A. V. Tsvetkov, N. A. Tsvetkova, A. A. Antonov
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The paper describes an empirical study on the adaptation of first- and second-form pupils to school learning through questioning of teachers, who evaluated emotional well-being, cognitive activity and other characteristics of pupils, and the Oldham-Morris method of behavioural type assessment. The worst adaptation is demonstrated by pupils in class with an ideosyncratic teacher, and the best – with a serious and conscientious teacher. The results interpretation is based on recognition of the mutual dependance of personality self-esteem and assessment of the people around. In conclusion, the authors make an assumption about the possible ways of educational environment correction in classes of different personality type teachers.
Key words: personality accentuation, educational environment, children’s adaptation
to school learning.
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