Abstract: The subject of the study is the coping strategies and protective mechanisms of 1st and 4th year students with different levels of adaptability.
Successful adaptation of a student is an important condition for successful educational and cognitive activity. Based on this, the problem of studying the adaptation process and determining the factors that affect the success of this process among students is relevant. Significant and important factors influencing the adaptation process of students are coping strategies and the protective mechanism of personality. Students of 1st (30 people) and 4th year (29 people) were examined. Significant differences were obtained in the groups of highly, medium and low-adaptive 1st and 4th year students in terms of psychological defense parameters and coping strategies. The study was conducted using the following methods: the methodology for diagnosing the socio-psychological adaptation of K. Rogers and R. Diamond, the Plutchik – Kellerman – Conte questionnaire "Lifestyle Index", the questionnaire "Methods of coping behavior" by R. Lazarus. The scientific novelty of the study is related to the results obtained in the diagnosis of coping strategies and defense mechanisms of the 1st and 4th year students with different levels of adaptability. 1st and 4th year students with a high level of adaptation have similar mechanisms of psychological protection, namely: rationalization, compensation, as well as similar types of coping strategies: problem solving planning, self-control, taking responsibility. 1st and 4th year students with a low level of adaptation have differences in the mechanisms of psychological protection, namely: 1st year students have such types of psychological protection as: regression; coping strategy – escape- avoidance; 4th year students have types of psychological protection – denial; coping strategy – search for social support.

Abstract: The article shows that among the factors of the effectiveness of pedagogical work, the personal characteristics of the teacher are important. This is due to the fact that personal qualities, such as sociability, organization, emotionality, perseverance, discipline and others, encourage the teacher to work on himself, to self-improvement. In addition, the effectiveness of the educational process depends on personal characteristics, whether the teacher will be able to find an approach to students, build trusting relationships, motivate them to acquire knowledge, create a favorable psychological climate in the classroom. A study was conducted to study the influence of characterological features on the effectiveness of the professional activity of teachers of correctional schools. In the course of diagnostics of personal qualities of teachers and comparison with the level of efficiency of professional activity, the presence of the character traits declared by us, such as organization, emotional stability, attachment and extroversion in teachers with medium and high levels of efficiency and the absence or weak expression of these character traits of teachers with a low level of efficiency of activity, was revealed. A complete analysis of the previously identified groups of effectiveness of professional activity of teachers shows that the declared qualities of character are particularly pronounced in representatives with a high level of efficiency of professional activity in 100%, and are also traced in more than half of the teachers from the group with an average level of efficiency of professional activity of 85%.
In connection with the data obtained, we can talk about the influence of such character traits as: extroversion (sociability), organization, attachment, emotional stability on the effectiveness of professional activity.