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ВЛИЯНИЕ АКАДЕМИЧЕСКОЙ МОТИВАЦИИ И АДАПТАЦИИ ИНОСТРАННЫХ СТУДЕНТОВ НА УДОВЛЕТВОРЕННОСТЬ ОБУЧЕНИЕМ В ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ РОССИЙСКОГО ВУЗА
Successful mastery of the educational process in the digital environment is directly related to the development of academic readiness of international students. The aim of this study was to identify the influence of the components of academic motivation, adaptability to the educational process and to the group on the perception of learning in the digital environment of a Russian university. The respondents were 194 international students from India, China and neighboring countries (Uzbekistan, Tajikistan, Kazakhstan). During the study, the «Scale for Assessing the University's Digital Educational Environment (DOE)» by M. G. Sorokova, the «Scale of Academic Motivation» by T. O. Gordeeva, and the methodology «Sociocultural Adaptation Scales» by J. Wilson were used. The study revealed that for international students at Russian higher education institutions studying in a digital learning environment, the key factors determining their satisfaction are interpersonal communication and internal (introjected) motivation. These two aspects are the main predictors of learning success. Additional factors of importance include proficiency in the Russian language and interest in the learning process itself (cognitive motivation). External incentives (external motivation) also have a slight positive impact on students' satisfaction with their studies. The research findings will enable the development of more effective pedagogical strategies and support methods for international students in the digital learning environment.