Family Factors Contributing to the Integration of Students Studying at Universities in New Constituent Entities of the Russian Federation into the New Sociocultural Space

Original article

DOI: 10.15293/1812-9463.2404.03

Natalia N. Vasyagina

Ural State Pedagogical University, Yekaterinburg, Russia

Ksenia V. Adushkina

Ural State Pedagogical University, Yekaterinburg, Russia

Elena E. Blynova

Kherson State Pedagogical University, Kherson, Russia

Narmina O. Oleynik

Kherson State Pedagogical University, Kherson, Russia

Abstract. Introduction. In the article, the authors consider important aspects of the integration of personality into new socio-cultural space on the example of students of new territories. Forced migration, including educational migration, can have significant negative impact on the physical, mental, and emotional state of person, therefore, factors contributing to and hindering adaptation to new place require in-depth scientific analysis. Among the numerous factors, family resources are of particular importance, the study of the connections of family resources with the processes of adaptation and integration into new socio-cultural space was the purpose of the study. Methodology. The study sample consisted of students of the Kherson State Pedagogical University. Empirical data were collected using the methodology “Adaptation of personality to new socio-cultural environment” (L. V. Yankovsky) and the family resources test II (A. V. Makhnach, Yu. V. Postylyakova). Results. The results obtained in the study showed that the prevailing level of adaptation of students is average, which on the one hand is an indicator of fairly successful integration into the system of new social ties and relationships, and on the other hand, an indicator that integration into new socio-cultural space has not yet been completed. An important role in ensuring the process of integration into new socio-cultural space in conditions of forced migration belongs to the family: relying on all available family resources, successful integration of students is primarily facilitated by family factors such as financial freedom and management of family resources, and the insufficient level of health culture in the family makes it difficult. Conclusions. The data obtained in the study on family factors that promote / hinder the integration of students from new regions into the socio-cultural space of Russia can be used in the development and implementation by universities of effective programs for psychological and pedagogical support of students.

Keywordseducational migration; adaptation; integration; family; family factors; family resources; integration into a new socio-cultural space.

For Citation: Vasyagina N. N., Adushkina K. V., Blynova E. E., Oleynik N. O. Family Factors Contributing to the Integration of Students Studying at Universities in New Constituent Entities of the Russian Federation into the New Sociocultural Space. Journal of Pedagogical Innovations, 2024, no. 4 (76), pp. 50–63. (In Russ.) DOI: https://doi.org/
10.15293/1812-9463.2404.03

FinancingThe research was carried out within the framework of the project “Socio-psychological factors of integration of university students of new subjects into the socio-cultural space of the Russian Federation”, which is implemented with the financial support of the Ministry of Education of the Russian Federation within the framework of state assignment no. 073-00043-24-01.

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Information about the Authors

Natalia N. Vasyagina – Doctor of Psychological Sciences, Professor, Head of the Department of Educational Psychology, Ural State Pedagogical University, Yekaterinburg, Russia, https://orcid.org/0000-0003-3899-3768, vasyagina_n@mail.ru

Ksenia V. Adushkina – Candidate of Psychological Sciences, Associate Professor of the Department of Educational Psychology, Ural State Pedagogical University, Yekaterinburg, Russia, korkva@yandex.ru

Elena E. Blynova – Doctor of Psychological Sciences, Professor, Head of the Department of Applied Psychology and Personality Development, Kherson State Pedagogical University, Kherson, Russia, https://orcid.org/0000-0003-3011-6082, elena.blynova@yandex.ru

Narmina O. Oleynik – Candidate of Psychological Sciences, Head of the Department of General and Social Psychology, Kherson State Pedagogical University, Kherson, Russia, https://orcid.org/0000-0002-8351-8803, narmina.oleinik@yandex.ru

Authorsʼ contribution: Authors have all made an equivalent contribution to preparing the article for publication.

The authors declare no conflict of interest.

Received: 23.08.2024; approved after peer review: 24.10.2024; accepted for publication: 02.11.2024.