IMPACT OF PERSONAL ADAPTIVE POTENTIAL OF HUMANITIES STUDENTS ON THEIR ADAPTATION TO STUDYING

The paper aims to examine psychological peculiarities of the influence of personal adaptive potential of humani-ties students on the process of their adaptation to studying at a university. To achieve this goal, the following methods were used: focus group interview by S. Belanovskyi; Students' Adaptation to University Inventory (by T. Dubovytska, A. Krylova), “Adaptability” Multilevel Personal Questionnaire (by A. Maklakov, S. Chermianin); Students' Educational Motives Inventory (by A. Rean, V. Yakunin; modification by N. Badmaiev), Person's Motivational and Emotional Profiles (V. Milman); Terminal Values Scale (I. Senin), Self-Assessment Inventory (T. Dembo - S. Rubinstein, modifica-tion by G. Pryhozhan), “Psychosocial Climate of a Student Group” Inventory (V. Zavialov); House-Tree-Person Test (J. Buck) and Self-Portrait Drawing Test (R. Burns); methods of mathematical statistics. The following peculiarities of the influence of personal adaptive potential components of humanities students on the process of their adaptation to study have been determined: a low level of behavioral regulation, tendency to neuropsychiatric failures, inadequate self-esteem, incommensurability of communicative abilities, difficulties in making contacts, manifestations of aggres-siveness, increasing conflict, impossibility of an adequate assessment of one's place and role in the student group. Among the criteria for reducing the adaptation to the training of students of humanities is also the regressive type of motivational profile with a low degree of awareness and integration of various forms of learning motives (professional, social, creative self-realization, prestige) and general purpose; increasing the devaluation of values related to educa-tional activities, instead of material values and the field of hobbies and entertainment. There is a connection between the middle and low adaptation stages to the training of students of humanities with their low sociometric status (“rejec-tion”) and high level of anxiety, low sociometric status (“isolated”) and inadequate (underestimated or overestimated) self-esteem, as well as the level of the social environment development in the student group.