Adaptation of non-resident students: example of Kazakhstani university

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Astana IT University

Adaptation of non-resident students: example of Kazakhstani university

Maidanova S.

Sagyngali A.

Zhaxylykova D.

Kazakhstan, Astana

Abstract

This essay looks at how international students adjust to a university in Kazakhstan. The authors surveyed students in three separate university faculties' courses from a sociological perspective. According to the survey's findings, non-resident students have a variety of difficulties adjusting to university life, such as homesickness, language hurdles, and cultural differences. The authors suggest several strategies to aid non-resident students in adjusting to university life, such as giving them greater support from the administration, teachers, and staff and expanding their opportunity to socialize with Kazakhstani students.

Keywords: adaptation, non-resident students, Kazakhstani university, sociological survey, language barriers, cultural differences, homesickness, support services, student interaction.

Аннотация

Адаптация иногородних студентов: пример казахстанского вуза

Майданова С., Сагынгали А., Жаксылыкова Д., Astana IT University, Казахстан, Астана

В этой статье рассматривается, как иностранные студенты адаптируются к университету в Казахстане. Авторы опросили студентов на трех отдельных факультетах университета с социологической точки зрения. Согласно результатам опроса, у иногородних студентов возникают различные трудности с адаптацией к университетской жизни, такие как тоска по дому, языковые барьеры и культурные различия. Авторы предлагают несколько стратегий, которые помогут иногородним студентам адаптироваться к университетской жизни, например, оказать им большую поддержку со стороны администрации, преподавателей и персонала и расширить их возможности для общения с казахстанскими студентами.

Ключевые слова: адаптация, иногородние студенты, казахстанский университет, социологический опрос, языковые барьеры, культурные различия, тоска по дому, службы поддержки, взаимодействие со студентами.

Higher education is a traditional value in our country. Young people consider higher education as a necessary condition not only for professional, but also for a social care er. This leads to high competitions for admission to universities. However, non-resident students have problems with adaptation. Consequently, a comprehensive investigation has been initiated, considering the results of a sociological survey of students of three courses of different faculties of Kazakhstani University based on personal data. The sociological survey will be conducted in the form of a questionnaire. At least 40 students of various specializations will participate in the survey. The results will be processed by our team.

Knowledge of the factors of university adaptation and measures of their influence on the course of this process are necessary to predict the course of adaptation and the formation of procedures for proactive prevention and correction of deviations makes it possible to manage the adaptation of a student at a university, to facilitate his rapid and effective entry into a new environment at the beginning of training, to influence the as simulation of professional knowledge, the formation of skills and abilities to help in didactic difficulties.

The pertinence of the studied problem is the fact that successful adaptation of a student to life and academic activity in a university is the key to the further development of each student as a personality and a professional in the field of his or her activity. The relevance of the problem is determined by the tasks of freshmen adaptation university learning environments. Freshmen are experiencing psychological difficulties due to the change of their social status different approaches to the arranging of training activities in high school the lack of personal qualities that could be useful while developing an optimal model of successful learning activities. Consequently, a considerable percentage of students disheartened by their initial choices opt to discontinue their academic pursuits and redirect their focus to alternative paths in life. In this regard, the problem of arranging the psychological and pedagogical support for first year students' entry into the new system of educational activity is of key importance for the theory and practice of vocational education. Psychological and pedagogical support for students is defined as a process of support and assistance to student adaptation to academic activities in high school through the creating conditions for the establishment and development of their personality while studying. At present, the problem of adaptation of students at the initial stage vocational training occupies one of the most important places in pedagogical science and practice. This is due to the fact that the system education of higher education turned out to be unprepared for transformations social and political life, when only knowledge in the traditional understanding cannot act as a means of successful adaptation yesterday's students. Since when improving programs adaptation to learning activities psychological components play the most significant role, the psychological mechanisms of adaptive processes deserve a closer look. The modern pace of life of student youth, information overloads and all sorts of conflicts give rise to a state of stress and the importance of studying the mechanisms of adaptation, i.e., optimal adaptation to environmental conditions, arises. The main goal of adaptation is to preserve the functional unity of the individual and ensure optimal opportunities for its activities to achieve the existing ne eds.

Non-resident students are a promising social category of the urban population, they represent a professional and human resource for development Kazakhstan. Therefore, the migrant environment of students is interesting from a sociological point of view, and its study can reveal significant social phenomena. A “student” is a student of a higher, in some countries, and a secondary educational institution, in Kazakhstan only students in universities. Students usually at tend higher educational institutions, where they listen to lectures, participate in seminars, after which they pas s tests and exams, perform coursework and participate in practice in their specialty, and at the end of the corresponding stage of training they perform a thesis. “Non-residents” is a special category of students. Unlike local students, who have had minor changes since entering the university (social and living conditions have remained the same, but only the geographical location of the educational institution and the system of education have changed), non-resident students find themselves "torn out" from the previous social conditions. Changes are taking place in almost all spheres - not only the geographical location of the educational institution and the training system are changing, but also the living conditions and the social environment. Students are the only category of the population where the age limits are extremely narrow: first-year students have a teenage age from 17 to 23, this is the most difficult period of psychological development, the formation of will, consciousness, morality. It is well known that the living conditions of students, their changes affect the process of adaptation to student life, to the conditions of study at the university, where the student me ets with a new structure of the educational institution, a new team and form of education, sometimes with unusual forms of communication a relationship. All these difficulties include social adaptation. The dominant role in adaptation is played by housing problems, on which the degree of adaptation of the student to new loads depends, especially during the session. All other things being equal, students living in the city, in a familiar home environment, where they do not ne ed to adapt to new living conditions, which may be much more uncomfortable than the previous ones, are in a winning position here. Gender is not a little important concept used in the course of the study. In psychology, gender is a socio biological characteristic by which people define the concepts of "man" and "woman". Gender is constantly influenced by both cultural norms that establish what men should do and what women should do, and social information that inspires people how big the difference between men and women is. Specialists in developmental psychology use the term "differential socialization" to delineate a process wherein individuals are instructed that certain things are peculiar to one and unusual to others, depending on the gender of the student. The main method of collecting sociological information about the social adaptation of non-resident students is a questionnaire survey. Questionnaire is a questionnaire, the main survey tool.

The proposed questionnaire is designed to elicit responses on various aspects of social adaptation. It will consist of several blocks. At the beginning of the questionnaire, will be an appeal to respondents is placed, which explains who and for what purpose offers questions, as well as the rules for filling out the questionnaire. Next, it will be suggested where the respondent should answer questions about himself: gender, age, course, field of specialty. Then comes the main part, i.e., these are questions arising from the goals and objectives of the study. In this study, a target sample is used, i.e., participants were selected based on similar characteristics, namely from the total number students at Kazakhstani University will be interviewed by students in the number of at least 40 people. The questionnaire will construct in such a way that aspects of adaptation to social life are characterized from several positions. A number of objective conditions will be evaluated, i.e., the features of his housing, the presence of his room, etc. A key point is the one with whom the student lives while studying at the university. In conclusion, the personal attitude to the adaptation of student life will be evaluated. The rating of the answers to the questions will be as objective as possible, since only the answers in a real situation are taken into account when evaluating. The main hypothesis of the study is the assumption that the factor of educational migration determines the specifics of university adaptation. It will concretize in the following particular judgments:

• Sociodemographic characteristics of students (gender, learning profile)

• The motivational characteristics of the personality of first-year students (the type of motivation for learning, the orientation of the personality)

• Consideration of the effect on factor of educational migration the type of dynamics of the social, didactic and professional components of adaptation.

To evaluate the hypothesis a variety of complex methods, mutually explanatory of each other was used: - Theoretical methods: theoretical analysis and synthesis of philosophical, pedagogical, psychological, sociological, scientific, and methodological literature on the study, generalization, comparison, modelling, Methodological base - a structural-functional approach will be used. Structural-functional analysis is one of the most important research approaches to the study of social phenomena. Representatives of this approach considered a social object (in particular, society) as a system in which all parts serve meeting the ne eds of the system as a whole, providing it existence in t-he environment. The basis of the structural functional analysis is the concept of the function of each system unit according to relation to the system as a whole. Empirical methods: the study of university educational process, interviews, questionnaires, discussion, pedagogical experiment, the qualitative and quantitative analysis of the results of the experiment, methods of mathematical statistics.

Our university Kazakhstani University was selected as a sample for this study. Online survey was selected for the selection of participants, one of the most common sampling strategies was used - random sampling of respondents, which allows selecting participants according to certain criteria. The analytical sample will consist of at least 200 students. The respondents were categorized according based on gender, course and region

To conduct the survey, mixed survey methods were used, which made it possible to identify and analyse the peculiarities of adaptation of students from other cities to the university environment and the requirements of the university. A mixed method helped us provide stronger evidence and increased confidence in our conclusions, as well as gave us more detailed results. Data is presented in the form of tables, charts, -graphs or any other non-numeric form, this makes it easy to understand the collected data, as well as to prove the reliability of marketing research. The research process, interventions and data collection tools (e.g., questionnaires) are standardized to minimize or control possible bias. Comprehensive testing to identify factors of difficult adaptation accompanied by manifestations of sensory distress of non-resident students of Kazakhstani University was conducted in an online format using the Google form. Students of all faculties took part in the study, the sample consisted of 200, first- second- and third-year students (approximately 50 percent of girls and 50 percent of boys) of different nationalities who came from different regions of Kazakhstan: (North, West, East, South, Central and North). The survey, as a rule, provides relatively low costs of time and human resources for the persons conducting the assessment project, and provides opportunities for collecting data from a large number of participants. This tool will help in developing an effective survey to answer research questions of interest. The collection procedure is anonymous: identifiers are not used, -so it is impossible to follow up on non-respondents or compare the data of -preliminary/post-test tests. Anonymous unique identifiers have been incorporated to connect the data before publication. This approach aligns with the ne ed for confidentiality in collecting information identifying details are unnecessary. Following the receipt of responses from 200 students, the data was compiled and visually represented through pie charts.

Data collection is the process of gathering and measuring information on variables of interest, in an established systematic fashion that enables one to answer stated research questions, test hypotheses, and evaluate outcomes. The process begins by determining what kind of data required followed by the selection of a sample from a certain population. Subsequently, responses are obtained through certain instrument to collect the data from the selected sample.

Data that has been collected from first -hand experience is known as primary data. Primary data has not been published yet and is more reliable, authentic and objective. The questionnaire method was employed due to its efficiency in collecting a large number of people in a short period of time, information can be collected from a needed number of people in a short period of time and in a relatively cost-effective way, when data has been quantified, it can be used to compare and contrast other research and may be used to measure change.

This survey was conducted by 200 1-3-year students, 100 boys and 100 girls

Table 1

Descriptive Statistics of Continuous Variables

Table 2

Chi-Square Test Results

Table 3

Fisher's Exact Test Results

The bulk of responders (16.7% each) 7re from the North or South, were female (50%), and were first-year students (33.3%). More than 70% of participants relocated for university, with moral challenges accounting for 36.9% of the challenges, housing searches accounting for 35.7%, and challenging interpersonal interactions accounting for 27.4% of the challenges encountered during the journey. Moving to a new city caused over half of the respondents (46.4%) to express psychological challenges throughout the adaption phase.

The total monthly income of all sources combined for the respondents was 4,100 on average. Family or a partner's provision was the most prevalent source of income (71.4%), followed by self-earned money from a paid job (48.8%) and governmental funding (non-repayable grants/loans) (22.6%). More than 70% of participants expressed contentment or extreme contentment with their financial situation. language cultural adaptation out town student university kazakhstan

Chi-square tests were used to evaluate the relationship between gender and factors such as living arrangement, psychological challenges, hobbies, frequency of friend interactions, moving for college, financial contentment, and receiving a scholarship. Fisher's exact tests were used to evaluate the relationship between academic year and migrating to a university, as well as the relationship between psychological issues, hobbies, frequency of social interactions, living situation, financial contentment, and scholarship recipient. Not a single one of the examined variables showed any meaningful or relations.

According to the data, most of the respondents appear to be adjusting to their new sur rounding's rather well. Nonetheless, a sizable portion of respondents report psychological issues, which can be connected to the strain of relocating to a new place. Furthermore, a large number of responders are having financial difficulties. To create interventions that support students in adjusting to university life and to gain a deeper understanding of the factors that contribute to these issues, more study is required.

A mixed analysis will be carried out to interpret the data from our questionnaire to the students of Kazakhstani University. Notably, the current second-year students were studying half online and half offline and we would like to know what adaptation problems they encountered. In the questionnaire about 33.3% of second-year students participated, representing diverse geographic locations, including eastern, southern, and western Kazakhstan.

Additionally, a humble question about whether you had any long term moves before university was included, and as it turned out, many students had no experience i-n long term moves.

And as expected, students encountered housing, morale, and money issues. These thre e items ranked in the top 3 of all the problems one would supposedly face. This is all because the dorm at Kazakhstani University is not large enough to fit all first- and second-year students. But to solve this problem, the university bought another building, giving housing to many students who have money problems, students in turn, in gratitude for this, more and more please the university with new achievements in science.

In this case, the psychological difficulties of the move did not affect many, but those who were affected have experienced a syndrome of "student apathy. The persistence of this syndrome remains uncertain, but many must have already coped with it due to the fact that they do not live alone, but with the same students (57.1%) and they are much easier to cope with such problems together than separately, also about payment for housing they are easier. Most of the students are not satisfied with their financial situation, but they have enough for monthly expenses thanks to their parents and earned income from work.

In this day and age, it's not surprising that students are looking for work. Now there are many freelance jobs where a student can develop and still earn money. And the last question showed us that 53.6% of students were having a hard time adjusting when they moved.

Based on a theoretical survey among students at Kazakhstani University, where we interviewed 200 students. From these responses that we collected, we drew the following conclusions and thereby supported our hypotheses with facts.

1. Many incoming students from other cities experience more stress and moral difficulties than those who live in this city.

2. Second year students had a harder time adapting than first- and third year students because they offline study later than others.

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