In the study of school adaptation, the personal characteristics of students are of particular importance. The authors consider them as a predictively significant factor determining the nature of the process and its outcome.

The analysis of scientific literature allows us to state that: individual combination of personality traits imprints on all behaviour and, manifesting itself in interpersonal interaction, affects the effectiveness of socio-psychological adaptation (E.M. Aleksandrovskaya, E.B. Vesna, S.A. Larionova V.I. Soloviev, etc.). The level of adaptation in a particular environment largely depends on individual-personal characteristics that determine the adaptation resources of a person. Individuals with reduced adaptation resources constitute a risk group of adaptation disorders to social conditions of life activity. This category includes both individuals with predominantly stenic, dominant, excitable traits (prone to active-type maladaptation) and those with hypothetical traits: anxious, sensitized, conformal (prone to passive-type maladaptation) (F.B.Berezin, A.E.Lichko).

The purpose of our study was to identify intrapersonal determinants that define the occurrence of difficult adaptation in students of the first and fifth grades. To achieve this goal, we used in our research factor analysis (principal component method) of the following indicators: sociability, emotional stability, poise, dominance, prudence, conscientiousness, courage, practicality, optimism, self-control, equanimity, mental development, fear of self-expression (self-esteem anxiety), self-esteem.

The results of the experimental work showed that the process of school adaptation of first-graders is influenced by such intrapersonal determinants as ‘emotional reactivity’, ‘exposure to environmental influences’, ‘emotional maturity’, ‘exposure to feelings’ and ‘mental development’.

Positive or negative influence of the identified factors on students with different levels of school adaptation allows us to assert that the intrapersonal determinants that complicate the adaptation process in students of the first grades is the expression of such personal qualities as emotional reactivity, emotional immaturity, susceptibility to feelings. They reflect the peculiarities of the emotional-volitional sphere of personality.

The authors came to the conclusion that such intrapersonal determinants as ‘self-confidence’, ‘frustrated personality’, ‘self-control of emotions and behaviour’ and ‘self-esteem anxiety’ influence the process of school adaptation of fifth-graders. Such personal characteristics as insecurity, frustrated personality and self-esteem anxiety impede the process of school adaptation.

The revealed intrapersonal determinants of school adaptation in students of the first and fifth grades should be taken into account when choosing the content, methods and means of correction and developmental work with children with difficult adaptation.

Keywords: School adaptation, educational environment, social environment, interaction, individual development, student.