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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 source (direct Gemma or distilled Codex), 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".