Abstract
The process of adapting primary school students to learning depends on many factors. Yet the research on primary school students’ adaptation to learning remains rather limited, which may negatively affect educational effectiveness and students’ development. The aim of this study was to theoretically substantiate and experimentally test the proposed set of pedagogical conditions that contribute to the successful adaptation of primary school students to learning in the primary education system. The study employed a quantitative quasi-experimental design involving experimental and control groups. The participants included 99 first-grade primary school students aged 6–7 years. The study consisted of three stages: initial assessment, formative intervention, and final assessment. The authors systematized the components of primary school students’ adaptation to learning (emotional-value, motivational, cognitive, and behavioral), developed a system of criteria and indicators in accordance with three levels of development (low, medium, and high), and measured students’ level of adaptation to learning using 12 standardized diagnostic techniques. With the help of Student's t-test for independent and dependent samples, the findings revealed statistically significant improvements in the adaptation levels of students in the experimental group, thereby confirming the effectiveness of the proposed set of pedagogical conditions that contribute to the successful adaptation of primary school students to learning in the primary education system. The results of the study may be applied not only by primary school teachers and administrators, but also by researchers.