The process of adapting foreign students to studying at a Russian university is characterized by double complexity: on the one hand, it is necessary to integrate into a foreign culture, and on the other hand, to get used to the new requirements of the higher education system. Modern research highlights the role of external and internal factors in the adaptation process, emphasizing the importance of life meaning orientations. However, the literature provides a contradictory view of their role in the adaptation of foreign students, and given the cultural specifics of migrants, one can acknowledge that the impact of life meaning orientations on the adaptation of Vietnamese students in a Russian university is poorly studied. In this regard, the aim of this research was to study the role of life meaning orientations in the adaptation process of Vietnamese students to the conditions of a Russian university. The empirical part was conducted at RUDN and involved a sample of 144 students (69 first-year students and 75 third-year students) who came to Russia from Vietnam. The study used a life meaning orientations test and a multi-level personality questionnaire on Adaptability. The obtained results were subjected to correlational analysis and pairwise comparison using the Mann-Whitney coefficient. The novelty of the study lies in the fact that for the first time the features of life meaning orientations among Vietnamese students were identified, and statistically significant changes were demonstrated that may indicate a process of positive adaptation to studying at a Russian university. It was found that among first-year Vietnamese students, confidence in their ability to manage circumstances and act freely (subscale "locus of control - life") predominates in the structure of life meaning orientations, while among third-year students, an understanding of their life purpose and readiness to follow it (subscale "locus of control - self") prevails. For the first time, characteristic maladaptive behavior strategies were identified among Vietnamese students, manifesting as asthenic reactions, depression, and other maladaptive disorders. It was demonstrated that among third-year students, these negative characteristics are less pronounced, which may also indicate successful adaptation to the conditions of a Russian university. Based on the obtained data, recommendations were developed for the psychological and pedagogical support of students from Vietnam.
Fam et al. (Tue,) studied this question.