Investigating psychological characteristics of self-regulation in schoolchildren with cognitive disorders

Abstract

Introduction. The authors investigate psychological characteristics of self-regulation in primary schoolchildren with cognitive impairments. The purpose of the article is to identify key determinants of the manifestation of self-regulation as the leading mechanism of adaptation. The results obtained can contribute to developing psychological support programs within school conditions and facilitate adaptive strategies of behavior and components of self-regulation. Materials and Methods. The methodological foundations of the research included leading positions of psychology about the formation of the behavior of children with cognitive disabilities. The research was carried out in the logic of the ascertaining psychological and educational experiment; the material obtained from the collection of empirical data was analyzed and generalized. The sample consisted of 456 schoolchildren aged between 8 and 11 years, who were divided into three groups: NID (normal intellectual development), MR (mental retardation) and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, and the method of correlation pleiades. Results. The research findings include identifying the main psychological characteristics of self-regulation in primary schoolchildren with cognitive impairment. The research data enabled to develop self-regulation skills in schoolchildren with cognitive impairment. The results obtained are considered as a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The study concludes that after identifying the psychological characteristics of self-regulation in primary schoolchildren with impaired cognitive health, it is possible to develop programs of psychological assistance for educational settings. The research data can be used within educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.