<p>The article describes the psychological study determining the factors that support fundamental assumptions of students with disabilities. We have determined correlations between psychological hardiness of students with disabilities and their system of fundamental assumptions; beliefs in the benevolence of the surrounding world and people, in the meaningfulness of some events, in a chance to build successfully one’s own life and in one’s own luck have a significant influence on psychological hardiness. The predictors of psychological hardiness of students with disabilities are: positive interactions with the outside world; self-acceptance as a conscious acceptance of various aspects of one’s own personality; personal autonomy, which allows an individual to independently determine their own behaviour, assess adequately their capabilities and resist external influences.</p>
The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students’ self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students’ self-realization in the integrated educational environment and the features of its implementation. The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students’ self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules. Approbation of the program has showed its high efficiency. The analysed components of students’ self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students’ psychological well-being.
The article presents the empirical study on psychological factors influencing disabled students’ self-realization in the integrated educational environment. The aim is to study the psychological factors and predictors of disabled students’ self-realization. Methods. The performed factor analysis revealed the structure of disabled students’ self-realization depending on their self-actualization levels. The indicators predicting disabled students’ self-realization having low and high self-actualization are described according to the performed regression analysis. Results. The self-realization factor structure of students with high self-actualization is characterized by positive self-esteem and balanced time perspective; it includes also nearly all parameters of meaningful life orientations and psychological hardiness. The predictors of self-realization for students with high self-actualization are: challenge, locus of control - Self, values of self-actualisation, rationalization and hypercompensation. The self-realization factor structure of students with low self-actualization includes the indicators of psychological hardiness, psychological protection, protective coping, and the negative past. The model that explains 92% of the variance and predicts most accurately self-realization of students with low self-actualization in based on the predictors: need for knowledge, randomness of events, benevolence of the people, the future, and escape-avoidance. Conclusions. The obtained data allowed us to determine the resources and barriers for disabled students’ self-realization and would be used for development of a comprehensive psychological program assisting to students’ personal development and self-realization in the context of integrated learning.
The article presents the empirical research on coping strategies of students studying in integrated groups and the strategies with self-realization. The research purpose was to study the features of self-realization characteristic for students in the integrated educational environment by examining of the structure of their coping strategies, their correlations with self-realization and the predictors of self-actualization. The following methods were used: Folkman and Lazarus' Ways of Coping Questionnaire (adapted by L.I. Vasserman); E. Shostrom’s Personal Orientation Inventory, modified by, A. Lazukin, N. Kalina; the methods for data processing and interpretation: quantitative and qualitative analysis (factor, correlation, regression analyses). We have revealed differences in the factor structure of coping strategies characteristic for disabled students and relatively healthy students. Thus, there are correlations between an individual’s coping strategies and self-realization. The success of disabled students’ self-realization is determined by their ability to use social support (informational, emotional, effective), their rational approach to problem solving, self-regulation, cognitive avoidance of difficult situations. The success of relatively healthy students’ self-realization is determined by their rational approach to problem solving, positive reassessment of a problem and its inclusion into the context of personal development.
rapy in the formation of hardiness and to delve deeper into the relationship between hardiness and actual capabilities of the person. Data were collected from 380 people from Ukraine, aged between 19 and 62. The respondents completed the Wiesbaden Inventory for Positive Psychotherapy and Family Therapy (WIPPF 2.0), which was developed by N. Peseschkian in collaboration with H. Deidenbach and the Maddi Hardiness Scale. We used Pearson’s correlation coefficient to measure the statistical relationship between hardiness and personal capabilities. Also, we used regression analysis to determine the prognostic indicators for hardiness. As a result of our research, we found that the capabilities of contact, trust, hope, love, achievement, and reliability have the greatest influence on hardiness
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