The Role of Student's Self-actualization in Adapting to the e-Learning Environment

Abstract

The article covers the problem of psychological adaptation of students to the electronic expansion of the learning environment. The authors link the adaptive abilities of students with the nature of motivation for learning and the level of personal development in the process of new knowledge acquisition. The unity of the vectors of individual development in this regard correlates with the matrix of self-actualization, which characterizes the integral structure of personality and the rate of the development of its abilities in the learning process. The analysis of the parameters of self-actualization for the groups of students of different majors, which fix the positive experience of an individual in the information environment, determines the aims of the article. The theoretical basis of the study is the concept of personal development in psychology. The method of comparative analysis of the average level of self-actualization of students, depending on their major and gender, and psychological testing (self-actualization test) as an empirical method are used. Test data processing was carried out using IBM SPSS Statistics 19. The generalization of indicators of basic and auxiliary scales of self-actualization parameters measurement allowed revealing the average picture of readiness of students to the independent orientation in the extended learning environment. According to the results of the study, the conclusion is made about the insufficient level of independence of the first-year students in the assessment of the information environment, in the choice of online learning trajectories. The results can be used to model a productive algorithm of students' adaptation to the e-learning environment.