Novosibirsk State Pedagogical University Bulletin, 2018, No.1, pp.45-59

Individual-psychological predictors of adaptive behavior of adolescents

Dolgova V. I. 1 (Chelyabinsk , Russian Federation), Rokitskaya Y. A. 2 (Chelyabinsk, Russian Federation), Salamatov A. A. 2 (Chelyabinsk, Russian Federation)
1 South Ural State Humanitarian and Pedagogical University
2 South Ural State Humanitarian-Pedagogical University

Introduction. The problem of studying individual psychological predictors of adolescent adaptive behavior is determined by its social significance, on the one hand, and the lack of a unified theory which explains the determination of adolescent adaptive behavior, on the other hand. The purpose of the article is to present and to analyze the results of theoretical and regression research on self-image (self-attitude) and coping strategies as individual psychological predictors of adolescent adaptive behavior.
Materials and Methods. Research methodology consists of existential and socially-oriented approaches, personality theories, and developmental stage theories. The authors employed the following methods: N. N. Melnikova’s Adaptive Behavior Strategies questionnaire (ASP-1 adolescent form); V.V. Stolin and S. R. Panteleev’s Self-attitude questionnaire; N.P. Fetiskin, V. V. Kozlov, and G. M. Manuilov’s Questionnaire of overcoming behavior; methods of mathematical and statistical analysis (descriptive statistics, K. Pearson’s correlation analysis, multiple regression analysis, and SPSS 19.0 for WINDOWS software).
Results. The study shows significant correlations between self-attitude indicators, coping strategies, and adaptive behavior of adolescents. Regression analysis confirms that formation of adaptive behavior is mostly determined by the following independent variables: the integral level of self-relationship, self-confidence, self-understanding, humor, expression of feelings, etc. The content and focus of this analysis are largely determined by the level of self-attitude of adolescents. It is revealed that increasing positive general undifferentiated self-attitude corresponds to growth of the independent variables.
Conclusions. The undertaken theoretical research has revealed and proved the dependence of adaptive behavior of adolescents on external and internal factors. The internal factors include such coping strategies as coping with stress and self-attitude which perform the function of individual psychological predictors of individual’s adaptive behavior. The empirical research followed by mathematical and statistical data analysis has confirmed the assumption that adaptive behavior depends on preferred coping strategies and indicators of self-attitude.


Adaptive behavior; Emotional stability; Adolescents; Individual-psychological predictors; Correlation analysis; Regression analysis; Coping strategies; Self-relation of personality

  1. Avraamova E., Loginov D. New Trends in School Education Development. Based on the Annual Monitoring Research Conducted by the Center of Economy of Continuous Education of the Presidential Academy of National Economy and Public Administration (RANEPA). Educational Studies (Moscow), 2016, no. 4, pp. 163–185. (In Russian) DOI:
  2. Vyatkin B. A., Dorfman L. Y. Theory of Integral Individuality By V. S. Merlin: History And Nowadays. Education and Science Journal, 2017, no. 2, pp. 145–160. (In Russian) DOI:  
  3. Graur M. V. Means of Academic Adaptation as Predictors of Self-Efficacy of Middle School Students. Science Vector of Togliatti State University. Series: Pedagogy, Psychology, 2017, no. 3, pp. 42–47. (In Russian) URL:
  4. Zagvyazinsky V. I. Valuable and Orientation Foundations of Educational System of the Country. Education and Science Journal, 2016, no. 6, pp. 11–22. (In Russian) DOI:
  5. Ivanova M. V., Savelyev V. V. Factors of Social and Psychological Adaptation of Teenagers to Education in Suvorov Military School. Education and Science Journal, 2016, no. 7, pp. 105–116. (In Russian) DOI:
  6. Krivenko M. P. Comparative Analysis of Regression Analysis Procedures. Informatics and Applications, 2014, vol. 8, no. 3, pp. 70–78. (In Russian) DOI:
  7. Leontiev D., Lebedeva A., Kostenko V. Pathways of Personality Development: Following Lev Vygotsky’s Guidelines. Educational Studies (Moscow), 2017, no. 2, pp. 98–112. (In Russian) DOI:
  8. Lubimov L. The Book that Every School Needs. Review of the Russian Edition of the Book: Leontiev A. Pedagogy of Common Sense. Selected Works on Philosophy of Education and Educational Psychology. Educational Studies (Moscow), 2017, no. 3, pp. 234–241. (In Russian) DOI:
  9. Muravyova O. I., Litvina S. A., Bogomaz S. A.  Environmental Identity: The Concept Content. Siberian Journal of Psychology, 2015, no. 58, pp. 136–148. (In Russian) DOI:
  10. Sivak E., Glazkov K. Life Outside the Classroom: Everyday Mobility of School Students. Educational Studies (Moscow), 2017, no. 2, pp. 113–133. (In Russian) DOI: 
  11. Trubina G. F., Zeer E. F., Mashchenko M. V. Socially-Oriented Approach to Education as a Condition of Successful Socialization of Pupils. Education and Science Journal, 2017, vol. 19, no. 6, pp. 9–32. (In Russian) DOI:  
  12. Aelenei C., Lewis N. A., Oyserman D. No pain no gain? Social demographic correlates and identity consequences of interpreting experienced difficulty as importance. Contemporary Educational Psychology, 2017, vol. 48, pp. 43–55. DOI:
  13. Asmolov A. G. Activity as reality in defining people and activity as a cognitive construct. Activity and the Activity approach to understanding people: The Historical meaning of the Crisis of cultural-activity psychology. Russian Education and Society, 2015, vol. 57, no. 9, pp. 731–756. DOI:
  14. Berzonsky M. D., Papini D. R. Identity processing styles and value orientations: the mediational role of self-regulation and identity commitment. Identity. International Journal of Theory and Research, 2014, vol. 14, no. 2, pp. 96–112. DOI:
  15. Bulfin A. Popular culture and the “new human condition”: Catastrophe narratives and climate change. Global and Planetary Change, 2017, vol. 156, pp. 140–146. DOI:
  16. Dolgova V. I. Aspects of emotional stability in volunteers of gerontology programs. Advances In Gerontology, 2014, vol. 4, no. 4, pp. 278–282. DOI:
  17. Dolgova V. I., Vasilenko E. A., Kapitanets E. G., Kondratieva O. A., Kapitanets E. G., Zhakupova Ya. T. Features of social and psychological adaptation of teenagers from foster families in school. Man in India, 2017, vol. 97, no. 7, pp. 61–69. URL: 
  18. Dudina M. N., Dolgova V. I. New educational paradigm: existentialism is a humanism. Man in India, 2016, vol. 96, no. 10, pp. 4043–4050. URL:  
  19. Dudina M. N., Dolgova V. I. The Crisis of upbringing in the Contemporary chronotope: potential solutions. Man in India, 2016, vol. 96, no. 10, pp. 3503–3511. URL:
  20. Font X., Garay L., Jones S. A Social Cognitive Theory of sustainability empathy. Annals of Tourism Research, 2016, vol. 58, pp. 65–80. DOI:
  21. Kiverstein J. Empathy and the responsiveness to social affordances. Consciousness and Cognition, 2015, vol. 36, pp. 532–542. DOI:  
  22. Lachowicz-Tabaczek K., Bajcar B. Future self-appraisals and global self-esteem: Who benefits more from thinking about the future, and why?. Self and Identity, 2017, vol. 16, no. 4, pp. 460–479. DOI:
  23. Morrison A. S., Mateen M. A., Brozovich F. A., Zaki J., Goldin P. R., Heimberg R. G., Gross J. J. Empathy for positive and negative emotions in social anxiety disorder. Behaviour Research and Therapy, 2016, vol. 87, pp. 232–242. DOI:
  24. Oyserman D., Destin M., Novin S. The context-sensitive future self: possible selves motivate in context, not otherwise. Self and Identity, 2015, vol. 14, no. 2, pp. 173–188. DOI:
  25. Rudolph A., Figge L. Determinants of ecological footprints: What is the role of globalization? Ecological Indicators, 2017, vol. 81, pp. 348–361. DOI: 
  26. Smortchkova J. Encapsulated social perception of emotional expressions. Consciousness and Cognition, 2017, vol. 47, pp. 38–47. DOI:
  27. Sokol Y., Serper M. Temporal self-appraisal and continuous identity: associations with depression and hopelessness. Journal of Affective Disorders, 2017, vol. 208, pp. 503–511. DOI:
  28. Vianello M., Schnabel K., Sriram N., Nosek B. Gender differences in implicit and explicit personality traits. Personality and Individual Differences, 2013, vol. 55, no. 8, pp. 994–999. DOI: 
  29. Zhakupova Ya. T., Dolgova V. I., Kryzhanovskaya N. V., Kondratieva O. A., Kapitanets E. G. Gifted adolescents: Special qualities of the cognitive activities’ motivational component. Espacios, 2017, vol. 38, no. 40, pp. 22. URL:
Date of the publication 28.02.2018