Features of Cadets'Psychological Adaptation to Studying at a Law Institute

Introduction. The results of a psychological study of cadets' psychological adaptation to the conditions of training at a law institute are presented. The aim was to identify the features of cadets' psychological adaptation in terms of efficiency and background mood. Materials and Methods. A projective psychological technique was used to overcome the conscious control of the research results. To assess the cadets' efficiency and emotional state an abridged version of the M. Lusher color test (CTL) was used. The survey covered 120 first-year cadets, 120 second-year cadets, the total number of the respondents being 240. The quantitative analysis of the data was carried out via the methods of mathematical statistics (z* - Fisher's transformation). Results and Discussion. Some indicators of cadets' psychological adaptation at the initial stage of training in a law institute are determined, these are the emotional background mood and efficiency. It was revealed that both first-year and second-year cadets had a low level of psychological adaptation. Negative background mood, experiencing negative emotions and decreased efficiency are typical for more than every other cadet of the groups under study. Only every third among first-year cadets and almost every second among second-year cadets had a favorable emotional background, which demonstrates the successful emotional adaptation of cadets in this group. Every fifth among first-year cadets and more than every tenth among second-year cadets showed optimal working capacity, which is a positive indicator of the adaptation process that affects the nature and quality of cadets' learning activities. The number of cadets with a negative background mood and reduced efficiency by the second year of studying tends to decrease. Almost every third among first- and second-year cadets is characterized by a compensable state of fatigue. Under unfavorable conditions, the adaptation resources of cadets in this group can turn into the stage of decompensation, which is a risk of their maladaptation and should be taken into consideration. The results obtained show the necessity of implementing a program of psychological and pedagogical support for the adaptation process of cadets in the educational environment of a law institute. Conclusions. The fact of reduced psychological adaptation of cadets at a law institute at the initial stage of training was confirmed. Negative background mood, experiencing negative emotions, cadets' decreased efficiency have a negative impact on the learning process at a law institute, which requires the implementation of the program of psychological and pedagogical support of cadets' adaptation in the educational process of a law institute.