Personal strategies for developing adaptive readiness of students and teachers

Context and relevance. In the modern conditions of societal development and the higher education system, both of which are in a state of constant change, it is important to study not only the results of adaptation but also the condition of the individual to be prepared for successful adaptation processes and their analysis. A review of contemporary psychological studies has shown that the problem of adaptive readiness among higher education subjects is insufficiently explored, particularly regarding personal strategies for its formation. Objective. Description of the repertoire of personal strategies for the formation and implementation of adaptive readiness in the context of self-changes and initiation of changes in the situation (using the example of teachers and students of higher education institutions). Hypothesis. The repertoire of the most pronounced strategies for the formation of adaptive readiness will differ among students and teachers of higher education. Methods and materials. The study involved 113 undergraduate and graduate students of humanities universities (M = 20,1, SD = 3,8, 68% women); 95 teachers (average age 47 years) of higher education institutions in the cities of Saratov, Volgograd, Moscow (M = 47, SD = 10,5, 63% women). Personal strategies for the development of adaptive readiness were assessed using author-developed scales created in accordance with psychometric standards. Results. The most pronounced strategies among students are self-analysis, purposefulness, and decisiveness; among teachers, the most pronounced strategies are action planning and activity prospecting, analysis and observation of the situation, as well as purposefulness and decisiveness. A comparative analysis using Student's t-test showed that students tend to use the strategy of indecision and avoidance of situations more than teachers, while teachers tend to use the strategies of action planning, and analysis and observation of the situation more than students. Conclusions. University teachers are more likely than students to choose adaptation readiness strategies that involve the use of analytical tools that allow identifying adaptation opportunities within a given situation, the need for constant review, updating information, structuring activities, and goal-oriented planning of professional actions.