stand with identifying different logical connections: which ones are more difficult for the children. These results are reflected in Table 2.

Table 2

The proportion of correct answers for different logical connections (%)

Different logical connections
Genus-species	Synonyms	Part-whole	Antonyms	Cause	More-less
44,6	33,8	25,45	51,7	38,8	32,45

Students are best at distinguishing antonyms, but only half the time. They also confuse them with causality, synonyms, and the "genus-species" relationship. Genus-species comes in second, with almost half of the students confidently identifying it. About a third of the sample can identify other relationships. The "small-large" relationship proved the most difficult to identify.

2. The "Study" Method«

This is a modification of the unfinished sentence method [9, pp. 9-16]. The beginnings of phrases touched on various components of learning activity, subjectivity and individual learning style, and the presence of personal educational plans. A total of seven beginnings were used, each representing a separate scale. Each of the sentence endings offered reflected one of three levels of development of learning activity and its subject: high, medium, or low. Table 3 shows (as a percentage) the number of students whose indicators fall into each of these levels.

Table 3

Proportions of the sample with different levels of development of educational activities (%)

The level of development of educational activity and its subject
Short	Average	High
37,9	29,5	32,6

The levels of development of learning activity and its components were distributed almost evenly, although the lowest levels were still the most numerous. Looking at the endings of each phrase representing the individual scales, the distribution was also fairly even.

Table 4

Average scores on scales

Scales of the methodology	Average indicator
Learning task	11,07
Subject of study	11,59
Personal study plans	11,68
Individual style of UD	10,65
Responsibility in studies, control	10,58
Attitude to external evaluation	10,19
Self-assessment of academic performance	11,25

The minimum score for each of these scales is 6, and the maximum is 18. This means that all components of activity, on average across the sample, are below average, but not catastrophically low.

3. The "I-statement" technique«

These are also unfinished sentences [11, pp. 9-36], each of which begins with the word "I" or its derivatives ("me", "me", "about me", etc.). The endings chosen by the respondent reflect who and how he thinks of himself. For each age, there is a characteristic type of "I-statements", and if any of them predominates, this indicates psychological age. Psychological age has no direct connection with mental development, it relates to the development of self-awareness and personality as a whole. Answers typical for different ages were assessed with points from 1 to 6, and then summed up. Four gradations were distinguished: 1) "preschoolers" + "first-graders" (points from 1 to 2.5); "younger schoolchildren" (from 2.6 to 3.85); "Adolescents" (3.9 to 4.8) and "Young Men" (4.9 to 6). Psychological age is the most important foundation for the development of educational activity, independence, subjectivity, and an active position in learning and life. And, of course, it is important for adaptation to new educational conditions: it is more difficult for an infantile personality to meet new requirements [1; 2; 5].

Table 5 shows the proportions of the sample that, according to the «I-statements» method, belong to different psychological ages.

Table 5

Sample proportions belonging to different psychological ages (%)

Psychological age
Preschool	Younger school	Teenage	Youthful
0	33,25	18,9	47,85

There were no psychological "preschoolers" in the sample, which is encouraging, as they are found among both university students and adults. However, a full third were "younger schoolchildren." These are students who strive for success but experience difficulty solving ambiguous, open-ended problems. Less than a fifth of the sample were psychological "teenagers," and almost half of the children had already reached early adolescence.

An academic group is always mixed-level, no matter how you try to level it during recruitment. The general level is set by the majority, while the rest either catch up as best they can or work at a fraction of their potential. In teacher training colleges, it turns out that most first-year students have already reached early adolescence, psychologically speaking, and a significant portion are similar in psychological characteristics to younger students. This is a fairly successful way to adapt groups to the educational process in a new environment.

4. Methodology "Transspective"«

The technique reveals attitudes toward the past and future, and its results directly relate to the quality of adaptation [10, pp. 38-40]. If a teenager feels insecure, they will have a pessimistic view of the future, and the past, by contrast, may either appear too attractive or also seem gloomy.

«"Transperspective" also involves unfinished sentences, for which (in our modification) you must choose the most appropriate ending from the suggested ones. Some of the phrases refer to the future, others to the past, and they have different emotional connotations and varying degrees of activity: active positive, passive positive, neutral, passive negative, and active negative.

Responses were scored on a scale from +2 to –2, including 0. We analyzed only each student's first choice. Three indicators were obtained: attitudes toward the future, attitudes toward the past, and a composite score (attitudes toward the future + attitudes toward the past). The composite score had five levels, ranging from very high to very low.

Table 6

Average total score of attitudes towards the past and future (%)

Levels	Total indicator
Very tall	6,33
High	48
Average	43,67
Short	1,67
Very low	0,33

A very high level of attitude toward the past and future is considered rather inadequate, serving a psychological defense function. Such responses were relatively few in our sample. A high level indicates a fairly realistic and positive outlook on life, that is, a good, strong norm. Almost half of our students were such. The average level indicates a gap between attitudes toward the future and the past, that is, a certain internal inconsistency, which is typical of adolescence. We also had many such students. Problematic low and very low levels were isolated in our sample. The diagnostic results show that first-year students, overall, present a positive picture of their attitudes toward the past and future. Internal inconsistency is prominent, but this is consistent with the age norm.

Now let's look at students' attitudes toward their future and past separately. There are only three levels: high, medium, and low.

Table 7

Average sample indicators of attitudes towards the future and the past (%)

Levels	Towards the future	Levels	To the past
Short	3,67	Short	5,33
Average	34,67	Average	54,67
High	61,66	High	40

Here, we see an optimistic attitude toward the future among more than 60% of the sample, while only 40% of the sample had an optimistic attitude toward the past. This explains the results obtained from the overall score: indeed, some of the children should exhibit a certain ambivalence in their attitudes toward their future and past.

Overall, it can be said that the time perspective of first-year students is within the age norm. However, isolated cases of negative attitudes toward life indicate that some students are experiencing maladjustment. It is unknown whether this is related to the start of college, but these students require attention from teachers and possibly the help of specialists.

5. Methodology for diagnosing personal creativity

The methodology [15, pp. 59-64] yields four indicators: imagination, curiosity, the tendency to choose complex objects, and risk-taking propensity. All of these indicators relate equally to the cognitive and emotional-volitional aspects of development. When processing the data, these four indicators and a general, summary indicator are taken into account. Three levels are distinguished: low, medium, and high.

Table 8

Sampling rates by level (%)

Level	Imagination	Curiosity	Complexity	Risk	General
Short	9,59	16,44	13,7	18,49	13,47
Average	41,55	60,5	56,16	49,31	41,78
High	48,86	23,06	30,14	32,20	44,75

As the table shows, students' imagination levels are generally high or average, with low levels being rare. This is not a bad thing, as lack of imagination is a common problem today. However, more than half of students' imaginations are still underdeveloped.

In contrast, curiosity yielded average scores for many, as did the tendency to choose complex objects and risk-taking propensity. The overall creativity score was almost equally distributed between average and high levels, unlike low levels, which also showed a low score.

6. College Adjustment Questionnaire

This questionnaire, like the other two, was developed for this study. It directly asks about how the student feels at college, how they cope with their academic workload, and whether they need and receive help. Forty-two questions are divided into six sections. Students responded to each question with a score reflecting its importance to them: 1 point means not important at all, and 5 points means very important.

It turned out that the majority of first-year students (87%) had positive attitudes toward their colleges and were glad they were accepted. Most of them considered the requirements fair. However, when asked about the ease of studying, the responses were different. Only 6% students said they found studying easy (5 points). 52% students rated their learning experience as a 4, and 42% as a 3. Most students (69%) received high grades for interesting courses, and, judging by their responses, most did not have a high need for assistance.

Most students (74%) said their choice of college was driven by their desire to pursue a specific profession. They deny the influence of their parents and family traditions. The job market and prestige are still largely irrelevant to them. Even secondary factors such as proximity to home, affordability, and ease of admission also play no significant role. The vast majority (97%) claim their choice was not random.

Students have high opinions about the quality and content of their education. Survey data indicate a very positive attitude toward their teachers (76%). Students believe that they present the material in an accessible and engaging manner, are friendly and polite, are fair in their assessments, and maintain appropriate social distancing. However, a group of students (15-20%) rated their teachers as "C"s on almost every item. There were almost no students who gave their teachers "D"s or "F"s; these were isolated cases.

Students are mostly optimistic about their future careers (81%). They are confident of a high salary, interesting work, and a friendly team. However, some students give this rating a 4 or even a 3.

Students' opinions on what's interesting about college outside of academics are mixed. While almost all of them report close-knit groups with strong support networks, they also rarely gather and participate in activities. This is likely due to the distance learning format, but many extracurricular activities are also held remotely, and there were still periods of in-person learning throughout the year.

The questionnaire revealed that the majority of students favored what A.N. Leontiev called "familiar" motivation. This isn't surprising, but it does point to the direction in which educational and upbringing work should be focused.

7. Distance Learning Adaptation Questionnaire

This questionnaire asks specific questions about what students perceive as the positive and negative aspects of distance learning.

It turned out that all students, without exception, consider the lack of commuting a great benefit. Many (66%) noted the advantages of home-cooked meals, as well as the ability to re-listen to a recorded lecture (52%). Students valued the free time and ease of completing assignments, as well as the absence of epidemiological risks. However, few believed that the remote format improved their learning or that it eliminated the need for note-taking (8%).

Most students (87%) almost completely deny the negative aspects of distance learning. They are not bothered by technical issues, difficulties communicating with teachers, or the lack of communication with classmates. Some students are apprehensive about tests and exams remotely (11%).

Students see more advantages than disadvantages in distance learning. Regardless of its actual effectiveness, a positive attitude toward this form of learning likely indicates a good level of adaptation to the new conditions.

8. Questionnaire for teachers

The questions focused on students' attitudes toward college, their compliance with requirements, the quality of their learning, their engagement in classes, their organization, their participation in various activities, and their popularity within the group. According to teachers, most students are very interested in college and their studies, or at least positively so (more than 80%). A significant portion of students generally meet the requirements, meaning they are good students (68%). Most students find it easy to learn the material well (43%), average (28%), or even excellent (29%). The same applies to the completeness of their curriculum: approximately a third of students fully comprehend it, more than half do well, about 10% are average, and poor academic performance is almost never encountered. However, according to teachers, the majority of students (92%) still need external monitoring. Adults believe that they don't have any students who are rejected by their peers, and that there aren't many unpopular kids either.

The conducted research allowed us to make the following conclusions Conclusions:

1. The averaged diagnostic data helped identify current trends in student learning and development, both positive and negative, allowing for timely action across the entire group or college.
2. Individual results from the methods and surveys allow us to identify students who have difficulties in adaptation, and also show the nature of these difficulties, which allows us to provide targeted assistance.
3. Results obtained from samples of first-year students showed that, overall, their level of adaptation to learning conditions different from school is quite high. At the same time, issues were identified that dictate the direction of educational work:

1) A significant portion of students have a very low level of abstract, logical, and conceptual thinking for their age and social development. This situation requires specialized educational and developmental work as part of the curriculum.

2) More than a third of students have low levels of development of academic activity and self-directed learning. This also requires correction directly in the educational process, as well as in extracurricular educational activities, such as mentoring students.

3) Almost half of first-year students, based on their psychological characteristics, have reached adolescence, and about a third are close to primary school age, while less than a fifth of students exhibit characteristics typical of adolescents. In the near future, psychologically "primary school students" may move on to the next stage of development, becoming psychologically "adolescents," and the atmosphere in groups will change for the worse. This will manifest itself as increasing problems with discipline and academic motivation. To prevent this, work is needed to create conditions for students' personal development.

4) A significant number of students emerged with conflicting attitudes toward their own life paths, and especially toward the future. This is quite normal for teenagers, but it requires work to shape their vision of the future and imbue the present with personal meaning.

5) The level of imagination development in many students is not as high as desired: for those above 40%, it is average, and for those almost at 10%, it is low. Meanwhile, imagination is a basic intellectual function that allows a person to act internally, formulate hypotheses and seek evidence, plan and control their activities. Indicators of qualities associated with imagination, such as curiosity and the inclination to work with complex objects, are also low in most. Personal growth training can help here.

6) Survey results show that students often declare socially desirable, positive characteristics that do not align with the objective data of the methods. This demonstrates an infantile personal position and is fraught with future disappointments.

7) From a student perspective, distance learning has more advantages than disadvantages. True, it results in the loss of student life, which is a significant part of the educational and pedagogical work. However, a positive attitude toward distance learning is also essential, as part of overall adaptation to the learning environment.

8) Faculty members note a certain contradiction in the qualities of their students. On the one hand, most of them have a positive attitude toward the college and its curriculum, its faculty, and their future profession. However, on the other hand, not all of them fully grasp the material, and many require external monitoring.

Now let's return to the hypothesis that first-year students will be diagnosed with psychological deficits in both cognitive and emotional-personal areas. The results obtained show that this hypothesis is confirmed.

Let's start with cognitive processes. A sample of 588 students showed that most struggled with differentiating logical connections between concepts. What these students should have learned in school and now, in college, practiced daily in class, turned out to be difficult and unfamiliar. In this situation, they have no choice but to memorize and reproduce the material, which is not only unproductive but also drains a lot of energy. This inevitably affects their adaptation to new learning conditions. It's impossible to build effective learning that engages students in the thick of professional pedagogical problems on mere memorization; otherwise, they will only participate superficially. This often happens and leads to unexpected consequences: a student who seemed serious and strong proves incompetent in a test situation, such as an exam.

Regarding personal development, the issue related to students' psychological age is worth noting. It turned out that in our fairly large sample, almost half of the students had already reached early adolescence; psychologically, there weren't many "teenagers," but about a third, psychologically, remained "younger schoolchildren." Typically, such students initially make an excellent impression. They are active, conscientious, ask a lot of questions, and strive to understand everything. However, mastering adult, professional competencies at the level of a set of specific algorithms is impossible, and this becomes evident already during their studies. As they move from a set of "school" knowledge to problem-solving, the effectiveness of such students declines. As a result, it often happens that a certified specialist is limited by the skills they have acquired. Such teachers, even as they begin working independently, tend to militantly defend their narrow competence and are completely resistant to any innovative ambiguities. Unfortunately, such examples abound.

Another developmental scenario for a student psychologically close to elementary school age is maturation and transformation into a teenager. This "scenario" is more favorable from a developmental perspective, but is not very convenient for organizing the educational process in college, given the tendency of adolescents to exhibit demonstrative behavior and their declining academic motivation.

The results of the study provide a more concrete understanding of adolescents' psychological and pedagogical readiness for vocational college education and provide the basis for developing a program of activities aimed at their successful adaptation. Some of these activities can be implemented directly during the educational process, while others can be part of students' extracurricular activities.

Literature

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