PSYCHOLOGICAL FACTORS INFLUENCING DISABLED STUDENTS’ SELF-REALIZATION

Abstract

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.