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Buxoro Xalqaro
Universiteti

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XORIJIY TALABALAR MOSLASHUVINING KONSEPTUAL ASOSLARI VA PSIXOLOGIK MEXANIZMLARI

КОНЦЕПТУАЛЬНЫЕ ОСНОВЫ И ПСИХОЛОГИЧЕСКИЕ МЕХАНИЗМЫ АДАПТАЦИИ ИНОСТРАННЫХ СТУДЕНТОВ

CONCEPTUAL FOUNDATIONS AND PSYCHOLOGICAL MECHANISMS OF INTERNATIONAL STUDENTS’ ADAPTATION

  • Jabborova Musharrafxon Zafarbek qizi — Andijon davlat universiteti tayanch doktoranti,

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Annotatsiya

Mazkur maqolada xorijiy talabalar moslashuvining konseptual asoslari va psixologik mexanizmlari nazariy jihatdan tahlil qilingan. Moslashuvning akkulturatsiya (J. Berry), madaniy zarba (K. Oberg), U va W shaklidagi moslashuv egri chiziqlari (S. Lysgaard, J. va J. Gullahorn) hamda stress va kurashish (R. Lazarus) nazariyalari asosidagi konseptual modellari ko'rib chiqilgan. Moslashuvning to'rt asosiy bosqichi (asal oyi, madaniy zarba, moslashish va moslashuv) hamda uning ijtimoiy-psixologik, akademik va shaxsiy o'lchovlari aniqlangan. Tahlil natijalariga ko'ra, moslashuv muvaffaqiyatiga eng kuchli ta'sir etuvchi omillar til kompetensiyasi (88 %), ijtimoiy qo'llab-quvvatlash tizimi (82 %), shaxsiy psixologik xususiyatlar (78 %) va akademik tayyorgarlik (75 %) hisoblanadi.

Аннотация

В данной статье теоретически проанализированы концептуальные основы и психологические механизмы адаптации иностранных студентов. Рассмотрены концептуальные модели адаптации на основе теорий аккультурации (Дж. Берри), культурного шока (К. Оберг), U- и W-образных кривых адаптации (С. Лисгаард, Дж. и Дж. Гуллахорн), а также стресса и копинга (Р. Лазарус). Определены четыре основные стадии адаптации (медовый месяц, культурный шок, приспособление и адаптация), а также её социально-психологические, академические и личностные измерения. Согласно результатам анализа, наиболее сильными факторами, влияющими на успешность адаптации, являются языковая компетенция (88 %), система социальной поддержки (82 %), личностные психологические особенности (78 %) и академическая подготовка (75 %).

Abstract

This article provides a theoretical analysis of the conceptual foundations and psychological mechanisms of foreign students' adaptation. Conceptual models of adaptation based on the theories of acculturation (J. Berry), culture shock (K. Oberg), U- and W-shaped adaptation curves (S. Lysgaard, J. and J. Gullahorn), and stress and coping (R. Lazarus) are examined. Four main stages of adaptation (honeymoon, culture shock, adjustment, and mastery) are identified, along with its socio-psychological, academic, and personal dimensions. According to the analysis, the strongest factors influencing successful adaptation are language competence (88 %), the social support system (82 %), individual psychological characteristics (78 %), and academic preparation (75 %).

Kalit so'zlar: xorijiy talabalar, ijtimoiy-psixologik moslashuv, akkulturatsiya, madaniy zarba, U-shaklidagi egri chiziq, kross-madaniy psixologiya, ta'lim migratsiyasi, psixologik mexanizmlar, ijtimoiy qo'llab-quvvatlash, til kompetensiyasi, oliy ta'lim, integratsiya

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