Keywords
medical psychology
social anxiety
somatovegetative imbalance
psycho-correction
social support
How to Cite
Abstract
In press
Background. The increase in the number of international students in Ukrainian higher education institutions against the backdrop of globalization brings the problem of their academic maladaptation to the forefront. This condition, caused by the difficulty of adapting to new academic, socio-cultural, and living realities, manifests as a complex of psychophysiological disturbances that seriously threaten academic success and mental health. In the current conditions of socio-economic uncertainty, it requires in-depth study and the development of practical intervention measures.
Aim. To systematize scientific data on the clinical-psychological structure of academic maladaptation among international students, analyze its key determinants, and, based on a literature review, formulate comprehensive approaches to its psycho-correction and prevention. Систематизувати наукові дані щодо клініко-психологічної структури навчальної дезадаптації іноземних студентів, проаналізувати її ключові детермінанти та на основі огляду літератури сформулювати комплексні підходи до її психокорекції та профілактики.
Materials and Methods. A systematic review and analysis of current domestic and international scientific sources on the research topic were conducted. Methods of theoretical analysis, synthesis, and generalization were used to identify the main components of maladaptation, risk factors, and protective mechanisms.
Research Ethics. Sources describing studies conducted in compliance with ethical rules were analyzed.
Results. It was established that the academic maladaptation of international students is a multicomponent state, the obligatory elements of which include psychoemotional disturbances (anxiety, emotional instability), somatovegetative imbalance, dyssomnia disorders, and social anxiety. The main predictors of maladaptation development include language and cultural barriers, lack of social support, difficulties in interpersonal interaction, financial instability, and academic overload. Social support has been identified as a key factor mitigating stress impact and promoting adaptation. The negative impact of disruptions in life regime on the functional state of students was also revealed.
Conclusions. Effectively overcoming the academic maladaptation of international students requires a comprehensive, integrated approach that combines individual psychological correction aimed at developing adaptive coping strategies and increasing stress resistance with organizational-environmental measures. The latter should include social integration programs, tutor support, creating an inclusive educational environment, and teaching self-regulation skills. The implementation of such measures is a guarantee of not only improving the academic results and psychological well-being of international students but also enhancing the international image of Ukrainian higher education as a whole.
Keywords: psychiatry, medical psychology, social anxiety, somatovegetative imbalance, psycho-correction, social support.
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