Adaptive potential and academic adaptation of students: socialization factors

Introduction. While universal and specific characteristics of student adaptation are shaped by prior socialization, the contributions of socialization institutions to academic adaptation in university students remain unclear. Identifying these factors is critical for developing adaptation programs. Aims. This study examines sociodemographic factors of adaptive potential and academic adaptation among university students. Materials and methods. Participants included 397 students (18.4 % male, 81.6 % female; mean age 19.4, SD 1.6) from rural (13.6 %), small-town (38.2 %), and large city (47.9 %) areas. Data were collected through a questionnaire evaluating sociodemographic indicators, a diagnostic methodology for assessing the structure of students' academic adaptation, and an assessment methodology for measuring adaptive potential. Results. Key findings reveal that ethnic identity, family well-being, and parenting style significantly affect adaptive potential and academic adaptation. Students reporting democratic parenting styles exhibited higher adaptive potential, better behavioral regulation, and superior academic adaptation. Conclusion. Among the factors of socialization of adaptive potential and academic adaptation of students, the strongest are the factor of commitment to the ethnic group, the parenting style in the family (democratic) and the level of well-being. The size of the parental family is not associated with the characteristics of adaptation. The number of friendships is a factor in adaptive potential. The results can be used in the socio-psychological service of universities