Motivations to study in the foreign students: connection to adaptation and some contributive factors

Abstract

The topic study actuality is based on International students big amount, their vast academic mobility growing from year to year on one hand as well as remote learning as special form of education which needs in new, non-habitual adaptation forms on the base of significant motivation to study and moreover to receive education abroad under the education of both remote and non-remote learning. Aim: to investigate factors of motivation to study as a whole and in Ukraine in part, academic and cross-cultural adaptation of the foreign students. Tasks: 1) To assess motivation factors to study in Ukraine. 2) To establish factors of motivation to study in Ukrainian for the students who started learning Ukrainian from the very beginning. 3) To analyze the relations between motivation to study and the applicants’ adaptation. 4) To discuss the methods of increasing the foreign students’ motivation to study in Ukraine. Methods: survey in the foreign students from various countries receiving their education in Ukraine, in part the ones studying in Ukrainian with domestic students and with the students learning Medicine in Russian. We received following results. The authors paid much attention to the motivation physiological bases, emphasized to dys-chronoses bad impact on it due to significant time difference between time in the countries the foreigners came from and the Ukrainian one, the Moroccan students have time difference 3 hours back relatively to the Ukrainian time but have the 1st pairs much id est at 5.30 with essentiality to get up earlier and to be active at the 1st pair. Motivations as an integral index were determined to be in dependence on abilities, upbringing, customs and traditions in the family in part and in the country the foreign student is from as a whole, both on genetic and environmental factors. Some students are striving to run away from rather stricted family traditions; the others – heard about Ukrainian education rather good level in part due to early professiogenesis at the dental chairs beginning from the 2nd course comparatively to other countries with later professiogenesis. The authors emphasized to essentiality of using the individual approach and ethnic tolerance to all foreigners in part to the ones receiving their education in the domestic group particularly because of significant ethnic and cultural intolerance from the teachers and domestic students’ side to them; all links of the university must strive to help them to develop a proper adaptation, in part the academic, cultural and cross-cultural one that will increase the motivation to receive education in our country significantly. Also it is very important to activate the psychologists’ and curators’ work, to increase English managing by all the teachers, Ukrainian students, doctors, nurses, librarians, to be ready to help the foreign applicants much more. Also negative moments include absence of adapted short and exact materials with little text and big colored figures, schemes, tables for the foreigners; our teachers’ bad or absent knowledge of Psychology as a whole and its branches such as Differential Psychology, Ethnopsychology, Gender Psychology, Age Psychology, Conflictology (it is essentially to fill the academic groups not by the entrance order but while taking the political and cultural relationships of the countries the students are from into the essential consideration).