A personality-centered approach is viewed as a methodological basis for psychological and pedagogical follow-up for students undergoing an adaptation stage to a new educational environment.The author presents the results of building prognostic mathematical model, making it possible to assess students’ adaptedness to choose the proper plan for psychological and pedagogical follow-up, with the help of multidimensional statistical methods of cluster and discriminant analysis. Subjective and objective criteria of person’s adaptedness and adaptability, significant in terms of personality-centered approach, make it possible to identify a particular student as fitting into one of four groups that differ according to the level of student’s adaptedness/non-adaptedness. The examples of application of the model during follow-up for linguistic university students while adapting are given.