Research Projects on Occupational Adaptation

The above conclusions have scientific significance to help educational administrators organize well classes with many students from many ethnicities and many countries. However, the above research works do not have illustrative statistics.

2002, “Academic incident reports since summer 2002 worldwide & country statistical report”

National and World Statistics (Summer 2002) by New York University

Mexico State found that 169 of its students who had studied abroad in integration programs had encountered difficulties in adapting to studying abroad. These difficulties included students’ language skills, different educational programs, inappropriate schedules and exam registration, course organization, learning assessment, unenthusiastic lecturers, etc.[].

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Arbona, Consuelo, Bullington, Robin, Pisseco, Stewart, Poyrazly, Senel studied “Adjustment issues of Turkish College students studying in the United States” on 79 Turkish students studying in the United States about their adjustment to academic activities and life at school. The authors concluded: Students who are better at English are better adapted, students who are better at reading and speaking are better adapted, students who receive scholarships from the Turkish government are better adapted than students who do not receive government scholarships in their academic activities and life at school [].

Mary Eileen - Mattingly studied 67 students at Loyola University (New Orleans) on the differences in adaptation to learning activities and school life between students from private and public schools. The results of the study showed that there was no difference in the level of adaptation to learning activities between students from private and public high schools with learning activities and school life. However, this research sample was a bit small, not enough to give an objective conclusion about this study [].

1.1.1.2. Research projects on occupational adaptation

To be effective in a career, individuals need to be involved.

into professional activities; must grasp the demands and requirements of the profession in specific historical and social conditions; must constantly improve knowledge and practice professional skills and techniques, thanks to which professional activities become flexible, fast, and sharp. That is, individuals must adapt to the profession. Thus, when people adapt to the profession, they will be proactive, positive in their work, confident, excited, passionate, put all their mind and ability into the activity, at this time they will do the job easily, have great creativity and high labor efficiency. Professional adaptation is a very important issue, so in the world there have been many research projects on professional adaptation, we can mention some of the following research projects:

In 1969, in the former Soviet Union, Professor Ermolaeva EA, while researching “Special

social and occupational adaptation scores of graduates

"The concept of adaptation and indicators of career adaptation in graduates of teacher training colleges" has been introduced. According to her: "Career adaptation is a process of adaptation of new workers to the characteristics and working conditions in a certain group". She has given four objective indicators and three subjective indicators of career adaptation:

Four objective indicators: Work quality; Skill level; Individual reputation in the group; Compliance with labor discipline.

Three subjective indicators: Job satisfaction; Working conditions; Relationships with others in the group.

She also pointed out the moment when adaptation appears: “When getting used to new conditions, it entails certain expenditures of energy.” Although she only studies the field of labor adaptation, Ermolaeva’s opinion

EA contributes to clarifying the theory of adaptation, especially the issue of adaptation index [].

In 1979, Serbacov AI and Mudric AV studied “Career adaptation

the career of a teacher”. The authors

have a view on

prefer

corresponds to

Ermolaeva EA, but emphasizes the familiarization with the conditions and peculiarities of the

The point of activity (labor) is also considered as the adaptation process, "The teacher's professional adaptation is the process of adapting to the actual conditions of pedagogical activities shown in the young educator when he first starts working in a general school". Also in the process of researching the professional adaptation of teachers, Serbacov AI and Mudric AV have deeply analyzed the subjective and objective factors that affect the effectiveness of professional adaptation [, p.47].

In 1979, Golomostoc AE, in his research on “Career choice and

"Personality education for students" also refers to the issue of career. However,

However, he did not use the term "adaptation" (даптация) but used the term "suitability" (пригодностъ) to express the special adaptation of humans to their profession. The author considers adaptation as a process of cognition, action and especially emphasizes the emotional aspect of humans and the process of career suitability, because the author considers career suitability as a personality attribute of humans. He wrote: "Vocational adaptation is expressed in the fact that humans perceive and perform labor effectively, and at the same time express feelings of satisfaction with their work" [, p.25]. In addition, AE Golomostoc also criticized traditional concepts that only see adaptation as a process of perceiving and penetrating new conditions. At the same time, he also put forward a theory of career adaptation that is consistent with the empirical documents of modern psychology. However, he only mentioned the issue of career suitability in general and did not go into detail about a specific profession [].

In 1979, Pine GJ of Boston University researched “Teacher adaptation of research findings”. The research results showed that to adapt to professional activities, teachers first

must be able to adapt to very conventional teaching methods; when

Only when they can adapt to conventional methods can they confidently innovate methods. Pine GJ believes that teachers' adaptation to scientific research is a criterion for evaluating career development; teachers' adaptation to scientific research activities is a criterion for evaluating teachers' career adaptation in the current period [, p.28].

In 1980, in the journal “Psychological Problems” No. 4, Krintreva AA presented her research on the psychological characteristics of adaptation to production in new graduates, in vocational technical colleges and in high schools. She stated: “Adaptation is the process of getting used to production, the process of gradually joining production”, and she also gave some characteristic indicators of vocational adaptation: Quickly mastering the production specialty, technical standards; Skill development; Social status in the group; Job satisfaction [quoted from ].

In 1987, in Finland, Volanen MB was interested in the problem of adaptation.

vocational training and social attitudes towards youth employment. His research results show that between vocational training and vocational work of young people there exists a transition period that can last up to 5-7 years, characterized by a series of events such as unemployment, temporary jobs, and even changes in occupation. Volanen considers this as the vocational adaptation period of young people and their attitudes towards employment depend on whether vocational adaptation takes place at this stage or not [, p.105].

On the other hand, Holland has studied the compatibility of personality types and forms with corresponding occupational environments. This is the basis for career guidance. According to him, the compatibility of personality with corresponding occupational environments will greatly limit the difficulties that people encounter.

In other words, this fit will speed up the process of liking the job.

application

In 2001, in the article “Adapting Vocational Psychology to Cope with

Change” (Like)

professional psychology

to cope with all changes), author

Hesketh.B mentioned that training new technology for workers must create conditions for them to quickly adapt to that technology and form the necessary skills [, pp.203-212]. She believes that it is necessary to adapt workers to the professional psychology so that they are ready to cope with all changes, not only providing them with

Vocational knowledge workers for whom it is very important to develop vocational skills.

In 2006, Anna Kopeloviča, Leonards Žukovs of Latvian University studied “Adaptation of Young Teachers at School” [].

In 2007, Shcheglova SN researched “Characteristics of Schoolteachers'

Adaptation to the Values of computerization” (Adaptation to the Values of computerization)

(General education teachers to the values of using computers), the author believes that the adaptation of teachers to the values of the information society is a unique method that requires positivity in teaching [, pp.33-42]. The research work of Shcheglova SN has contributed to affirming the inevitable demands of the 21st century for people in general and teachers in particular. To survive and contribute well in their professional activities, teachers must adapt to the changes of society, specifically adapt to information technology.

In 2008, in the Handbook of Psychology edited by Cartwright & Cooper SC published at Oxford University, Hesketh. B & Griffin. B compiled the chapter: “Selection and training for work adjustment and adaptability”. In this chapter, the authors mentioned that career selection and training must pay attention to human adaptability and social requirements [].

From the above studies of the authors, we see that the authors have mentioned the concept of career adaptation, subjective and objective factors and indicators that characterize career adaptation. The authors all tend to believe that career adaptation is the process of adapting to the characteristics of work and the conditions of the labor process; career adaptation is the process of perception and action, in which people develop feelings for the profession.

Although not receiving as much research attention as some other issues in the field of adaptation, there have been indirect works in the world.

Addressing the issue of adapting the management activities of primary school principals. Here are some works:

In 1985, Zimi PV, Kondakop MI and Saxerdotop NI in “School management issues” deeply studied the issue of leadership in teaching and education in schools, and considered this a key step in the principal's management activities [, p.28].

In 1979, Jaxapob studied "The organization of the principal's work" and proposed a number of management requirements for high school principals in the division of tasks between the principal and vice principal. Jaxapob stated: "The principal is the leader and is fully responsible for school management, especially for the management of teaching and learning activities" [, p.16].

In 1984, Xukhomlinsky VA studied "Some leadership experiences of high school principals" with special attention to the exchange between principals and vice principals to find the best management measures. The author said: "In these exchanges, as leverage, there arose plans that later developed in the management work in the creative work of the pedagogical collective" [, p.17].

In addition, VAXukhomlinxki also affirmed that building and training a team of teachers is an extremely important task of the principal [, p.24]. The author also clearly stated the importance and pointed out the weak status of the method of observing and analyzing pedagogical lessons, although the principal still regularly observes and gives feedback on lessons [, p.28].

1.1.2. Domestic adaptation research projects

Since our country began its renovation, the issue of adaptation, especially learning adaptation, has begun to attract great attention from many psychologists, sociologists and educators. Evidence of this great interest is the considerable amount of research devoted to the issue of adaptation.

1.1.2.1. Research works on adaptation in vocational training

In 1996, Do Manh Ton's doctoral thesis "Research on adaptation to learning and training of military officer school students", the research results showed that adaptation to learning and training of military officer school students depends on learning motivation and military career trends [].

In 2000, Nguyen Xuan Thuc and Nguyen Minh Huyen studied the development of adaptability to the form of pedagogical situation solving activities for students [, p.24]. The authors tested and concluded that the impact measures: Providing students with theoretical understanding of pedagogical situations, training students in pedagogical situation solving skills can improve students' adaptability to the form of pedagogical situation solving activities.

In 2002, Duong Thi Thoan researched "Developing the ability to adapt to the form of contact activities with homeroom students in pedagogical practice" [].

In 2002, Le Ngoc Lan published the results of the research on the topic "Adaptation to practical activities of students at Hanoi Pedagogical University". The author concluded: Adaptation is a psychological structure consisting of two elements: Grasping appropriate behavioral methods to meet the requirements of life and activities; forming new psychological structures that create the subjectivity of behavior and activities.

These two factors are closely linked together to help people regulate their systems.

existing attitudes and behaviors, forming new appropriate attitudes and behaviors

adapt to a changed environment. Adapt to life and activities in a

The new school has many higher requirements, it is a long-term process. The speed and results of that process depend a lot on the efforts, awareness and ability of each student. The author recommends that it is necessary to build for learners a learning method suitable for the new curriculum to help them adapt better to studying at university. This is a research work that is meaningful in both theory and practice. The author has pointed out the psychological components of adaptation and the factors that influence adaptation to studying at university [].

In 2003, Nguyen Xuan Thuc tested a measure to improve the adaptation of pedagogical students to the form of organizing extracurricular activities for high school students [, pp.25-28] and came to the conclusion: Providing students with knowledge about the process and skills to organize extracurricular activities for high school students is a feasible measure to improve students' adaptation to the form of educational internship - organizing extracurricular activities for students.

In 2003, Nguyen Thac studied the adaptation to learning activities of students at the Central Kindergarten Pedagogical College 1. The author believes that: students have not adapted to studying at school due to their academic level, because they are not familiar with new learning methods and teachers' teaching methods, and because of changes in the learning environment [, pp.21-24].

During the two academic years 2002 - 2003 and 2003 - 2004, with the aim of orienting the pedagogical training activities of students at Hanoi National University of Education, author Nguyen Xuan Thuc conducted a study on the adaptation to the pedagogical training activities of students at Hanoi National University of Education on three aspects: recognition

wake up

training content of pedagogical skills, attitudes

for forging

pedagogical training and pedagogical training behavior. Results

The study led the author to the conclusion that, in general, all students adapted to pedagogical training activities, but the level of adaptation was not high, only average and good; moreover, the adaptation of students was uneven in the aspects studied. In addition, the study also pointed out two groups of subjective and objective causes that hindered students' adaptation to pedagogical training activities. The group of subjective causes included: lack of understanding, not fully seeing the meaning and effects of the activity content, personal limitations, lack of interest, lack of time and other conditions, and finally the lack of effort of students. The group of objective causes included: irregular organization, poor class organization, causes from the instructors, and finally the conditions of facilities [, pp.46-48].

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