The Role of Psychological Adaptation in the Process of Self-Realization of Gifted Students
Bibliographic record
Abstract
Background: The gifted students' ability for psychological adaptation determines their effectiveness in achieving self-realization and successfully addressing educational and professional challenges. Objective: The aim of the study was to assess the level of students' psychological adaptation and identify key factors affecting their academic and professional self-realization. The effectiveness of psychological interventions intended to improve adaptation processes was also analyzed. Methods: The study employed the following methods as the psychodiagnostic tools: Psychological Adaptation Scale, Rosenberg Self-Esteem Scale, Emotional Quotient Inventory, and Student Self-Efficacy Scale. Experimental interventions included psychological training. Correlation analysis, multiple regression, and t-tests for dependent samples were used for data analysis. Results: The results showed that the level of students' psychological adaptation increased from 3.85 to 4.45 (t = 5.20, p < 0.001) after psychological training. The level of stress resistance increased from 3.70 to 4.30 (t = 4.85, p < 0.001). The level of self-realization also increased from 3.95 to 4.55 (t = 4.95, p < 0.001). Correlation analysis revealed a significant positive relationship between students' emotional regulation, social support, and self-realization (r = 0.57, p < 0.01). Conclusion: The practical significance of the study is that psychological training effectively develops adaptive skills. This increases the level of students' self-realization, which can be used for the development of university support programs. The prospects for further research include expanding the sample and examining the long-term effects of the interventions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".